Missouri Senate

House Amendment

WORK GROUPS: This act repeals the requirement that the State Board of Education convene work groups when it evaluates academic performance standards or learning standards.

Each work group must elect a chairperson and a secretary. Additional organizational procedures are described in the act. Any person appointed to a work group by the President Pro Tempore of the Senate, the Speaker of the House of Representatives, the Governor, or the Lieutenant Governor may be removed by him or her. This act contains procedures for a work group member's qualifications to be challenged and removed from a work group. (Section 160.514)

When the State Board of Education receives comments on academic performance standards or learning standards, it must send copies of all comments to the chairpersons of all work groups. (Section 160.514)

The chairperson of each work group must submit a monthly progress report to the Governor, Lieutenant Governor, President Pro Tempore of the Senate, and the Speaker of the House of Representatives. Additional procedures for conducting the business of the work groups are described in the act, including maintaining a quorum, reimbursement of expenses, and substitute teacher policies. Work groups may establish as many grade-level expectations as they believe necessary for each grade level. Work groups must meet to ensure alignment of grade-level expectations. Before the work groups make recommendations for grade-level expectations or academic performance standards, the work groups must ensure they are in compliance with the Show-Me-Standards, age appropriate and developmentally appropriate, and understandable to teachers in that subject area. (Section 161.855)

The State Board of Education may adopt, and the Department of Elementary and Secondary Education may implement, as written, the academic performance standards developed and recommended by the work groups. If the State Board declines to adopt them, the State Board must provide suggestions for improvement to the work groups. (Section 161.855)

Currently, when the State Board of Education implements a new statewide assessment system, develops new academic performance standards, or makes changes to the Missouri School Improvement Program, the first year of such assessments and performance indicators will be a pilot year for calculating a district's annual performance report. This act increases the one pilot year to two pilot years. (Section 161.855).

These provisions are identical to HCS/HB 742 (2015). (Sections 160.514 & 161.855)

SCHOOL DISTRICT PLANS & SCHOOL QUALITY TASK FORCE: Before July 1, 2018, each district must establish its own operation and assessment plan to address school quality indicators, as described in the act. Teachers, administrators, business leaders, parents, and community stakeholders must develop the plan. The school board must approve the plan. The plan must describe how the district and each school will strive to acquire all school quality indicators.

After December 31, 2018, when the State Board of Education assigns classification designations to school districts, it may base its determination on the implementation of the district's plan to address multiple school quality indicators, as described in the act.

Each district must prepare annual reports that contain the plan for the most recent school year. The State Board of Education may review the reports and provide feedback to districts. Districts must disseminate the reports to the Department of Elementary and Secondary Education, parents, and the communities in which they are located. The Department must use the reports' information to prepare an annual report on the state of public education in Missouri and send the report to the Joint Committee on Education.

The Department of Elementary and Secondary Education must establish a "School Quality Task Force." Task force members are appointed by various individuals, associations, and organizations, as described in the act. Members must be appointed by January 1, 2016. Procedures for the operation of the task force are described in the act. The task force will study and provide recommendations on options for the following: options for comprehensive school quality indicators leading to student success; options for school quality review models; options for locally created assessment and accountability systems; and best practices in parent and community engagement. Before December 31, 2016, the task force must present its findings and recommendations to the Joint Committee on Education and the State Board of Education.

This section is identical to HCS/HB 1023 (2015). (Section 161.089)

REMEDIATION PREVENTION: Each public school student, during his or her seventh grade year, may develop a personal plan of study with help from the school's guidance counselors. Such a plan must be reviewed at least annually by school personnel and the student's parent or guardian and updated based upon the needs of the student. Each plan must present a sequence of courses and experiences that conclude with the student reaching his or her postsecondary goals, with implementation of the plan of study transferring to the program of postsecondary education or training upon the student's high school graduation without need for remediation at the postsecondary level. Components to be included in the plan are described in the act.

The Department of Elementary and Secondary Education must develop a process for recognition of a district's program for developing personalized plans of study for all students entering seventh grade.

