Transcript Highlights:

• It requires a practicum.
• And then they provide this practicum that I was talking about.
• And then we also do provide some grants for individuals that don't want to take the online practicum,
• Some grants are available for individuals that don't want to take the online practicum but would like

Keywords: 908, all

Transcript Highlights:

• It requires a practicum.
• And then they provide this practicum that I was talking about.
• And then we also do provide some grants for individuals that don't want to take the online practicum,
• Some grants for individuals that don't want to take the online practicum, but would like to work through

Summary: The committee met to hear presentations on dual credit programs from North Dakota higher education leaders, a school superintendent, and teachers. Valley City State University described its dual credit model, emphasizing quality control through annual teacher training, syllabus and outcomes alignment, faculty qualification review, school visits, and pathways aimed at the College Studies Certificate. Members asked about teacher employment, course scheduling, revenue, scholarships, and whether a centralized model might improve efficiency; VCSU said most instructors are K-12 employees, online offerings are still small, and centralization could weaken local relationships and choice. Lake Region State College similarly stressed access and partnerships, noting about half of its headcount is still in high school, with both online and face-to-face dual credit options, district reimbursement arrangements, and support for rural schools. Lake Region also said dual credit helps students who might not otherwise see themselves as college-bound, but reduced tuition can still be a barrier for some families. Fargo Public Schools reported continued growth in dual credit, with 50 courses offered in partnership with several NDUS institutions and a 12.61% increase in participation. The superintendent highlighted a growing education pathway, including students completing Introduction to Education and field experience, and said the district is exploring a grow-your-own teacher pipeline. He also raised concerns about inconsistent institutional processes, teacher credentialing requirements, and transfer clarity, arguing for more aligned statewide systems. In response to questions, he said AP and dual credit can coexist, with AP often better for highly selective out-of-state colleges and dual credit better for students targeting North Dakota institutions, and he described some use of Arizona State online courses in earlier rural partnerships but said Fargo is focused on local institutions. Two teachers then testified on the classroom perspective. A West Fargo anatomy and physiology teacher said dual credit has expanded access, lowered costs, and prepared students well, but agreed that foundational science courses may be more effective when taken later in high school to reduce knowledge loss before college. A Drake-Anamoose English teacher, who has taught dual credit for more than 20 years, said the program has supported many students who went on to a wide range of careers and emphasized that small rural schools rely on dual credit to provide opportunities they otherwise could not offer. No formal votes or actions were taken in the portion of the meeting provided.

Transcript Highlights:

• unfortunate experience of having to dismiss an otherwise successful graduate social work student from his practicum
• These required practicums are often unpaid, emotionally demanding, and time-consuming.

Keywords: 995, all

Summary: The Joint Committee on Higher Education heard testimony on a broad set of bills focused on making public higher education more affordable and accessible, protecting student information, and changing social work licensure rules. Chair Rogers and Senator Comerford opened by emphasizing the committee’s focus on financial aid, tuition and fee waivers, scholarships, admissions, and institutional changes, and they reminded witnesses about the three-minute testimony limit. No votes were taken during the hearing. A large portion of the hearing centered on the “Super Act” (H. 1423/S. 218), which would eliminate the master’s-level social work licensing exam and create grant support for social work internships. Supporters—including students, practitioners, educators, and advocates—argued that unpaid internships and the exam create financial barriers, worsen workforce shortages, and disproportionately affect Black, brown, older, ESL, and other marginalized candidates. Opponents from the Association of Social Work Boards argued the exam is a necessary public-protection standard, helps maintain uniform licensure, and is important to the social work licensure compact; they said workforce shortages should be addressed through pay, working conditions, and caseloads instead. Committee members asked detailed questions about compact participation, exam accommodations, and how other states such as Rhode Island and Connecticut have handled similar changes. The committee also heard extensive testimony in favor of debt-free public higher education bills (H. 1436/S. 929). Witnesses, including students, faculty, advocates, and Senator Eldridge, said Massachusetts should expand on free community college by covering tuition and mandatory fees at public colleges and universities, with additional aid for living costs for lower-income students. Supporters said student debt delays homeownership, family formation, and career entry, and that the state should use Fair Share revenue to invest in public higher education. Some committee members voiced support but also raised concerns about prioritizing K-12 funding and the cost of expanding free college further. Several witnesses also supported bills to extend tuition and fee waivers to young adults raised by grandparents or other kinship guardians outside the DCF system, arguing that these students face the same trauma and financial barriers as foster youth but do not receive the same benefits. Representative Donato, Joseph O’Leary, Shauna Manning, Sandra Vecchio, Karen Gardner, Judy Walter, Elaine Arsenault, and others described the financial strain on grandparents raising grandchildren and urged parity with DCF-related waivers. In addition, Senator Jake Oliveira testified for a bill to protect public higher education student directory information from data mining and unauthorized sharing, and Deirdre Cummings testified for an open educational resources bill to reduce textbook costs. The hearing concluded with continued testimony on kinship care and college access, with committee members thanking witnesses and indicating follow-up on some bill language issues.

