HCS/SCS/SBs 493, 485, 495, 516, 534, 545, 595, 616 & 624 - This act modifies provisions relating to elementary and secondary education.
GRADUATION RATE DEFINITION: This act changes the definition of "graduation rate" to be the graduation rate determined by the annual performance report required by the Missouri School Improvement Program. (Section 160.011)
SCHOOL DAYS, SCHOOL HOURS, SCHOOL TERM, SCHOOL CALENDARS: Current law requires a minimum of 174 school days for a five-day school week or a minimum of 142 school days for a four-day school week and a minimum of 1044 hours of actual pupil attendance. This act repeals the required number of school days. In addition, definitions for the "minimum school day" and "school month" are repealed. References to the required number of schools days are repealed. The provision of law allowing a school board to adopt a four day school week instead of a five days school week is repealed. (Sections 160.011 & 160.041, repeal of section 171.029)
Beginning in school year 2015-2016, 1080 hours of actual pupil attendance will be required. References to the required number of hours are modified. (Sections 160.011, 160.041, 160.417, 163.021, 163.073)
Beginning in school year 2015-2016, in any regular or summer school term in the month of June, July, or August, the school week must be limited to no more than four days. In any summer school term, school days must be scheduled so that no school days are scheduled during the calendar week of July fourth if the fourth is on a business day. If the fourth falls on a weekend, school days must be scheduled so that students have at least four days off in any configuration. (Section 160.041)
Each school board must annually prepare a calendar for the school term that specifies the days of planned attendance and includes thirty-six make-up hours to cover lost attendance due to inclement weather. A school district may be exempt from the requirement to make up school lost or cancelled due to inclement weather when the district has made up thirty-six hours and half the number of additional lost or cancelled hours up to forty-eight hours, resulting in no more than sixty total make-up hours. (Sections 171.031 & 171.033)
Currently, if a district sets an opening date that is more than ten calendar days prior to the first Monday in September, the local school board must give notice of a public meeting on the issue. This act requires that the public meeting be held on a separate date from a regularly scheduled board meeting. (Section 171.031)
The school board of any unaccredited or provisionally accredited district may, by a majority vote, increase the length of the school day and also increase the number of instruction hours above the statutory minimum. This act creates the Extended Learning Time Fund in the state treasury. Moneys in the fund will be used for schools that extend their school day or hours of instruction. (Section 171.031)
These provisions are substantially similar to HB 1108 (2014).
CHARTER SCHOOLS: This act allows the school board of an accredited district, a combination of school boards of accredited districts, or a cooperative association of school districts to sponsor charter schools located in unaccredited school districts. (Section 160.400)
When a sponsor notifies a charter school of closure, the Department of Elementary and Secondary Education must withhold funds to assure all obligations of the charter school are met. The state is not liable for any outstanding liability or obligations of the charter school. If the assets of the school are insufficient to pay all parties to whom the school owes compensation, the prioritization of the distribution of assets may be determined by a court of law. (Section 160.400)
Currently, a charter must be a legally binding performance contract. This act modifies this requirement so that a charter must include a legally binding performance contract. (Section 160.405)
Currently, the State Board of Education must approve a charter by December 1 of the year prior to the proposed opening date of the charter school. Instead, the State Board of Education is required to approve a charter by January 31 of the school year that is the proposed opening date of the charter school. (Section 160.405)
Under current law, when a sponsor approves a charter and submits the application to the State Board of Education, it must include a statement of finding that the application meets statutory requirements. This act requires the sponsor to prepare the statement of finding. (Section 160.405)
The State Board of Education must approve or disapprove a charter application within sixty days of its receipt. Any charter application received on or before November 15 of the year prior to the proposed opening of the charter school must be considered by the State Board within sixty days. At the end of sixty days, the charter application will be deemed approved unless the State Board disapproves it on the grounds that it fails to meet statutory requirements or the sponsor has previously failed to meet the statutory responsibilities of a sponsor. If the State Board disapproves a charter application, it must do so in writing and identify the specific failures of the application to meet statutory requirements. The written disapproval must be provided to the sponsor within ten business days. (Section 160.405)
The Department of Elementary and Secondary Education must calculate an annual performance report for each charter school and must publish it in the same manner as they are calculated and published for districts and attendance centers. (Section 160.405)
This act allows high quality charter schools, as defined, to be provided expedited opportunities to replicate and expand into unaccredited districts, the St. Louis City School District, and the Kansas City School District. (Section 160.408)
Charter schools are prohibited from charging tuition or imposing fees that a school district is prohibited from charging. (Section 160.415)
Current provisions of law relating to charter schools experiencing financial stress will only apply to charter schools that have been operating for three or more school years. (Section 160.417)
When a local school board sponsors a charter school, it may only submit an estimate of the district's weighted average daily attendance for the current year. The school board will be prohibited from using a weighted average daily attendance count from any preceding year for purposes of determining state aid.