This section is identical to a provision contained in HCS/HB 377 (2015). (Section 167.903)

By July 1, 2017, each school district must develop a policy and implement a measurable system for identifying students in their ninth grade year, or students who transfer into the school after their ninth grade year, who are at risk of not being ready for college-level work or for entry-level career positions. Each system is subject to approval by the Department of Elementary and Secondary Education. Components to be included in policy are described in the act.

By January 1, 2016, the Department of Elementary and Secondary Education must develop a process for recognition of a district's program of academic and career counseling for students who have been identified as being at risk of dropping out or at risk of not being ready for college-level coursework or for an entry-level career position.

This section is substantially similar to a provision contained in HCS/HB 377. (Section 167.905)

The Department of Elementary and Secondary Education must conduct a review of its policies and procedures relating to remedial education in light of best practices, as described in the act. The Department must present its results to the Joint Committee on Education by October 31, 2016.

By July 1, 2018, the Department of Higher Education, in consultation with the Department of Elementary and Secondary Education, must develop a report that analyzes the results of the Coordinating Board for Higher Education's annual report relative to student performance on the statewide assessments for English I and Algebra I.

This section is identical to a provision contained in HCS/HB 377 (Section 173.750)

PUBLIC SCHOOL RETIREMENT SYSTEM OF MISSOURI: On July 1, 2014, a provision of law expired that permitted members of the Public School Retirement System of Missouri with thirty-one years or more of creditable service to use a multiplier of 2.55 when calculating the member's retirement allowance. This act repeals the July 1, 2014 expiration date so that members with thirty-one years or more of creditable service will have their retirement allowance calculated using a multiplier of 2.55.

This section contains an emergency clause.

This section is identical to SB 219 (2015) and HCS/HB 478 (2015). (Section 169.070)

Current law permits a person receiving a retirement allowance to nominate a successor beneficiary under certain circumstances. This act requires a nomination of a successor beneficiary to be filed within one year, instead of the current ninety days, of the remarriage.

This act allows a retired member of PSRS who has elected to receive a reduced retirement allowance in order to nominate a successor beneficiary for his or her retirement allowance to receive his or her full retirement allowance under Option 1 if: the retired member becomes divorced from the nominated beneficiary on or after September 1, 2015, the dissolution decree provides for sole retention by the retired person of all rights in the retirement allowance, and the person would have received a reduced retirement allowance.

This section is identical to HB 1086 (2015) and provision contained in HCS/SCS/SB 270. (Section 169.141)

This act modifies the provisions that permit a retired member to return to work for up to 550 hours or up to fifty percent of compensation without having his or her retirement allowance suspended. This act provides that if a person is employed in any capacity by a district in excess of these limitations, the retirement allowance will be suspended. In addition, this act extends this provision to any person retired and receiving a retirement allowance from the system who is employed by a third party or is performing work as an independent contractor in a district included in the retirement system as a temporary or long-term substitute teacher or in any other position requiring teacher certification if the person was employed by the district. The retirement system may require the district, the third-party employer, the independent contractor, and the retiree to provide documentation showing compliance. If documentation is not provided, the retirement system may deem the retiree to have exceeded the limitations.

This section is identical to a section contained in HCS/HB 1085 (2015) and in HCS/SCS/SB 270 (2015). (Section 169.560)

KANSAS CITY PUBLIC SCHOOL RETIREMENT SYSTEM: Currently, in any school year, if a retiree returns to work in excess of 600 hours or receives more then fifty percent of the annual salary or wages he or she was last paid, payment of the person's retirement allowance will be suspended. This act extends this provision to any person retired and receiving a retirement allowance from the system who is employed by a third party or is performing work as an independent contractor in a district included in the retirement system as a temporary or long-term substitute teacher or in any other position requiring teacher certification if the person was employed by the district. The retirement system may require the district, the third-party employer, the independent contractor, and the retiree to provide documentation showing compliance. If documentation is not provided, the retirement system may deem the retiree to have exceeded the limitations.