Transcript Highlights:

• teacher who entered the profession through an alternative certification pathway with a pre-service practicum
• Importantly, the bill ties funding to what matters. successful completion, practicum experience, certification

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• not want to prolong the higher ed experience because I don't think we can cut short, you know, any practicum
• think we can cut short, you<00:58:59.280> know,<00:58:59.359> any<00:58:59.599> practicum
• <00:59:00.160> or<00:59:00.400> early you know, any practicum or early you know, any
• practicum or early education<00:59:01.280> work<00:59:01.599> in<00:59:01.839> the<

Bills: HF3635, HF3638

Keywords: teacher mobility, interstate compact, licensure, military spouses, education, teacher regulation, teacher qualifications, state sovereignty, educator licensing, paraprofessional credentials, mental health, professional development, data sharing, 1183, house

Transcript Highlights:

• They also have to be enrolled in school, so this becomes more like a practicum and includes continuing
• more that this becomes like >> So it's it's more that this becomes like a<01:10:53.120> practicum
• a practicum. a practicum.

Keywords: 1136, house, all

Transcript Highlights:

• We have 140 hours of training and professional development, 500 hours of classroom practicum support,
• :13:10.560> hours<01:13:10.800> of<01:13:10.960> classroom<01:13:11.679> practicum
• <01:13:12.480> support 500 hours of classroom practicum support 500 hours of classroom practicum

Bills: HF2582, HF2266, HF2518, HF2039, HF1941

Keywords: child care, grants, appropriation, workforce development, families, YWCA Minneapolis, job training, child development, economic assistance, WomenVenture, economic development, entrepreneurship, women entrepreneurs, business training, financial support, youth programs, funding, employment, Minnesota, American Indian

Transcript Highlights:

• So the employers are providing the work practicum site.
• So the employers are providing the work practicum site.
• So the employers are providing the work practicum site.
• The employers are providing the work practicum site.

Keywords: 910, house, all

Transcript Highlights:

• receiving clinical supervision or holding clinical licensure, are prepared through their education, practicum
• 00:14:48.360> education prepared through their education prepared through their education practicum
• clinical<00:14:50.639> supervision<00:14:51.320> and<00:14:51.480> lure practicum
• clinical supervision and lure practicum clinical supervision and lure to<00:14:52.360> provide

Keywords: 1187, senate, all

Transcript Highlights:

• teacher who entered the profession through an alternative certification pathway with a pre-service practicum
• Importantly, the bill ties funding to what matters: successful completion, practicum experience, certification
• Importantly, the bill ties funding to what matters: successful completion, practicum experience, certification