This section is identical to SB 547 (2014) and SB 390 (2013). (Section 163.036)
SCHOOL DISTRICT ACCREDITATION: Before the State Board of Education classifies a school district as unaccredited or reclassifies an accredited district as provisionally accredited, if there is no State Board member who is a resident of the congressional district in which the affected district is located, the State Board must notify the Governor of its intent to change the classification. The classification change must occur at a board meeting held at least thirty days after the notice to the Governor. (Section 161.084)
When the State Board of Education assigns classification designations to school districts, it must use one of the following designations: unaccredited, provisionally accredited, accredited, and accredited with distinction. The State Board is only able to classify a district as accredited without provision if it has a three-year average annual performance report consistent with accredited status.
The State Board of Education must develop and implement a process to provide assistance teams to borderline districts, as determined by the Department of Elementary and Secondary Education, and to provisionally accredited districts upon assignment of such classification. Teams must have at least ten members, including two active classroom teachers in the district, two principals, and one parent. Teams must provide an analysis of the assessment data, classroom practices, and the communication processes within buildings, in the district, and the community, and also provide prescriptions for improvement based on the district's and community's needs. Beginning in school year 2014-2015, the team must provide recommendations by June 30, 2015. Assignment of teams must be prioritized so that districts with lower APR scores are addressed first. Suggestions are mandatory for provisionally accredited districts but not for borderline districts. If a provisionally accredited district disagrees with any suggestion of the assistance team, the district must propose a different method of accomplishing what the team has suggested.
The State Board must continue to monitor the performance of schools assigned to an unaccredited district. The proportion of schools that remain accredited must be a factor in the State Board's considerations of the unaccredited district's status and governance. (Section 161.086)
ATTENDANCE CENTER ACCREDITATION: The State Board of Education must adopt a system of classification that accredits individual attendance centers within a district separately from the district as a whole. Attendance centers must be assigned one of the following classification designations: unaccredited, provisionally accredited, accredited, or accredited with distinction.
The State Board of Education may consider the classification designation of an attendance center in its accreditation classification system to exempt attendance centers with classification numbers outside the range of numbers assigned to high schools, middle schools, junior high schools, or elementary schools. Public separate special education schools within a special school district are exempted from these accreditation requirements. However, a special school district must report all scores on its annual performance report to the Department of Elementary and Secondary Education for all of its schools. Juvenile detention centers within a special school district are exempt from these accreditation standards.
This act waives the statutory two year delayed effective date for school accreditation rules for this system. (Section 161.238)
STATE BOARD OF EDUCATION INTERVENTION POWERS: This act allows the State Board of Education to lapse the corporate organization of all or part of an unaccredited school district. If the State Board appoints a special administrative board for the operation of a part of an unaccredited school district, the State Board of Education must determine an equitable apportionment of state and federal aid for the part of the district. In addition, the school district must provide local revenue in proportion to the weighted average daily attendance of the part governed by the special administrative board.
The elected school board of an unaccredited district will appoint one member of the elected board to the special administrative board. The State Board of Education may appoint additional members of the elected board to a special administrative board but members of the elected board must not comprise more than forty-nine percent of the special administrative board's composition.
This act provides that when the State Board of Education determines an alternative governing structure for an unaccredited district, that alternative form of governance will be subject to the following: it will retain the authority granted to a board of education; it will expire at the end of the third year of its appointment unless reauthorized; it will not be deemed to be the state or a state agency; and it will not be considered a successor entity for purposes of employment contracts, unemployment compensation or any other purpose.
