Transcript Highlights:

• All that training is done with a guided mentor as well. So keep that in mind.
• They provide the mentors. They do all of those things. And then we have our apprentices.
• it is important that the employer picks the right mentors and they understand what their responsibility
• Because again, we're not putting new people who have no Mentors understand what their responsibility
• And again, you do have a mentor too.

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:

• Our students are now... not just mentored and learning about health professions.
• Our youth are mentored and then they become mentors.
• , they are charged to mentor our high school students as our UNMBAMD... just did.
• Then they don't just give presentations at the high school, they mentor.
• And then he had an ask: mentor. Mentor, right? Pay it forward and mentor and take students.

Transcript Highlights:

• Together, we are the largest mentoring organization in Minnesota. I'm also a mentor in the program.
• They all speak to the power of youth mentoring: stronger mental health, avoidance of risky behaviors,
• who guide them toward with mentors who guide them toward success<00:51:52.920> because<00:51:
• <00:53:02.119> organization<00:53:02.640> in mentoring organization in mentoring organization
• <00:53:05.720> in<00:53:05.839> the Minnesota um I'm also a mentor in the Minnesota

Bills: HF1936, HF849, HF989, HF1130, HF1223, HF1907, HF1847, HF1957

Keywords: workforce development, youth employment, career guidance, education, job skills, Duluth Promise, education funding, career training, employment support, youth apprenticeship, economic development, minority support, internship program, Bloomington, funding, youth mentorship, job training, disadvantaged youth, Big Brothers Big Sisters, Youthprise

Transcript Highlights:

• just talk about him for a second as... ...and just talk about him for a second as a friend and a mentor
• He’s motivated, and he’s somebody that has been a friend, a mentor, and a leader.
• Thank you for mentoring me in this... and thank you for mentoring me this whole time, sir.
• That's all I got to serve with him, but he was a mentor to me and helped me a lot.
• From that moment forward, he's been a mentor and more than a mentor, he's been a friend.

Bills: SJR 3, SB 5, SB 21, SB 72, SB 703, SB 764, SB 790, SJR 36, SJR 3, SJR 34, SJR 18, SCR 9, SB 616, SB 565, SB 384, SB 5, SB 21, SB 72, SB 140, SB 262, SB 370, SB 372, SB 495, SB 627, SB 703, SB 764, SB 842, SB 971, SB 790, SB 767, SB 480, SB 1066, SB 929, SB 765, SB 523, SB 62, SB 19, SB 18, SB 666, SB 688, SB 707, SB 888, SB 687, SB 706, SB 847, SB 869, SB 890, SB 992, SB 1145, SB 494, SB 290, SB 766, SB 11, SB 10, SB 13, SB 263, SJR 3, SB 5, SR 172, SR 176, SR 177, SR 190, SR 193, SR 194, SR 202, SR 203, SR 208

Keywords: dementia, Alzheimer's disease, Parkinson's disease, research funding, state budget, prevention, healthcare, medical research, Dementia Prevention and Research Institute, research institute, funding, grants, state health initiatives, cryptocurrency, bitcoin, investment reserve, economic resilience, financial security, vehicle rental, damage waiver

Transcript Highlights:

• mentor teachers who help prepare the next generation of educators.
• AB 2060 would establish the Teacher Mentor Grant Program to create, and require local LEAs to come up
• teachers to new classroom teachers. ...and support this practice of school districts providing mentor
• I had an amazing mentor when I first began my teaching experience as a teacher, and I owe him a world
• So I'm a huge believer in mentors in the teaching profession. So thank you so much.