Summary: The committee continued hearing testimony on Senate Bill 2252, which would expand early literacy and numeracy screening, parent notification, intervention supports, and teacher training, including math academies and early childhood supports. Supporters from Texas 2036, Good Reason Houston, Texas Business Leadership Council, and several parents argued that early identification of skill gaps, clearer data for families, and stronger teacher preparation would improve student outcomes, workforce readiness, and long-term earnings. They cited low math proficiency statewide, the importance of early intervention, and examples of districts using screeners and data dashboards to guide instruction and resource allocation. One witness also highlighted home visiting as a family-support model, while another urged more funding for pre-K partnerships and stronger support for parents with reading materials and guidance. A district special education administrator testified neutrally, saying the bill reflects practices already used in her district but expressing concern that it could reduce local control and teacher discretion by standardizing screening and tying it to funding. A Texas Classroom Teachers Association representative supported the intent but warned that mandatory math academies and intervention academies could burden teachers if implemented like prior reading academies, and a substitute teacher/teacher-of-the-year witness asked for clearer protections around special education information and pay for alternative certification candidates. After public testimony closed, SB 2252 was left pending. The committee then took up Senate Bill 2253, as substituted, which would phase out routine hiring of uncertified teachers over time, require parent notification when a teacher is uncertified, and expand high-quality preparation pathways such as university programs, residencies, improved alternative certification, and grow-your-own programs. Senator Creighton said the bill responds to the rise in uncertified teachers and aims to strengthen the teacher pipeline with more structured preparation, mentorship, and oversight by SBEC. Invited testimony strongly supported the measure: a Texas Tech researcher said uncertified teachers and fast-track programs are associated with significant learning losses, while year-long residencies and mentored pathways produce stronger outcomes and higher earnings for students. Leaders from Dallas College and Sam Houston State University described successful residency and grow-your-own models, high completion and retention rates, and the need for paid residencies and stipends so candidates can afford to enter the profession. Committee members asked about the difference between mentorship and residency, the cost-effectiveness of paid residencies, retention incentives, and how to scale the model statewide. The committee also adopted the substitute for SB 2253 and later paused to vote out several other bills, including SB 1191, SB 1786, SB 226, SB 326, SB 570, SB 870, SB 991, SB 60, SB 365, SB 1401, and SB 1067, all of which were reported favorably, many with unanimous votes and some placed on the local and uncontested calendar.

Transcript Highlights:

• For school counselors, you need a master's degree in school counseling with a practicum, as well as many

Bills: HB321, HB 1027, HB 1295, HB1782, HB2295, HCR29, HCR56

Keywords: Medicaid, child health, express lane option, income verification, supplemental nutrition assistance, telepharmacy, healthcare access, remote dispensing, rural clinics, pharmacy regulations, health literacy, state health plan, health care, patient outcomes, public health, economic impact, healthcare, breast cancer, cervical cancer, insurance eligibility

Transcript Highlights:

• Local public school boards provide for authorization of career practicums in public high schools, provides
• Local public school boards provide for authorization of career practicums in public high schools, provides

Bills: HR244, HR245, HR246, HR247, HR248, HR249, HR250, HR251, HCR101, HCR102, HR223, HR224, HR225, HR226, HR227, HR229, HR230, HR231, HR232, HR234, HR235, HR236, HR237, HR238, HR239, HR240, HR241, HR242, HR243, HCR94, HCR95, HCR96, HCR97, HCR98, HCR99, HCR100, SCR31, SCR33, SCR35, SCR37, SCR56, SCR57, SB171, SB251, SB252, SB353, SB367, SB433, SB461, HR170, HR191, HR206, HR207, HR208, HR217, HCR11, HCR53, HCR60, HCR66, HCR68, HB66, HB153, HB165, HB326, HB387, HB454, HB455, HB484, HB513, HB603, HB660, HB719, HB762, HB766, HB793, HB802, HB816, HB833, HB940, HB947, HB950, HB975, HB1028, HB1039, HB1051, HB1053, HB1080, HB1201, HB1215, HB1228, HB1251, HB1252, SCR2, SB26, SB28, SB29, SB30, SB41, SB44, SB64, SB84, SB87, SB93, SB98, SB107, SB118, SB142, SB192, SB195, SB199, SB219, SB222, SB234, SB241, SB255, SB275, SB277, SB292, SB294, SB306, SB314, SB482, SB233, SB326, HR171, HCR49, HCR65, HCR72, HR37, HCR64, SCR19, SCR3, SCR6, SCR18, SCR11, SCR22, HB64, HB68, HB92, HB130, HB258, HB633, HB801, HB89, HB341, HB451, HB456, HB579, HB595, HB621, HB818, HB841, HB1064, HB1101, HB1191, SB47, SB82, SB106, SB206, SB210, SB248, SB305, SB376, SB397, SB441, SB2, SB19, SB24, SB50, SB70, SB96, SB101, SB103, SB104, SB114, SB122, SB159, SB160, SB173, SB180, SB182, SB260, SB412, SB418, SB424, SB442, SB460, SB476, SB1, SB23, SB32, SB42, SB43, SB46, SB51, SB110, SB113, SB150, SB154, SB161, SB218, SB220, SB221, SB253, SB289, SB310, SB351, SB399, SB404, SB502, HCR32, HB955, HB284, HB617, HB730, HB926, HB1125, HB1194, HB1203, HB798, HB998, HB1084, HB1223, HB646, HB824, HB901, HB79, HR20, HR74, HB59, HB306, HB366, HB393, HB458, HB577, HB582, HB605, HB614, HB682, HB733, HB752, HB773, HB911, HB996, HB1035, HB1069, HB1113, HB1140, HB1180, HB1234, HB1240, SB89, SB68, SB149