If the State Board of Education reasonably believes that a school district is unlikely to provide for the minimum school term required by section 163.021 because of financial difficulty, the State Board may, prior to the start of the school term, allow continued governance by the existing district school board under terms and conditions established by the state board of education. As an alternative, the State Board may lapse the corporate organization of the district and implement one of the options available to the State Board to intervene in an unaccredited district. (Sections 162.081)
LOCAL EFFORT CALCULATION AND BOUNDARY LINE CHANGES: Currently, the calculation of local effort uses a school district's assessed valuation figure from 2004. This act provides that when a change in school district boundary lines occurs, as described in the act, the Department of Elementary and Secondary Education must adjust each affected district's local effort calculation based on the land area adjustments from the boundary line change using 2004 assessed valuation data. (Section 162.432)
VIRTUAL COURSES IN RELATION TO THE A+ PROGRAM: Currently, when a resident student completes a virtual course offered by his or her school district, the student's attendance upon course completion is calculated as ninety-four percent of the hours of attendance for such class delivered in a non-virtual program. This act provides that when a student is a candidate for A+ tuition reimbursements, the school must attribute no less than ninety-five percent of attendance to the student's completion of the virtual course. (Section 162.1250)
TRANSIENT STUDENT RATIO & STUDENT ASSESSMENT SCORES: This act requires the Department of Elementary and Secondary Education to annually calculate a transient student ratio for each public school building and each school district. The transient student ratio must be published on the Department's website and in the school accountability report card for each district and public school building. The Department must also publish on its website an aggregate transient student ratio for the state.
The transient student ratio will use data, including the number of students enrolled in the district or school, the number of students who withdraw from the district or school, and the number of students who are enrolled, withdrew, and later reentered the district or school.
Each school district must report annually to the Department any information and data necessary for the Department to calculate transient student ratios.
The statewide assessment scores of all students must be reported but only scores of those students who have been enrolled a full academic year in an attendance center or district will be included in the calculation for the annual performance report score. A full academic year is defined as enrollment from the last Wednesday in September through the assessment administration, for one day more than half the eligible days between the September count date assessment administration without transferring out of the attendance center or district and reenrolling.
This section is similar to SB 765 (2014). (Section 162.1303)
PARENT NOTIFICATION OF UNACCREDITED DISTRICT STATUS & HOME VISITS: When a district becomes unaccredited, the district must promptly notify the parent or guardian of students enrolled in the district of the loss of accreditation within seven business days. The notice must also include an explanation of the option to transfer to another accredited school in the district, to another accredited district or charter school in the same or an adjoining county, or to a private nonsectarian school, and any services for which the student may be eligible. This notice must be posted in district school buildings and must be sent to each political subdivision located in the boundaries of the school district.
The school board of any district that operates an underperforming school must adopt a policy regarding the availability of home visits by school personnel. The school board's policy may offer to the parent or guardian of a student enrolled in any such school the opportunity to have at least one annual home visit and must offer an opportunity for a meeting at the school or a mutually agreeable site. (Section 162.1310)
MINIMUM TEACHER SALARIES: This act increases the minimum teacher salary. In school year 2015-2016, the minimum teacher salary will be twenty-eight thousand dollars; in 2016-2017, the minimum teacher salary will be twenty-nine thousand dollars; in 2017-2018 and thereafter, the minimum teacher salary will be thirty thousand dollars, subject to appropriation. For a teacher with a master's degree in an academic teaching field and at least ten years' teaching experience, the minimum teacher salary will be thirty-three thousand dollars through school year 2016-2017; in the 2017-2018 school year and thereafter, the minimum teacher salary will be thirty-five thousand dollars.
This act creates the "Teacher Minimum Salary Fund" in the state treasury. The moneys appropriated to the fund will be distributed to each district on the basis of the difference between the minimum salary required and the salary reported by the district on core data for each teacher who does not make the minimum salary. Payments will be prorated if the appropriation is insufficient. (Section 163.172)
SCHOOL DISTRICT COMPLIANCE WITH PROFESSIONAL DEVELOPMENT SPENDING REQUIREMENTS: This act provides that school districts' compliance with the professional development funds spending requirement and the fund placement and expenditure requirements will be excused in any fiscal year in which the foundation formula is underfunded, or the appropriation for the transportation categorical is funded at a level less than 75% of allowable costs. Similarly, school districts will be excused from such compliance in any fiscal year following 2013 if the Governor withholds funds from the foundation formula.