Keywords: 987, senate, all

Transcript Highlights:

• and the success of our residency program are assets that we will bring to developing apprentices, mentor
• and the success of our residency program are assets that we will bring to developing apprentices, mentor
• teachers our journey apprentices Mentor teachers our journey workers<00:25:43.720> and<00:25:
• or a journey worker of a mentor or a journey worker apprentices<00:29:25.279> are<00:29:25.480
• at the work site at the by a mentor at the work site at the completion<00:29:33.000> of<00:29

Keywords: 1183, house

Transcript Highlights:

• So when I retire, I think that's what I'm going to do: just really be there to be a mentor to people,
• I love the fact that you are mentoring and giving them belief in themselves, but I want them to have
• They also have an annual mentoring conference, which is held every year.
• program. an effective mentoring program.
• So this is where the Mentoring Institute, Madam Chair, comes in.

Transcript Highlights:

• Finally, we have teacher training, mentoring, and support programs.
• Then we have the Leader and Master Professional Educator Program, which trains mentor teachers assisting
• teachers assisting novice teachers—so one is the mentor teachers—and then in number three, improving
• So my question is, I'm curious as to how much training does a mentor teacher receive in...
• so one is the mentor teachers and then in number three improving teacher quality state grants assist

Summary: The committee first approved the May 18 meeting minutes and then received a presentation from Legislative Audit on Arkansas Department of Education grant distributions. Auditors explained that the fiscal year 2025 report summarizes $4.6 billion in grants from state, federal, and miscellaneous sources, across school districts, charter schools, education cooperatives, and other entities, and that the report only shows amounts distributed, not how recipients ultimately used the money. Members asked about specific recipients and programs, including ClassWallet, Economics Arkansas, and CDC surveillance funding; department staff clarified that the Economics Arkansas grant is written into special language and that the CDC-related funding supports student surveys used by state agencies. Questions also focused on bonus and incentive programs such as master principal and National Board Certified teacher bonuses, with department staff saying the bonuses are generally tied to completion of the program or certification rather than classroom performance, though they would follow up on details. The committee then heard a Bureau of Legislative Research update on Consumer Price Index projections from Moody’s Analytics and S&P Global. Dr. Carlos Silva explained the difference between CPI-U and core CPI and said the estimates show inflation slowing over the forecast period, with some near-term variation between the two data providers. Members asked about the historical accuracy of prior projections, and he said the forecasts generally tend to move toward about 2 percent over time, though recent shocks have caused earlier estimates to understate actual inflation. The bulk of the meeting was devoted to the final adequacy report on teacher recruitment, retention, and salaries. BLR staff reviewed Arkansas teacher demographics, shortage areas, educator preparation pipelines, licensure exceptions, survey results from teachers and principals, and teacher support programs. They reported that Arkansas had about 32,800 teachers and 473,000 students in 2025, with an average of 11.9 years of experience and a slight increase in National Board Certified teachers. The report found shortages in multiple subject areas, especially special education, math, science, foreign language, and social studies, and identified 65 districts as high-need geographically. Survey results showed school leadership as the strongest positive factor in recruitment and retention, while workload and salary were the biggest negatives; 30 percent of responding teachers said they were considering leaving the profession. The committee also reviewed teacher salary data showing a statewide average salary of $60,254 in 2025, Arkansas ranking 45th nationally by NEA methodology, and a long-term inflation-adjusted decline in district salaries, though LEARNS Act increases improved the trend. Members asked for additional follow-up information on survey methodology, alternative licensure costs, coursework, incentives for ESL and special education endorsements, exit data, and how salary comparisons are calculated.

Transcript Highlights:

• My other question was about the mentors.
• We talked a little bit about availability incentives for mentors as their shortage.
• So sometimes that related technical instruction is that mentor, right?
• So can we have more than one apprentice with that mentor?
• We want to apprentice more people, but we've only got one or two mentors.