This section is identical to a section contained in HCS/HB 1085 (2015) and HCS/SCS/SB 270 (2015). (Section 169.324)

PUBLIC EDUCATION EMPLOYEE RETIREMENT SYSTEM: Current law permits a person receiving a retirement allowance to nominate a successor beneficiary under certain circumstances. This act requires a nomination of a successor beneficiary to be filed within one year, instead of the current ninety days, of the remarriage.

This act allows a retired member of PEERS who has elected to receive a reduced retirement allowance in order to nominate a successor beneficiary for his or her retirement allowance to receive his or her full retirement allowance under Option 1 if: the retired member becomes divorced from the nominated beneficiary on or after September 1, 2015, the dissolution decree provides for sole retention by the retired person of all rights in the retirement allowance, and the person would have received a reduced retirement allowance.

This section is identical to HB 1086 (2015) and a provision contained in HCS/SCS/SB 270 (2015). (Section 169.715)

CAREER AND TECHNICAL EDUCATION CERTIFICATE: This act requires the State Board of Education, in consultation with the Career and Technical Education Advisory Council, to establish minimum requirements for a career and technical education certificate that a student can earn in addition to a high school diploma. Students entering high school in school year 2016-2017 and thereafter will be eligible to earn a CTE certificate.

The CTE requirements are intended to provide students with the necessary technical employability skills to be prepared for an entry-level career in a technical field or additional training in a technical field but must not be a means of tracking students, as described in the act. The State Board must work with local districts to ensure tracking does not occur.

Each local district will determine the curriculum, programs of study, and course offerings based on the needs and interests of the students in the district. The State Board must work with individual districts to stipulate the minimum number of CTE offerings. Each local district must strive to offer programs of study that are economically feasible. By January 1, 2016, the Department of Elementary and Secondary Education must develop a process for recognition of a district's career and technical education program that offers a career and technical education certificate.

This section is substantially similar to a provision contained in HCS/SB 13 (2015). (Section 170.029)

CAREER AND TECHNICAL EDUCATION ADVISORY COUNCIL: This act modifies the composition of the Career and Technical Education Advisory Council. Instead of the Governor appointing the Advisory Council's current eleven members, the Commissioner of Education will make these appointments. This act also expands the Advisory Council's membership to include two senators, appointed by the President Pro Tempore of the Senate, and two representatives, appointed by the Speaker of the House of Representatives. The four legislative members will serve on the Advisory Council until they resign, are no longer members of the General Assembly, or are replaced by new appointments.

This section is identical to a provision contained in HCS/SB 13 (2015). (Section 178.550)

MICHAEL RUFF

HA 1: THIS HOUSE AMENDMENT CHANGES THE TERM "ENTITY" TO "AUTHORITY" WHEN REFERRING TO WHO APPOINTS MEMBERS TO A WORK GROUP.

CURRENTLY, PUBLIC HIGH SCHOOLS MAY, IN COOPERATION WITH PUBLIC COMMUNITY COLLEGES AND PUBLIC OR PRIVATE FOUR-YEAR COLLEGES AND UNIVERSITIES, OFFER POSTSECONDARY COURSE OPTIONS TO HIGH SCHOOL STUDENTS. THIS AMENDMENT CHANGES "COMMUNITY COLLEGES" TO "TWO-YEAR COLLEGES."

THIS SECTION IS IDENTICAL TO HB 1029 (2015). (SECTION 167.223)

THIS HOUSE AMENDMENT MODIFIES SECTION 170.029 BY ADDING TECHNICAL COURSEWORK AND SKILLS ASSESSMENTS FOR INDUSTRY-RECOGNIZED CERTIFICATES OR CREDENTIALS TO THE ITEMS THAT A DISTRICT MAY RELY ON WHEN ESTABLISHING CTE OFFERINGS.

THIS AMENDMENT CREATES THE "MISSOURI CIVICS EDUCATION INITIATIVE."

