SF 78 (LSB 2196XS (1) 91)

SENATE FILE 78

BY  DONAHUE

A BILL FOR

An Act relating to certain specified skilled trades, including modifying provisions related to department of workforce development internship programs, the Iowa summer youth corps program, college student aid commission programs, the senior year plus program, the science, technology, engineering, and mathematics collaborative initiative within the innovation division of the department of education, and curricula provided in school districts, accredited nonpublic schools, and charter schools to include the skilled trades, and including applicability provisions.
BE IT ENACTED BY THE GENERAL ASSEMBLY OF THE STATE OF IOWA:

    Section 1.  Section 15H.5, subsection 3, Code 2025, is amended to read as follows:
   3.  The program shall provide grants for projects that utilize a service-learning approach during the summer months to enhance student achievement and summer learning retention, teach meaningful job skills to Iowa youth, engage Iowa youth in their communities, provide positive youth development experiences, and address the needs of youth from families with low income. The service-learning approach shall be integrated into the program using curricula related to the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology, science, technology, engineering, mathematics, social studies, civic literacy, or other appropriate curricula identified by the department of education.
    Sec. 2.  Section 84A.21, subsection 2, paragraph c, subparagraph (1), Code 2025, is amended to read as follows:
   (1)  The purpose of the second component of the program is to assist in placing Iowa students studying in the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology, or in the fields of science, technology, engineering, and mathematics into internships that lead to permanent positions with Iowa employers. The department of workforce development shall collaborate with eligible employers, including but not limited to innovative businesses, to ensure that the interns hired are studying in such fields. An Iowa employer may receive financial assistance on a matching basis for a portion of the wages paid to an intern. If providing financial assistance, the department of workforce development shall provide the assistance on a reimbursement basis such that for every two dollars of wages earned by the student, one dollar paid by the employer is matched by one dollar from the department of workforce development. The amount of financial assistance shall not exceed five thousand dollars per internship. The department of workforce development may adopt rules to administer this component. In adopting rules to administer this component, the department of workforce development shall adopt rules as similar as possible to those adopted pursuant to paragraph “b”.
    Sec. 3.  Section 256.11, subsection 5, paragraph h, subparagraph (1), subparagraph division (c), Code 2025, is amended to read as follows:
   (c)  Applied sciences, technology, engineering, and manufacturing, including transportation, distribution, logistics, architecture, and construction, and curricula related to the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology.
    Sec. 4.  Section 256.111, subsections 3, 4, and 5, Code 2025, are amended to read as follows:
   3.  A science, technology, engineering, and mathematics collaborative initiative is established within the innovation division for purposes of supporting activities directly related to recruitment of prekindergarten through grade twelve mathematics and science teachers for ongoing mathematics and science programming for students enrolled in prekindergarten through grade twelve and for the recruitment of grade one through grade twelve teachers for ongoing programming related to the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology.
   4.  The collaborative initiative shall prioritize student interest in achievement in science, technology, engineering, and mathematics and the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology; reach every student and teacher in every school district in the state; identify, recruit, prepare, and support the best mathematics, and science, and skilled trades teachers; and sustain exemplary programs. The innovation division shall collaborate with the community colleges to develop skilled trades and science, technology, engineering, and mathematics professional development programs for community college instructors and for purposes of skilled trades and science, technology, engineering, and mathematics curricula development.
   5.  Subject to an appropriation of moneys by the general assembly, the innovation division shall administer the following:
   a.  Regional science, technology, engineering, and mathematics networks for Iowa, the purpose of which is to equalize science, technology, engineering, and mathematics education enrichment opportunities, and enrichment opportunities related to skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology, that are available to learners statewide. The innovation division shall establish six geographically similar regional science, technology, engineering, and mathematics networks across Iowa that complement and leverage existing resources, including extension service assets, area education agencies, state accredited postsecondary institutions, informal educational centers, school districts, economic development zones, and existing public and private science, technology, engineering, and mathematics partnerships. Each network shall be managed by a highly qualified science, technology, engineering, and mathematics and skilled trades advocate positioned at a network hub to be determined through a competitive application process. Oversight for each regional network shall be provided by a regional advisory board. Members of the board shall be appointed by the governor. The membership shall represent prekindergarten through grade twelve school districts and schools, and higher education, business, nonprofit organizations, youth agencies, and other appropriate stakeholders.