Summary: The subcommittee met to receive an informational presentation from CareerSource Florida President and CEO Adrian Johnson, joined by Anthony Gagliano of CareerSource Suncoast, on the structure, funding, and services of Florida’s workforce development system. Johnson explained that CareerSource serves job seekers and businesses through 21 local workforce development boards and nearly 100 career centers, using federal and state funding streams such as WIOA, Wagner-Peyser, SNAP Employment and Training, and TANF. She described services including case management, training, wraparound supports, job matching, rapid response for layoffs and disasters, and business services such as recruitment, customized training, and on-the-job training. She also highlighted the REACH Act’s role in consolidating local boards from 24 to 21, creating the Master Credential List and Credential Review Committee, and implementing performance-based letter grades for local boards. Members asked detailed questions about funding formulas, letter grade metrics, apprenticeships, youth services, small business access, and the demand occupation list. Johnson said federal allocations are driven largely by unemployment and poverty formulas, which has reduced Florida’s WIOA funding by about $27 million over four years because of the state’s low unemployment rate. She explained the letter grades measure outcomes such as increased earnings, reduced public assistance, employment and training outcomes, work-based learning, business engagement, and service to individuals in certain programs, and said the system is being reviewed for possible changes, including removing extra credit and adjusting weights. On youth services, she said Florida has a waiver allowing a 50/50 split between in-school and out-of-school youth funding, and that local partnerships drive outreach. On the demand occupation list, she said it is based on state labor market data and projections, but local boards can submit evidence of local demand when data does not reflect conditions in their area. A substantial portion of the discussion focused on apprenticeships and workforce training grants. Johnson and Gagliano described apprenticeship navigators funded by the $7.75 million apprenticeship expansion allocation, which help employers navigate registration and expand apprenticeships into nontraditional fields such as IT, health care, education, and hospitality. Gagliano gave examples from CareerSource Suncoast and said navigators helped employers move faster through registration and develop programs with local education providers. Johnson also discussed Incumbent Worker Training Grants and Quick Response Training Grants, noting recent awards of nearly $3 million to 69 businesses and $6.5 million to 24 businesses, respectively, and said these programs are targeted toward high-skill, high-wage occupations and priority industries. The meeting ended with no votes or formal action; the chair thanked the presenters, invited follow-up questions, and adjourned the meeting without objection.

Transcript Highlights:

• through the state mentoring program.
• reports in the future as it clarifies that all individuals currently or prospectively serving as mentors
• to one or more students through a mentoring program under the Department of Education must submit to
• The mentoring program that the department has worked on in the last several years.
• I know we have talked about mentoring several times in this committee, and the success of those programs

Keywords: 1064, all

Transcript Highlights:

• bill from the Oklahoma Commission on Children and Youth as doing some clean-up for their Oklahoma Mentoring
• In section two, we're updating the mentoring program to allow a broader range of mentoring service models
• beyond exclusively 1-to-1 mentoring with Eddie.
• What happens with the children's program is that once they do a mentoring, then a bill is then given,
• I noticed that it went from would say grant or grant, so That means one mentor might get more than one

Bills: HB2894, HB3418, HB3415, HB3413, HB3414, HB3416, HB3417, HB3419, HB3420, HB1739, HB1752, HB1979, HB2941, HB2992, HB3075, HB3086, HB3177, HB3269, HB3278, HB3279, HB3497, HB3644, HB4432, HB3720, HB3849, HB3882, HB3919, HB3941, HB4118, HB4141, HB4268, HB4342, HB4428, HB4429, HB4434

Keywords: HB2894, Oklahoma Rural Jobs Act, rural jobs, rural investment, tax credit, capital investment tax credit, state tax credits, economic development, rural fund, rural investor, qualified investment, eligible business, Department of Commerce, rural business, investment certification, tax liability, credit cap, workforce development, small business finance, rural development

Bills: HB2894, HB3418, HB3415, HB3413, HB3414, HB3416, HB3417, HB3419, HB3420, HB1739, HB1752, HB1979, HB2941, HB2992, HB3075, HB3086, HB3177, HB3269, HB3278, HB3279, HB3497, HB3644, HB4432, HB3720, HB3849, HB3882, HB3919, HB3941, HB4118, HB4141, HB4268, HB4342, HB4428, HB4429, HB4434

Keywords: HB2894, Oklahoma Rural Jobs Act, rural jobs, rural investment, tax credit, capital investment tax credit, state tax credits, economic development, rural fund, rural investor, qualified investment, eligible business, Department of Commerce, rural business, investment certification, tax liability, credit cap, workforce development, small business finance, rural development