A STUDENT OF A COLLEGE OR UNIVERSITY, WHO, AFTER EARNING A PASSING GRADE IN A COURSE OF INSTRUCTION FOR UNITED STATES OR MISSOURI HISTORY OR CONSTITUTION, TRANSFERS TO ANOTHER COLLEGE OR UNIVERSITY, IS NOT REQUIRED TO EARN A PASSING GRADE IN ANOTHER SUCH COURSE AS A CONDITION PRECEDENT TO GRADUATION.

THIS AMENDMENT REPEALS THE PROHIBITION ON STUDENTS RECEIVING A CERTIFICATE OF GRADUATION WITHOUT HAVING SATISFACTORILY PASSED AN EXAMINATION ON THE PROVISIONS AND PRINCIPLES OF THE UNITED STATES AND MISSOURI CONSTITUTIONS, AMERICAN HISTORY, AND AMERICAN INSTITUTIONS. HOWEVER, TO RECEIVE A CERTIFICATE OF GRADUATION, PUBLIC OR PRIVATE SCHOOLS OTHER THAN PRIVATE TRADE SCHOOLS MAY REQUIRE A PASSING SCORE ON AN EXAMINATION OF THE PROVISIONS AND PRINCIPLES OF THE UNITED STATES CONSTITUTION, MISSOURI CONSTITUTION, OR BOTH. (SECTION 170.011)

ANY STUDENT ENTERING NINTH GRADE AFTER JULY 1, 2016, WHO IS ATTENDING A PUBLIC, CHARTER, OR PRIVATE SCHOOL, EXCEPT FOR PRIVATE TRADE SCHOOLS, OR A STUDENT SEEKING TO COMPLETE A HIGH SCHOOL EQUIVALENCY CERTIFICATE, MUST, AS A CONDITION OF HIGH SCHOOL GRADUATION OR ITS EQUIVALENT, TAKE AND RECEIVE A PASSING GRADE ON A BASIC CIVICS TEST SIMILAR TO THE CIVICS PORTION OF THE UNITED STATES NATURALIZATION TEST, PRODUCED BY THE UNITED STATES CITIZENSHIP AND IMMIGRATION SERVICES (USCIS).

THE TEST WILL CONSIST ONLY OF QUESTIONS FROM THE ONE HUNDRED QUESTIONS USED BY THE USCIS. IN ORDER TO RECEIVE A PASSING SCORE ON THE TEST, A STUDENT MUST ANSWER AT LEAST SIXTY PERCENT OF THE QUESTIONS CORRECTLY. A STUDENT MAY TAKE THE TEST AS MANY TIMES AS NECESSARY FOR PASSAGE BUT MUST RECEIVE A PASSING SCORE.

EACH PUBLIC SCHOOL, CHARTER SCHOOL, OR PRIVATE SCHOOL, EXCEPT FOR PRIVATE TRADE SCHOOLS, AND THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION MUST CERTIFY THAT A STUDENT HAS TAKEN AND RECEIVED A PASSING GRADE ON THE TEST. (SECTION 170.345)

EACH DISTRICT MUST ADOPT A POLICY PERMITTING A STUDENT WITH A DISABILITY TO RECEIVE A WAIVER FROM THE BASIC CIVICS TEST REQUIREMENT IF THE STUDENT'S IEP COMMITTEE RECOMMENDS IT. (SECTION 170.345)

HA 2: THIS AMENDMENT MODIFIES PROVISIONS RELATING TO SCHOOL DISTRICT ANTIBULLYING POLICIES.

THIS AMENDMENT MODIFIES THE REQUIREMENTS FOR SCHOOL ANTI-BULLYING POLICIES. THE DEFINITION OF "BULLYING" IS MODIFIED TO INCLUDE INTIMIDATION OR HARASSMENT THAT SUBSTANTIALLY INTERFERES WITH THE EDUCATIONAL PERFORMANCE, OPPORTUNITIES, OR BENEFITS OF ANY STUDENT WITHOUT EXCEPTION, OR THAT SUBSTANTIALLY DISRUPTS THE ORDERLY OPERATION OF THE SCHOOL. BULLYING IS PROHIBITED BY STUDENTS ON SCHOOL PROPERTY, AT SCHOOL FUNCTIONS, OR ON SCHOOL BUSES. CYBERBULLYING IS DEFINED IN THE AMENDMENT.