   b.  A focused array of the best skilled trades and science, technology, engineering, and mathematics enrichment opportunities, selected through a competitive application process, that can be expanded to meet future needs. A limited, focused list of selected exemplary programs shall be made available to each regional network.
   c.  Statewide skilled trades and science, technology, engineering, and mathematics programming designed to increase participation of students and teachers in successful learning experiences; to increase the number of science, technology, engineering, and mathematics-related teaching majors offered by the state’s universities; to increase the number of skilled trades programs offered by the state accredited postsecondary institutions; to elevate public awareness of the opportunities; and to increase collaboration and partnerships.
    Sec. 5.  Section 256.210, subsection 6, paragraph b, Code 2025, is amended to read as follows:
   b.  The adjutant general shall submit a report to the governor and the general assembly by December 31 of each year listing the science, technology, engineering, and mathematics-related career fields, and the career fields related to the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology, that the adjutant general plans to focus on in providing educational incentives under this section and section 256.211 using funds available under this subsection for that fiscal year.
    Sec. 6.  Section 256.211, subsection 1, paragraph a, Code 2025, is amended to read as follows:
   a.  The adjutant general has the authority under this section to authorize the expenditure of unencumbered or unobligated funds as described in section 256.210, subsection 6, to recruit or retain individuals who have completed or are pursuing training in science, technology, engineering, and mathematics-related military occupational specialties, occupational specialties related to the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology, or air force specialty codes by issuing awards through a national guard student loan repayment program in accordance with subsection 2 or by providing a scholarship award to an eligible member of the national guard who is enrolled at an institution defined in section 256.210, subsection 1, paragraph “d”, in a master’s degree program that is in compliance with the federal Edith Nourse Rogers STEM scholarship program established under 38 U.S.C. §3320 in accordance with the requirements of subsection 3.
    Sec. 7.  Section 256.218, subsection 3, paragraph b, Code 2025, is amended to read as follows:
   b.  The applicant is preparing to teach in fields including but not limited to science, technology, engineering, or mathematics; English as a second language or special education instruction; the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology; or is preparing to teach in a hard-to-staff subject as identified by the department. The department shall take into account the varying regional needs in the state for teachers in these subject areas when applying the criterion of this paragraph. The department shall annually identify and designate hard-to-staff subjects for the purpose of this paragraph. The eligibility of an applicant who receives a teach Iowa scholar grant and who is preparing to teach in a hard-to-staff subject as identified by the department shall not be affected in subsequent years if the department does not continue to identify that subject as a hard-to-staff subject.
    Sec. 8.  Section 261E.3, subsection 3, paragraph j, Code 2025, is amended to read as follows:
   j.  All eligible postsecondary institutions providing programming under this chapter shall include the unique student identifier assigned to students while in the kindergarten through grade twelve system as a part of the institution’s student data management system. Eligible postsecondary institutions providing programming under this chapter shall cooperate with the department on data requests related to the programming. All eligible postsecondary institutions providing programming under this chapter shall collect data and report to the department on the proportion of females and minorities enrolled in educational opportunities related to the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology, or in science, technology, engineering, and mathematics-oriented educational opportunities provided in accordance with this chapter. The department shall submit the programming data and the department’s findings and recommendations in a report to the general assembly annually by January 15.
    Sec. 9.  STEM ADVISORY COUNCIL.  The science, technology, engineering, and math advisory council, created by the governor of this state by executive order on July 26, 2011, and modified by executive order on May 15, 2013, shall do all of the following:
   1.  Using existing funding and programmatic support, provide opportunities for students enrolled in kindergarten through grade twelve to experience science, technology, engineering, and mathematics through the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology.
   2.  Authorize teachers participating in externship programs facilitated by the council to participate in externship programs related to the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology.
   3.  Include and highlight the skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology, as part of the council’s efforts to promote educational opportunities related to science, technology, engineering, and math within this state’s education system and workforce.
    Sec. 10.  APPLICABILITY.  The following apply to applications submitted to the college student aid commission on or after the effective date of this Act:
   1.  The section of this Act amending section 256.211.
   2.  The section of this Act amending section 256.218.
EXPLANATION
The inclusion of this explanation does not constitute agreement with
the explanation’s substance by the members of the general assembly.
   This bill relates to certain specified skilled trades, including modifying provisions related to department of workforce development internship programs, the Iowa summer youth corps program, college student aid commission (CSAC) programs, the senior year plus program, the science, technology, engineering, and mathematics (STEM collaborative initiative) within the innovation division of the department of education, and curricula provided in school districts, accredited nonpublic schools, and charter schools to include skilled trades.