Keywords: disclosure, local law, public notice, legislative transparency, Artists at the Capitol Day, art education, Louisiana Art Education Association, recognition, community engagement, House Resolution 247, HR247, Laura Lewis, birthday commendation, 104th birthday, centenarian, longevity, St. James Parish, Louisiana House of Representatives, Mount Calvary Baptist Church, ceremonial resolution

Transcript Highlights:

• I think if there was a way for them to be able to maybe bake practicum hours or something to do with

Transcript Highlights:

• These classes include the internship and the tri-cyclical practicum, which may also include a research

Transcript Highlights:

• to approach those employees that have been crying to me and saying, hey, we need a shadowing, a practicum

Keywords: 995, all

Summary: The Workforce Support Subcommittee met to discuss using registered apprenticeships to help address workforce shortages in disability services, human services, and other high-need fields. Co-chairs and staff introduced the session as a follow-up to earlier discussions with state labor officials and representatives from developmental disability and behavioral health provider associations. The panel focused on how apprenticeships can create paid, structured pathways into jobs while also supporting credentialing and retention. Amara Ramon of the Division of Apprenticeship Standards explained how Massachusetts apprenticeship programs are registered and supported, including the roles of apprenticeship liaison staff, operations, quality assurance, and grant support. She described the core features of apprenticeships—paid on-the-job training, related technical instruction, wage progression, and industry credentials—and contrasted them with internships or co-ops. Melissa Chabelli of the MassHire Hampden County Workforce Board described the intermediary role her board plays in designing programs, registering apprentices, coordinating employers, and handling compliance. She emphasized flexibility, employer investment, tax credits, retention benefits, and the importance of mentors and local workforce partnerships. Lisa Morris of UMass Chan/For Health Consulting described a developing apprenticeship for medical interpreters, built from an existing training foundation and designed to address the gap between classroom preparation and work experience. She said the model would combine pre-apprenticeship training, employer interviews, 2,000 hours of apprenticeship, and related technical instruction tied to national certification. Speakers also discussed examples for nursing, early childhood education, CNC machining, and programs serving neurodivergent learners, including Bridgewater State’s Excel program. In response to audience questions, panelists said state agencies can serve as intermediaries, recruitment can come through career centers, youth programs, community colleges, ESL centers, and incumbent workers, and accommodations or modified curricula can support apprentices with disabilities. No votes were taken; the session ended with encouragement for attendees to contact the presenters and Division of Apprenticeship Standards for help developing programs.

Transcript Highlights:

• they've been doing it longer, charter schools have been doing it longer, and they are doing kind of a practicum
• They are doing kind of a practicum thing, which we are leaning towards those, you know, residency-type
• some safeguards, like you have to have a bachelor's degree, you have to do this kind of training or practicum
• I was 34 years in public schools and eight years at the college level, teaching the practicum.

Keywords: 1184, house, all

Transcript Highlights:

• the Humphrey School of Public Affairs, who worked with me this year on this bill as a part of his practicum
• the Humphrey School of Public Affairs, who worked with me this year on this bill as a part of his practicum
• the Humphrey School of Public Affairs, who worked with me this year on this bill as a part of his practicum
• the Humphrey School of Public Affairs, who worked with me this year on this bill as a part of his practicum
• the Humphrey School of Public Affairs, who worked with me this year on this bill as a part of his practicum

Keywords: 1187, senate, all

Transcript Highlights:

• We would like to attract more vet students and veterinarians that need practicum hours, internships.