THIS AMENDMENT REQUIRES THAT ANTIBULLYING POLICIES TREAT ALL STUDENTS EQUALLY.

EACH SCHOOL DISTRICT'S ANTIBULLYING POLICY MUST BE INCLUDED IN THE STUDENT HANDBOOK. SCHOOL DISTRICT POLICIES MUST CONTAIN MULTIPLE COMPONENTS. EACH POLICY MUST CONTAIN A STATEMENT PROHIBITING BULLYING, INCLUDING A DEFINITION OF BULLYING, AS DESCRIBED IN THE ACT. EACH POLICY MUST CONTAIN A STATEMENT REQUIRING DISTRICT EMPLOYEES TO REPORT AN INSTANCE OF BULLYING OF WHICH HE OR SHE HAS FIRSTHAND KNOWLEDGE, HAS REASONABLE CAUSE TO SUSPECT THAT A STUDENT HAS BEEN SUBJECT TO BULLYING, OR HAS RECEIVED A REPORT OF BULLYING FROM A STUDENT. IN ADDITION, THE POLICY MUST REQUIRE A DISTRICT EMPLOYEE WHO WITNESSES AN INCIDENT OF BULLYING OR HAS RECEIVED RELIABLE INFORMATION TO REPORT THE INCIDENT TO THE DISTRICT'S DESIGNATED INDIVIDUAL AT THE SCHOOL, VERBALLY AND IN WRITING, AS DESCRIBED IN THE ACT. EACH POLICY MUST CONTAIN A PROCEDURE FOR REPORTING AN ACT OF BULLYING, A PROCEDURE FOR PROMPT INVESTIGATIONS, WHICH MUST BE INITIATED WITHIN ONE DAY OF RECEIVING A WRITTEN REPORT. EACH POLICY MUST CONTAIN A STATEMENT AS TO HOW A SCHOOL WILL RESPOND TO A CONFIRMED INCIDENT OF BULLYING. EACH POLICY MUST CONTAIN A STATEMENT PROHIBITING REPRISAL OR RETALIATION AGAINST A PERSON WHO REPORTS AN ACT OF BULLYING, AND INCLUDE STUDENT PEER-TO-PEER INITIATIVES TO PROVIDE ACCOUNTABILITY AND POLICY ENFORCEMENT FOR THOSE FOUND TO HAVE ENGAGED IN BULLYING, REPRISAL, OR RETALIATION. EACH POLICY MUST ALSO CONTAIN A STATEMENT OF HOW THE POLICY WILL BE MADE PUBLIC AND A PROCESS FOR DISCUSSING THE POLICY WITH STUDENTS AND TRAINING EMPLOYEES AND VOLUNTEERS, AS DESCRIBED IN THE ACT.

SCHOOL DISTRICT ADMINISTRATIONS MUST INSTRUCT THEIR SCHOOL COUNSELORS AND SCHOOL PSYCHOLOGISTS TO EDUCATE STUDENTS WHO ARE VICTIMS OF BULLYING ON TECHNIQUES TO OVERCOME THE NEGATIVE EFFECTS OF BULLYING, INCLUDING THE FOLLOWING: CULTIVATING THE STUDENT'S SELF-WORTH AND SELF-ESTEEM; TEACHING THE STUDENT TO DEFEND HIMSELF OR HERSELF ASSERTIVELY OR EFFECTIVELY; HELPING THE STUDENT DEVELOP SOCIAL SKILLS; AND ENCOURAGING THE STUDENT TO DEVELOP AN INTERNAL LOCUS OF CONTROL.