Transcript Highlights:

• Section 8527 by including necessary language for DOE to continue to receive wrapback reports for mentors
• through the state mentoring program.
• , or serving as mentors to students through a mentoring program under the Department of Education, must
• This builds off the work of H.J.R. 1 from the 152nd General Assembly and advances the mentoring program
• I know we have talked about mentoring several times in this committee and the success that these programs

Bills: SB293, SB279, SB293, SB279

Keywords: SB 293, youth camp, child care licensing, Office of Child Care Licensing, OCCL, American Camp Association, ACA accreditation, Purchase of Care, POC reimbursement, summer camp, school-age child care, child care exemption, Division of Public Health permit, Title 14, Delaware Department of Education, health and safety standards, child care provider reimbursement, summer child care, camp licensing, license exemption

Summary: The House Education Committee met and first heard Senate Bill 293, the Youth Camp Licensing Act, which would amend child care licensing rules for youth camps. The sponsor said the bill, with amendments, would remove accreditation language, clarify shelter requirements for outdoor camps, and eliminate limits that had restricted the number of children camps could serve, especially for families using purchase-of-care assistance. YMCA and school representatives testified in support, saying the measure would expand access to safe, affordable summer care for low-income working families. The committee voted to release the bill. The committee then approved Senate Bill 328, which would require the Department of Education’s school facility evaluation instrument to be established by regulation and to include lead-based paint hazards in the standard of good repair. The Childhood Lead Poisoning Prevention Advisory Committee supported the bill, explaining that lead had not been included in the original evaluation tool and that the new language would improve transparency and public comment. Senate Bill 318, updating the Delaware State Education Association special license plate program, also passed after DSEA testified that proceeds support scholarships for educators and students pursuing education careers. House Bill 443, dealing with background checks for education volunteers and mentors, passed as well. The sponsor said it would allow DOE to continue receiving wrapback reports for mentors in the state mentoring program and ensure state and federal criminal background checks remain in place. The committee also released Senate Joint Resolution 15, which directs DOE to reevaluate Delaware’s use of the SAT, modernize the accountability framework, and develop additional measures of student achievement and readiness; supporters argued the SAT does not capture career and technical pathways or other indicators of success. House Bill 459, which prohibits the sale of energy drinks on public middle and high school campuses during school hours or events, passed after discussion focused on whether the bill would affect possession versus sale and whether it could lead to student discipline; DOE said the bill only bans sales, and the sponsor said an amendment would clarify intent. Finally, House Concurrent Resolution 137 passed, directing DOE to review math instruction and MTSS supports statewide; testimony emphasized low math proficiency and the need for stronger, more coherent interventions. The committee also began hearing Senate Bill 279 on occupational therapist salary placement, with discussion centered on aligning OT compensation with other specialist roles and broader salary regulation updates, though the transcript cuts off before final action is shown.

Transcript Highlights:

• And if any of you know, when we have mentors in our schools, we talk a lot about how great they are.
• And if any of you know, when we have mentors in our schools, we talk a lot about how great they are.
• And if any of check-in connect mentor.
• <00:11:25.519> in<00:11:25.760> our you know, when we have mentors in our you know,
• when we have mentors in our schools,<00:11:26.160> we<00:11:26.399> talk<00:11:26.480>

Keywords: 1183, house

Transcript Highlights:

• we're able to give them peer mentoring we're able to give them peer mentoring that<01:00:09.839>
• And that's who those peer mentors are. They're mentors in our community.
• that's who those peer mentors are. that's who those peer mentors are.
• <01:04:21.599> Um They're mentors in our community. Um They're mentors in our community.
• > retired those mentors are generally retired those mentors are generally retired military,<01