   Current law establishes the Iowa youth summer corps program within the Iowa commission on volunteer services. The program provides grants for projects that utilize a service-learning approach during the summer months to enhance student achievement and summer learning retention, teach meaningful job skills to Iowa youth, engage Iowa youth in their communities, provide positive youth development experiences, and address the needs of youth from families with low income. Under the program, the service-learning approach is to be integrated into the program using science, technology, engineering, mathematics, social studies, civic literacy, or other appropriate curricula identified by the department of education (DE). The bill establishes that the service-learning approach may also be integrated into the program using curricula related to the skilled trades.
   Current law requires the department of workforce development to establish an internship program that assists in placing Iowa students studying in the fields of science, technology, engineering, and mathematics into internships that lead to permanent positions with Iowa employers. The bill provides that this program shall also assist in placing Iowa students studying skilled trades, including trades related to welding, machinist technology, tool and die making, carpentry, electrical work, plumbing, automotive mechanics technology, and heating, ventilation, and air conditioning technology (skilled trades) into internships that lead to permanent positions with Iowa employers.
   Current law requires that students enrolled in school districts and charter schools in grades 9 through 12 receive instruction in certain career and technical education service areas, including applied sciences, technology, engineering, manufacturing, transportation, distribution, logistics, architecture, and construction. The bill provides that such instruction also include curricula related to the skilled trades. Current law also establishes that these career and technical education service areas be incorporated into the career exploration and development curriculum provided to students enrolled in school districts, accredited nonpublic schools, and charter schools in grades seven and eight.
   Current law establishes the STEM collaborative initiative within the innovation division of the department of education. The purpose of the STEM collaborative initiative is to support activities related to recruitment of mathematics and science teachers for ongoing mathematics and science programming. The bill establishes that another purpose of the STEM collaborative initiative is to support activities related to the recruitment of teachers for ongoing programming related to the skilled trades. The bill requires the STEM collaborative initiative to, among other duties, prioritize student interest in achievement in the skilled trades and identify, recruit, prepare, and support the best skilled trades teachers. The bill also requires the innovation division to collaborate with community colleges to develop skilled trades professional development programs for community college instructors and to develop skilled trades curricula. Additionally, the bill requires the STEM collaborative initiative to administer regional networks for Iowa to provide enrichment opportunities related to the skilled trades, a focused array of the best skilled trades enrichment opportunities that can be expanded to meet future needs, and statewide skilled trades programming.
   Current law establishes the national guard service scholarship program within the CSAC. The program provides annual awards to Iowa national guard members who attend eligible Iowa colleges and universities. The bill requires the adjutant general to submit a report to the governor and the general assembly listing the career fields related to the skilled trades that the adjutant general plans to focus on in providing educational incentives under the program and under the national guard STEM-related recruitment and retention incentive program. The bill establishes that the adjutant general may authorize the expenditure of unencumbered or unobligated funds under the national guard service scholarship program to recruit or retain individuals who have completed or are pursuing training in occupational specialties related to the skilled trades. This provision applies to applications submitted to the CSAC on or after the effective date of the bill.
   Current law establishes the teach Iowa scholar program within the CSAC. The program provides qualified Iowa teachers with awards for teaching in Iowa schools in designated shortage areas. The bill establishes that criteria under the program include that an applicant be preparing to teach in fields relating to the skilled trades. This provision applies to applications submitted to the CSAC on or after the effective date of the bill.
   The bill requires all eligible postsecondary institutions providing programming under the senior year plus program to collect data and report to DE on the proportion of females and minorities enrolled in educational opportunities related to the skilled trades.
   The bill requires the science, technology, engineering, and math advisory council (STEM council) created by the governor by executive order to take certain actions, including use existing funding and programmatic support to provide opportunities for students enrolled in kindergarten through grade 12 to experience science, technology, engineering, and mathematics through the skilled trades, authorize teachers participating in externship programs facilitated by the STEM council to participate in externship programs related to the skilled trades, and include and highlight the skilled trades as part of the STEM council’s efforts to promote educational opportunities related to science, technology, engineering, and math within this state’s education system and workforce.