SCHOOL DISTRICT ADMINISTRATIONS MUST IMPLEMENT PROGRAMS AND OTHER INITIATIVES TO PREVENT BULLYING, RESPOND TO SUCH CONDUCT SO AS TO NOT STIGMATIZE A VICTIM, AND TO MAKE RESOURCES OR REFERRALS AVAILABLE TO VICTIMS OF BULLYING.

ANY SCHOOL DISTRICT MAY SUBJECT A STUDENT TO DISCIPLINE FOR CYBERBULLYING. DISTRICTS ARE GRANTED JURISDICTION TO PROHIBIT CYBERBULLYING THAT ORIGINATES ON A SCHOOL'S CAMPUS IF THE ELECTRONIC COMMUNICATION WAS MADE USING THE SCHOOL'S TECHNOLOGICAL RESOURCES OR THE ELECTRONIC COMMUNICATION WAS MADE ON THE SCHOOL'S CAMPUS USING THE STUDENT'S OWN PERSONAL TECHNOLOGICAL RESOURCES. THIS ACT GRANTS A DISTRICT JURISDICTION TO PROHIBIT CYBERBULLYING THAT ORIGINATES OFF CAMPUS UNDER CERTAIN CIRCUMSTANCES, AS DESCRIBED IN THE ACT. THIS ACT IDENTIFIES APPROPRIATE DISCIPLINARY ACTIONS FOR A CYBERBULLYING OFFENSE.

EACH DISTRICT MUST ANNUALLY REVIEW ITS ANTIBULLYING POLICY AND REVISE AS NECESSARY.

EACH DISTRICT MUST DEVELOP A METHOD TO TRACK ANY CORRESPONDENCE BETWEEN INDIVIDUALS AND THE DISTRICT REGARDING BULLYING. THIS CORRESPONDENCE WILL BE A CLOSED RECORD.

EACH DISTRICT MUST REPORT THE NUMBER OF CONFIRMED REPORTED BULLYING INCIDENTS IN THE DISTRICT AND EACH SCHOOL TO THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION. THE DEPARTMENT MUST POST THIS INFORMATION ON ITS WEBSITE BUT MUST NOT RELEASE ANY CONFIDENTIAL INFORMATION.

THIS AMENDMENT IS IDENTICAL TO SCS/HB 458 (2015) AND IS SIMILAR TO SCS/HCS/HB 134 (2013) AND A PROVISION CONTAINED IN SB 161 (2015).

HA 3: THIS AMENDMENT PROHIBITS SCHOOL DISTRICTS FROM DETERMINING WHETHER A CHILD IS GIFTED BASED ON THE CHILD'S PARTICIPATION IN AN ADVANCED PLACEMENT COURSE OR INTERNATIONAL BACCALAUREATE COURSE. WHETHER A CHILD IS GIFTED MUST BE DETERMINED USING THE STATUTORY DEFINITION OF "GIFTED CHILDREN." (SECTION 162.720)

BEGINNING IN THE 2016-2017 SCHOOL YEAR AND IN EACH SCHOOL YEAR AFTER THAT, IF A DISTRICT EXPERIENCES A DECREASE IN ITS GIFTED PROGRAM ENROLLMENT OF TWENTY PERCENT OR MORE FROM THE PREVIOUS SCHOOL YEAR, AN AMOUNT EQUAL TO THE PRODUCT OF THE DIFFERENCE BETWEEN THE NUMBER OF STUDENTS ENROLLED IN THE GIFTED PROGRAM IN THE CURRENT SCHOOL YEAR AND THE NUMBER OF STUDENTS ENROLLED IN THE GIFTED PROGRAM IN THE PREVIOUS SCHOOL YEAR MULTIPLIED BY SIX HUNDRED EIGHTY DOLLARS WILL BE SUBTRACTED FROM THE DISTRICT'S CURRENT YEAR PAYMENT AMOUNT. (SECTION 163.031)

THIS AMENDMENT ALSO REPEALS A SIMILAR OBSOLETE PENALTY ON DISTRICTS WITH REDUCTIONS IN GIFTED PROGRAM ENROLLMENT. THIS PENALTY EXPIRED AT THE END OF THE 2011-2012 SCHOOL YEAR. (SECTION 163.031)

THE FINANCIAL PENALTY PROVISION AND REPEAL OF THE OBSOLETE PENALTY WILL BECOME EFFECTIVE ON JULY 1, 2016.