Keywords: 958, all

Summary: The committee met with a quorum, approved the September 24 minutes, and heard a briefing from representatives of three Kentucky drug task forces: Greater Hardin County, Bowling Green-Warren County, and Bluegrass Narcotics. The presenters described how multi-jurisdictional task forces operate, their partner agencies, and the kinds of drugs and trafficking patterns they are seeing, with fentanyl identified as the most dangerous and fastest-growing threat. They also described large seizures and investigations involving fentanyl pills, cocaine, methamphetamine, marijuana, tractor-trailer shipments, postal shipments, and a case tied to a pill press and undercover work with the DEA. Bluegrass Narcotics said it was formed in response to overdose deaths and has since seen major reductions in complaints and overdose deaths in Harrison and Bourbon counties. A major theme of the presentation was funding. The task forces said Byrne JAG funding has declined from about $2.1 million statewide in 2023-2024 to $1.4 million this year, while their costs for vehicles, fuel, technology, overtime, office space, and training have risen sharply. They said local support and asset forfeiture help, but the revenue is uneven and unpredictable, and they asked the legislature to consider adding about $1 million per year in state support, with oversight from the Justice Cabinet or Office of Drug Control Policy. They also emphasized that if meth labs return, many agencies would need new training and equipment because those capabilities have largely expired or been scaled back. Members asked about possible statutory barriers, coordination across counties and states, the source of drugs, and how seized cash is handled. The task forces said coordination with federal, state, and other local agencies is generally strong, but money remains the main obstacle to broader operations. They explained that seized cash is held as evidence and, after court proceedings, may be awarded back to task forces or split under statute, with 15% going to the Commonwealth’s attorney and 85% to law enforcement. No votes or formal actions were taken beyond approving the minutes and receiving the briefing.

Transcript Highlights:

• have a mentor.
• And mentors come in two frameworks.
• <01:25:10.000> model that's a very powerful mentoring model that's a very powerful mentoring
• 01:25:23.040> mentors<01:25:23.400> come<01:25:23.520> in to have a mentor uh and
• mentors come in to have a mentor uh and mentors come in two<01:25:23.800> Frameworks<01:25:24.400

Keywords: 928, house, all

Summary: The committee first heard HB 295, which would make school building aid funds non-lapsing/non-APS. Representative Cahill said the bill was intended to keep any unused building aid money available for future projects, potentially helping move projects up the priority list or provide a little more funding for school construction. Members asked about how much money has lapsed in past years, whether the education trust fund and building aid are separate, and whether any lapsing dollars could be used to pay down debt. Department of Education official Jim Carney said about $29.1 million would be available if building aid is funded to the $50 million maximum in FY26, confirmed that the fund currently lapses, and said the department would gather historical lapse data. Committee members also discussed whether a dedicated fund structure could achieve the same goal, and the chair noted that the education trust fund statute includes school building aid as one of its uses. No vote was taken; the hearing was closed and the committee said it would later hold a work session after receiving more information. The committee then took up HB 237, introduced by Representative Dan McGuire, which would prohibit the use of special education state funds and differentiated aid for students not receiving special education services. The New Hampshire School Boards Association, through Becky Wilson, opposed the bill as written, saying it was unclear, potentially unnecessary, and difficult to implement because adequacy and differentiated aid are distributed as part of a districtwide lump sum rather than as student-specific dollars. She explained that special education costs are embedded across district budgets, including staffing, training, transportation, and instruction, and that some staff and services benefit both special education and general education students. Wilson also said differentiated aid is not tied to a specific pupil and is used at the district’s discretion, though it is intended to support students with greater needs. Committee members pressed on whether the bill would require districts to track money by individual student, whether it could conflict with federal special education law, and whether it would affect least restrictive environment requirements. Wilson said making the funds student-specific could create privacy and accounting problems and could make it difficult to staff inclusive classrooms, though she did not give a definitive legal opinion on federal compliance. She agreed that students who are not eligible for special education would not be included in the separate catastrophic/special education aid reimbursement program. The discussion continued into the second section of the bill, with members exploring how adequacy aid and differentiated aid are used in practice, but no action was taken during the portion provided.