This section is identical to a provision contained in HCS/HB 1111 (2014) and HCS/HB 76 (2013). (Section 163.410)
SCHOOL DISTRICT IMPROVEMENT MEASURES: Any unaccredited district must offer free tutoring and supplemental education services to underperforming and struggling students. Districts may use funds from the School District Improvement Fund to the extent funds are available. An unaccredited district may satisfy the free tutoring services requirement by entering into a contract with a public library for online tutoring services. In addition, an unaccredited district may do any of the following: implement a new curriculum, as described in the act; retain an outside expert to advise the district or school on regaining accreditation; enter into a contract with an education management organization with a proven record of success; enter into a collaborative relationship with an accredited district in which teachers from both districts exchange positions for two school weeks; or implement any other change suggested by the State Board of Education, expert, contractor, or assistance team. (Sections 167.685 & 167.687)
READING, PERSONALIZED LEARNING PLANS, STUDENT RETENTION: This act requires, beginning July 1, 2015, all public schools in the St. Louis City School District and Kansas City School District, including charter schools, to use a response-to-intervention tiered approach to reading instruction for students determined by their school to be struggling readers. At a minimum, the reading levels of students in kindergarten through tenth grade must be assessed at the beginning and middle of the school year. Students who score below district benchmarks must be provided with intensive, systemic reading instruction.
Beginning on January 1, 2015, and each January thereafter, each public school in the St. Louis City School District and Kansas City School District, including charter schools, must prepare a personalized learning plan for any kindergarten or first grade student whose most recent school-wide reading assessment result shows the student is below grade level. Certain exceptions exist from this requirement for students with an IEP or a Section 504 Plan. For any student with a personalized learning plan, the student's main teacher must consult with the student's parent or guardian about the plan and must have consent to implement it. If a student is still performing below grade level through the end of the first grade year, the school must refer him or her for assessment to determine if an IEP is necessary. If an IEP is not necessary, the personalized learning plan must remain in place until the student is at grade level.
Any student who is not reading at the second grade level in the St. Louis City School District and the Kansas City School District by the end of second grade may be promoted to third grade only if: the school provides additional reading instruction during the summer and demonstrates the student is ready for third grade at the end of summer school; if the school provides a "looping" classroom in which the student remains with the same teacher for multiple years and the student is not reading at the third grade level by the end of third grade, the student must be retained; or the student's parents or guardians may sign a notice that they prefer to have the student promoted except that the school will have final determination to retain.
The St. Louis City School District, the Kansas City School District, and each charter school located in them must provide in the annual school accountability report card the numbers and percentages by grade of any students at grade level who have been promoted but who have been determined as reading below grade level.
This section is substantially similar to HB 2214 (2010). (Section 167.730)
STUDENT TRANSFERS: Currently, the school board of a school district that does not maintain an accredited school is required to pay the tuition and transportation of resident pupils who attend an accredited school in another district of the same or an adjoining county. This provision of law currently applies to both unaccredited school districts and K-8 school districts that do not offer high school grades. This act repeals the provisions applicable to unaccredited school districts so that the statute only applies to K-8 school districts. (Section 167.131)
For school year 2014-2015, students who participated in the transfer program that originated on July 1, 2013 will be allowed to participate under the same terms that governed the transfers in school year 2013-2014, except for the tuition amount. A student who transferred will be able to complete high school in the district to which he or she transferred provided the student continues to reside in the unaccredited district as the district's boundaries existed when the student entered the transfer program. However, a student who withdraws from the receiving school of enrollment is ineligible to transfer again. (Section 167.825)
A student who is enrolled in and attends for at least one semester an unaccredited public school in an unaccredited district may apply to the appropriate education authority to transfer to an accredited school within the student's district of residence, an accredited school in an accredited district in the same or an adjoining county, a charter school in the same or an adjoining county, or a nonsectarian private school. (Section 167.826)
A student who is eligible to begin kindergarten or first grade at an unaccredited school in an unaccredited district may apply to the appropriate education authority for a transfer if he or she resides in the attendance area of an accredited school in an unaccredited district on April 1 preceding the school year of first attendance. A student who does not apply by April 1 is required to enroll and attend for one semester to become eligible. (Section 167.826)
Unaccredited and provisionally accredited districts and schools are not eligible to receive transfers students. However, a student who chooses to attend a provisionally accredited school in the unaccredited district may do so if there is an available slot. In addition, no district or school with a three-year average score of seventy-five percent or lower on its annual performance report is eligible to receive transfer students, except for any student who was granted a transfer prior to the effective date of this act. (Section 167.826)