THIS AMENDMENT IS IDENTICAL TO HCS/HB 637 (2015) AND IS SIMILAR TO SB 290 (2015).

HA 4: THIS AMENDMENT PERMITS A SCHOOL DISTRICT TO DEVELOP A POLICY THAT ALLOWS STUDENT PARTICIPATION IN THE MISSOURI SUPREME COURT'S CONSTITUTION PROJECT TO BE RECOGNIZED IN TWO WAYS. FIRST, BY THE GRANTING OF CREDIT FOR SOME PORTION OF, OR COLLABORATION WITH ANY OF THE FOLLOWING: THE COMMUNITY SERVICE OR CITIZENSHIP REQUIREMENTS OF THE A+ PROGRAM, THE MISSOURI AND UNITED STATES CONSTITUTION COURSE REQUIREMENT, OR ANY RELEVANT COURSE OR INSTRUCTIONAL UNIT IN AMERICAN GOVERNMENT OR A SIMILAR SUBJECT. SECOND, BY DISTRICT OR SCHOOL-LEVEL AWARDS, INCLUDING, BUT NOT LIMITED TO, CERTIFICATES OR ASSEMBLIES.

THIS AMENDMENT IS IDENTICAL TO HCS/HB 658 (2015).

HA 5: THIS HOUSE AMENDMENT ESTABLISHES A COMMITTEE ON SCHOOLS FOR THE SEVERELY DISABLED IN THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION. THE COMMITTEE MUST EXAMINE THE RECOMMENDATIONS UNDER WHICH THE SCHOOLS FOR THE SEVERELY DISABLED OPERATE AND PREPARE A REPORT WITH RECOMMENDATIONS BY DECEMBER 1, 2015 TO THE HOUSE COMMITTEE ON ELEMENTARY AND SECONDARY EDUCATION.

THIS AMENDMENT IS IDENTICAL TO HB 1262 (2015).

HA 6: THIS AMENDMENT EXPANDS THE LIST OF VIOLENT OFFENSES THAT A SCHOOL DISTRICT'S DISCIPLINE POLICY REQUIRES SCHOOL ADMINISTRATORS TO REPORT TO LAW ENFORCEMENT TO INCLUDE MAKING A TERRORIST THREAT.

THIS AMENDMENT IS IDENTICAL TO HB 242 (2015).

HA 7: THIS AMENDMENT REQUIRES THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION TO EMPLOY A DYSLEXIA SPECIALIST. THE DYSLEXIA SPECIALIST WILL ASSIST THE DEPARTMENT WITH DEVELOPING AND ADMINISTERING PROFESSIONAL DEVELOPMENT PROGRAMS NO LATER THAN THE 2016-2017 SCHOOL YEAR. (SECTION 161.1005)

THIS AMENDMENT CREATES THE LEGISLATIVE TASK FORCE ON DYSLEXIA. THE TASK FORCE WILL MAKE RECOMMENDATIONS FOR A STATEWIDE SYSTEM FOR IDENTIFICATION, INTERVENTION, AND DELIVERY OF SUPPORTS FOR STUDENTS WITH DYSLEXIA. (SECTION 633.420)

HA 8: THIS ACT CREATES THE MISSOURI COURSE ACCESS PROGRAM TO ALLOW PUBLIC SCHOOL STUDENTS TO ENROLL IN ONLINE, BLENDED, AND FACE-TO-FACE COURSES TO SUPPLEMENT COURSEWORK OFFERED WHERE THE STUDENT IS ENROLLED.