Transcript Highlights:

• six-month process, and it ensures procedural fairness, and also it allows all the judges to become a mentor
• So the byproduct is you have other mentors, and we help assist all the other members of this group.
• So that is part of mentoring.
• So that is part of mentoring.
• So I think as more judges go through it, they can become mentors, but we're already seeing that happen

Summary: The Senate Finance Committee heard several measures, beginning with SB 1574 by Senator Zaffirini, which would codify the Texas Judicial Council’s Centers of Excellence Program for courts and judges. Testimony from judges and the Office of Court Administration emphasized that the program promotes transparency, procedural fairness, mentoring, and public trust. A committee substitute expanded eligibility to justices of the peace and municipal judges and removed a merit-pay reference to eliminate fiscal impact. After quorum was established, the committee adopted the substitute and later voted it out favorably, though it was not certified for the local and uncontested calendar. The committee also heard SB 2774 by Senator Hinojosa, which would amend the Tax Code’s retail trade definition to include industrial uniform and linen rental businesses so they qualify for the lower franchise tax rate. Supporters said the change would put rental textile businesses on equal footing with other rental industries and help Texas employers and customers. The bill was reported favorably to the full Senate. Members then considered SB 1211 by Senator Perry, which would broaden the existing fracking-related sales tax exemption for equipment used with non-fresh water sources, including recycled, produced, and brine water. The bill’s supporters argued it would conserve freshwater and reduce litigation over water definitions, while the Comptroller’s office discussed the fiscal note and production-related revenue effects. The committee also heard SB 2873 and SB 2900, both by Senator Kolkhorst and presented by Senator Nichols; SB 2873 would require electronic filers to file electronically, and SB 2900 would eliminate certain Comptroller-related advisory committees and boards. Both were later adopted in committee substitute form and reported favorably. Finally, the committee heard HJR 4, sponsored by Senator Parker, proposing a constitutional amendment to prohibit new taxes on securities transfers or financial transaction processing. Supporters said it would protect investors, especially retirees, and help position Texas as a financial center. The committee voted to report HJR 4 favorably to the full Senate. In each recorded vote after quorum was present, the measures passed with nine ayes and no nays.

Transcript Highlights:

• Minneapolis alongside a dedicated Mentor Minneapolis alongside a dedicated Mentor teacher<01:42:
• That was mostly to use those funds to pay for our residents to teach alongside our mentor teacher.
• That was mostly to use those funds to pay for our residents to teach alongside our mentor teacher.
• That was mostly to use those funds to pay for our residents to teach alongside our mentor teacher.
• That was mostly to use those funds to pay for our residents to teach alongside our mentor teacher.

Keywords: 1187, senate, all

Transcript Highlights:

• engage in HudsonAlpha science and workforce training without having to leave their campus through mentoring
• engage in HudsonAlpha science and workforce training without having to leave their campus through mentoring
• engage in HudsonAlpha science and workforce training without having to leave their campus through mentoring
• engage in HudsonAlpha science and workforce training without having to leave their campus through mentoring
• leave their campus through uh mentoring leave their campus through uh mentoring faculty<00:19:09.679

Bills: HB187, HB98, HB360, HB394, HB398, HB388, HB187, HB98, HB360, HB394, HB398, HB388

Keywords: school safety, emergency response, training, public safety, Alyssa's Law, law enforcement, scholarship, tuition assistance, dependent education, Alabama, blackout license plate, HB360, Second Amendment Sales Tax Holiday, sales tax holiday, firearms, guns, ammunition, bullets, primers, gun accessories

Transcript Highlights:

• Uh, not all districts even have a mentoring program for their new hires, and uh these mentoring programs
• <00:48:58.160> teacher just kind of whatever my mentor teacher just kind of whatever my mentor
• the mentor is called out and compensated in this proposal.
• the mentor is called out and compensated in this proposal.
• meet with their mentor, how the mentor<00:51:08.960> is<00:51:09.280> called<00:51:09.599

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