Districts that receive student transfers are not required to: exceed the class size and assignment enrollment standards of a district-approved policy on class size; hire additional classroom teachers; or construct additional classrooms. Each district has the right to establish a policy for desirable class size and student-teacher ratios and will not be required to accept any transfer students that would violate its policy. If a transfer student is denied admission based on a lack of space under a district policy, the student may appeal to the State Board of Education. The State Board must review the policy's appropriateness and may limit it. The State Board's decision is final. (Section 167.826)
For a sending district, no change in attendance center grade configuration or attendance zone adjustment can be made that places the class size ratio of any affected attendance center outside the standards for class size promulgated in the School Improvement Program Resource Standards without approval. (Section 167.826)
The rate of tuition to be paid by the sending district is based on the per-pupil cost of maintaining the sending district's grade level grouping in the school year immediately preceding the school year in which transfers begin. Tuition to be paid in school year 2013-2014 and thereafter will be seventy percent of the cost maintaining the sending district's grade level grouping. Ten percent of that amount will be used by the appropriate education authority for transportation for the first year of transfers, and up to ten percent thereafter, as determined by the education authority. In subsequent years, the total may be adjusted by any percentage increase in total unrestricted operational revenue. Any disagreement will be determined by the State Board of Education. (Section 167.826)
A special school district is not responsible for providing transportation to a transfer student. A district may contract with a special school district for transportation of students with disabilities. (Section 167.826)
The statewide assessment score of any transfer student who scores more than two grade levels below his or her grade of assignment will not count for the current school year's status or progress score. The score of the student must count for growth in the year of transfer and for the next year's score in the next school year. (Section 167.826)
If the St. Louis City School District is unaccredited, it may contract with any special school district located in the same or an adjoining county for the reimbursement of special education services provided by the special school district for transfer students who are residents of the unaccredited district. (Section 167.826)
Any transfer student must maintain residency in the attendance zone of his or her unaccredited school in the unaccredited district of residence to maintain eligibility. Failure to do so will result in loss of transfer eligibility. A transfer student who withdraws from the school of transfer will lose future transfer eligibility. A transfer student who continues to reside within the boundaries of the unaccredited district as they existed when the student first transferred is permitted to finish high school in the receiving district or school. (Section 167.826)
By August 1, 2014, and by January 1 annually, each accredited district in the same or an adjoining county as an unaccredited district must report to the appropriate regional education authority the number of its available enrollment slots by grade level. Each unaccredited district must report the number of available enrollment slots in the district's accredited schools. Each nonsectarian private school in an unaccredited district that wishes to participate in the transfer program must provide such information. (Section 167.827)
Each education authority with an unaccredited district in its geographic area must make information and assistance available to parents who intend to transfer their child to an accredited district. Parents who intend to transfer their child must send initial notification to the appropriate education authority by April 1. The education authority will assign transfer students, as space allows. The education authority will give first priority to students who live in the same household with family members within the first or second degree of consanguinity or affinity who have already transferred to an accredited school and apply to transfer to the same accredited school. If insufficient enrollment slots are available for a student to transfer, that student will receive first priority the following school year. To the extent possible, the authority must fill slots in the unaccredited district first. The authority is only able to disrupt student and parent choice for transfers if either in-district slots are not filled or a receiving district's available slots are requested by more students than there are slots available. After filling in-district slots, the authority must consider the following factors in assigning schools: the student's or parent's choice of the receiving school (most important); the best interests of the student; length of residence in the district; student academic performance; student free and reduced lunch status; and distance and travel time to a receiving school. (Section 167.827)
An education authority may deny a transfer to a student, who in the most recent school year, has been suspended from school two or more times or has been suspended for an act of school violence. (Section 167.827)
STUDENT TRANSFERS TO NONSECTARIAN PRIVATE SCHOOLS: The school board of an unaccredited district that operates an unaccredited school must pay tuition for students who enroll in a nonsectarian private school located in the same or an adjoining county using funds from the district's operating levy. To be eligible to transfer to a nonsectarian private school, a student must have been enrolled in and attending the unaccredited school for one semester. The tuition amount cannot exceed the lesser of the nonsectarian private school's tuition or seventy percent of the unaccredited district's tuition rate.