Keywords: Meeting Start 00:00:00 Attendance Roll Call 00:00:20 Kentucky Humane Society 00:01:20, 958, all

Summary: The committee heard a presentation from Alyssa Gray, president and CEO of the Kentucky Humane Society, on the organization’s statewide animal welfare work and its request for a $5 million matching contribution from the General Assembly for a new Kentucky Animal and Community Campus in Louisville. Gray said KHS, an independent nonprofit founded in 1884, serves cats, dogs, and horses, reaches 96 counties, provides shelter relief, spay-neuter services, low-cost veterinary care, and disaster response, and has supported communities during recent tornadoes and floods. She described the new campus as a hub for disaster housing, shelter transfers, veterinary training, and expanded services to reduce overpopulation and relieve pressure on county shelters and local governments. Members asked about the campus’s location, staffing, veterinary student involvement, and the scope of KHS’s services. Gray said the new site would be next to KHS’s current spay-neuter clinic on Preston Highway, that the facility would include shelter medicine, high-volume spay-neuter, and a low-cost clinic, and that it could host veterinary students and interns for hands-on training. She also explained that KHS works with county officials and shelters to move animals during crises or cruelty cases, can connect counties with partner organizations when KHS is full, and provides mobile clinic services and occasional grant support for rural shelters. Committee members praised the presentation and discussed how KHS could fit into disaster recovery planning. One member suggested the organization could be folded into long-term recovery efforts because of its role in post-disaster animal care. The presenter said KHS wants to be a formal disaster response resource and already works with the Kentucky Veterinary Medical Association and other partners. No vote on the funding request was taken during the meeting. At the end of the meeting, the committee noted it still lacked a quorum, so approval of the minutes was postponed to the next meeting, tentatively scheduled for October 15. The meeting then adjourned.

Transcript Highlights:

• teacher who entered the profession through an alternative certification pathway with a pre-service practicum
• Importantly, the bill ties funding to what matters. successful completion, practicum experience, certification

Bills: SB451, SB762, SB1490, SB1262, SB1459, SB1750, SB1962, SB2252, SB2253, SB2365

Keywords: instructional materials, public schools, Education Code, adoption, rejected materials, local funds, open educational resources, Texas Education Code, school districts, open enrollment charter schools, funding restrictions, environmental regulation, business compliance, local authority, economic development, state preemption, local control, open education resources, SB 762, Texas public schools

Transcript Highlights:

• and we have numerous students participating in both those versions, and then we also have career practicums

Summary: The committee first approved the November 3 minutes, then received an extensive update from Arkansas Division of Higher Education and Division of Career and Technical Education officials on LEARNS and ACCESS implementation. Witnesses said the state’s goal is for students to graduate employed, enrolled, or enlisted, and described expanded career pathways, student success plans, merit and distinction diplomas, and school accountability measures tied to pathway completion and tangible credentials. They reported increases in K-12 CTE enrollment and concurrent enrollment, and explained that some secondary career center programs were reduced or eliminated because they no longer aligned with state workforce demand. Members asked detailed questions about how merit/distinction affects school letter grades, how AP, concurrent credit, CTE completers, apprenticeships, and work-based learning fit into the system, and whether homeschool and private school students can access the same opportunities. Officials said multiple pathways can satisfy the requirements, including AP Scholar, concurrent credit, technical certificates, and apprenticeships, and that counselors are being trained to advise students. They also discussed scholarship changes: ACCESS broadened eligibility for the Arkansas Academic Challenge and Governor’s Scholar awards, with diploma of merit or distinction now qualifying students for additional aid, while the Governor’s Distinguished Scholarship itself remained unchanged. Questions were raised about whether homeschool and private school students can meet the new diploma-of-distinction criteria; officials said the intent is to make them eligible if they meet the same standards, and that guidance is being finalized. The discussion also covered workforce scholarships and grants. Officials said the Workforce Challenge was expanded to include vocational-technical schools and increased funding, and that the Division is reworking policy around “professional skills training” to support shorter-term, stackable programs. They reviewed the new federal Workforce Pell Grant, noting its narrow hour and duration limits and the need for programs to meet completion, placement, and earnings thresholds. Members also asked about the state lottery scholarship fund balance and whether more aid should be directed to students; officials said the fund remains healthy and that ACCESS has already increased awards and expanded eligibility, with more implementation data still to come. The final presentation came from the Director of Workforce Connections on a $35.8 million U.S. Department of Labor cooperative agreement for the American Manufacturing Apprenticeship Incentive Fund. Arkansas will administer the national fund, which is aimed at expanding advanced manufacturing registered apprenticeships across the country through a pay-for-performance model. Officials said the program will support occupations in aerospace, automotive, biotech, maritime, nuclear, semiconductors, supply chain, and automation, and that applications will open soon. Members asked who can apply and how the money will be distributed; the answer was that registered apprenticeship sponsors—sometimes companies, sometimes colleges, sometimes intermediaries—will apply, with Arkansas setting eligibility criteria, vendor requirements, and outreach efforts.