A nonsectarian private school will only be eligible to receive tuition payments under this section if it satisfies certain conditions. A nonsectarian private school must be accredited by the North Central Association Commission On Accreditation and School Improvement or demonstrate similar academic quality credentials to the Department of Elementary and Secondary Education. It must administer, or allow for the administration of, the statewide assessments in English language arts and mathematics or equivalent assessments for transfer students. A nonsectarian private school must comply with all health and safety laws or codes that apply to nonpublic schools, hold a valid occupancy permit if required by its municipality, and file a statement of intent to accept transfer students with the Department of Elementary and Secondary Education. The district of residence may provide transportation but is not required to do so.
As a condition of receiving state aid, an unaccredited district must use funds from the operating levy for school purposes to pay tuition remission for students who attend a nonsectarian private school. In addition, such tuition shall be paid only using funds from the operating levy for school purposes. (Section 163.021 & Section 167.828)
REGIONAL EDUCATION AUTHORITIES: This act creates three separate regional education authorities to coordinate student transfers, one for the St. Louis region, a second authority for the Kansas City area, and a third authority for the rest of the state. Each authority will consist of five members who must be residents of their covered area, as described in the act, appointed by the Governor with the advice and consent of the Senate, who will serve for a term of six years. The Authority must coordinate and collaborate with local districts and local governments for the student transfers. Parents who want to transfer their child to another district must notify the appropriate regional education authority. The education authority will assign students to districts using an admissions process, as described in the act.
(Sections 167.830 to 167.845)
DEFINITIONS: Definitions governing the student transfer portions of this act are provided. (Section 167.848)
SHARING OF SUPERINTENDENTS: Two or more school districts may share a superintendent who possesses a valid Missouri superintendent's license.
This section is identical to SB 701 (2014). (Section 168.205)
ONLINE TUTORING SERVICES THROUGH A PUBLIC LIBRARY: A school district may enter into a contract with a public library to provide online tutoring services through a third party vendor or a non-profit organization for the district's students. Tutoring services must be conducted through compatible computers to participating students who have a library card, both within and without the public library facility.
Online tutoring services may include assistance with homework, collaboration and study tools in various school subjects, access to writing assistance productivity software, and test preparation tools.
A contract may allow dedicated access to assistance during specified hours of the day and specified days of the week. A contract may allow students to submit questions to tutors or join online study groups.
Online tutoring services must be designed and implemented to protect student privacy, prohibit voice communication between the parties, and prohibit face-to-face visual communication. In addition, employees of third party vendors or nonprofit organizations with which a public library has contracted for the tutoring services are prohibited from soliciting personally identifiable information from participating students.
School districts offering tutoring services must maintain an archive of all communications between students and tutors for two years that is accessible to district officials and tutoring supervisors. (Section 170.215)
PARENT PORTALS: This act creates the Parent Portal Fund in the state treasury. Moneys in the fund may be used to provide financial assistance to districts to establish and maintain a parent portal so parents may have access to educational information and access to student data via mobile technology. (Section 170.320)
SCHOOL FACILITY AGREEMENTS: This act modifies a prohibition on school boards leasing or renting buildings while a school building is unoccupied so that a school board may lease a building as provided in Section 177.088 when a school building is unoccupied.
Currently, the board of any educational institution may only enter into an agreement with a not-for-profit corporation when making certain transactions or modifications involving sites, buildings, facilities, furnishings, and equipment. This act removes the limitation on contracts being entered into only with non-for-profit corporations for such purposes.
The act also repeals a provision allowing a board to refinance a lease purchase agreement under certain circumstances.
These sections are identical to SB 989 (2014), HCS/HB 783 (2013) and is similar to SB 474 (2013). (Sections 177.011 & 177.088)
MISSOURI VIRTUAL EDUCATION INTERIM COMMITTEE: This act creates the "Missouri Virtual Education Interim Committee" to study the impact that virtual learning will have on K-12 public schools, including but not limited to online learning, blended learning and supplemental online programs and the expansion of existing virtual instruction programs. The interim committee will consist of two members of the Senate appointed by the President Pro Tempore; two members of the House of Representatives appointed by the Speaker; one member from an education organization consisting exclusively of elected officials; one member who represents a university located in Missouri that provides K-12 virtual programs; one member from the business community representing businesses on virtual education; and one member that is a provider of online public education. The non-legislator members must be appointed by the Governor no later than September 30, 2014. The committee must submit a report to the Governor, the Speaker of the House, the President Pro Tempore of the Senate, and the appropriate legislative committees of the General Assembly. (Section 1)
This act contains an emergency clause. (Section B)
There is a delayed effective data of July 1, 2015 for sections 163.073 and 171.033 and 171.029. (Section C)