THIS ACT ALLOWS ANY ELIGIBLE PARTICIPATING STUDENT TO ENROLL IN STATE COURSE ACCESS PROGRAM COURSES WITH PRIOR APPROVAL FROM HIS OR HER GUIDANCE COUNSELOR. AN ELIGIBLE FUNDED STUDENT, AS DESCRIBED IN THE ACT, MAY ENROLL IN COURSES FUNDED BY THE PROGRAM UP TO A MAXIMUM OF SEVEN CREDIT HOURS PER SEMESTER. FAMILIES OF ELIGIBLE FUNDED STUDENTS AND OTHER ELIGIBLE PARTICIPATING STUDENTS MAY PAY TO ENROLL IN STATE COURSE ACCESS PROGRAM COURSES ABOVE THE LEVELS SPECIFIED IN THIS ACT.

THE LOCAL EDUCATION AGENCY WHERE ELIGIBLE FUNDED STUDENTS ARE ENROLLED FULL-TIME MAY REVIEW ENROLLMENT REQUESTS TO ENSURE COURSES ARE ACADEMICALLY APPROPRIATE, LOGISTICALLY FEASIBLE, KEEP THE STUDENT ON-TRACK FOR AN ON-TIME GRADUATION, AND DO NOT EXTEND A STUDENT BEYOND A FULL-TIME COURSE LOAD. THE LEA MAY ONLY REJECT COURSE REQUESTS FOR THESE SPECIFIC REASONS.

EACH LOCAL EDUCATION AGENCY MUST INFORM STUDENTS AND FAMILIES OF THEIR RIGHT TO APPEAL ANY ENROLLMENT DENIALS IN STATE COURSE ACCESS PROGRAM COURSES TO THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION. THE DEPARTMENT MUST PROVIDE A FINAL ENROLLMENT DECISION WITHIN SEVEN DAYS.

THE DEPARTMENT OF ELEMENTARY AND SECONDARY EDUCATION MUST ESTABLISH AN AUTHORIZATION PROCESS FOR COURSE PROVIDERS THAT INCLUDES MULTIPLE OPPORTUNITIES FOR SUBMISSION EACH YEAR. NO LATER THAN NINETY DAYS FROM THE INITIAL SUBMISSION DATE, THE DEPARTMENT MUST AUTHORIZE COURSE PROVIDERS THAT MEET THE CRITERIA DESCRIBED IN THE ACT AND PROVIDE COURSES THAT OFFER THE INSTRUCTIONAL RIGOR AND SCOPE REQUIRED. THE DEPARTMENT MUST PROVIDE A WRITTEN EXPLANATION TO ANY COURSE PROVIDER THAT IS DENIED AUTHORIZATION NO LATER THAN NINETY DAYS FROM THE INITIAL SUBMISSION DATE AND ALLOW A COURSE PROVIDER TO REAPPLY AFTER A DENIAL. THE DEPARTMENT MUST PUBLISH THE PROCESS, INCLUDING ANY DEADLINES AND GUIDELINES. THE DEPARTMENT MAY CHARGE APPLICANT PROVIDERS A FEE UP TO BUT NO GREATER THAN THE AMOUNT OF THE COSTS IN ORDER TO ENSURE THAT EVALUATION OCCURS IF THE DEPARTMENT DETERMINES THERE ARE INSUFFICIENT FUNDS AVAILABLE FOR EVALUATING AND AUTHORIZING COURSE PROVIDERS. THE DEPARTMENT MUST ESTABLISH AND PUBLISH A FEE SCHEDULE.

THIS ACT SPECIFIES ACTIONS A PROVIDER MUST TAKE TO BE AUTHORIZED. THE DEPARTMENT MUST DEVELOP ADDITIONAL CRITERIA TO EVALUATE PROVIDERS AND MAY INCLUDE NATIONALLY RECOGNIZED THIRD-PARTY QUALITY STANDARDS. THE DEPARTMENT MUST ESTABLISH A COURSE REVIEW AND APPROVAL PROCESS THAT IT MAY IMPLEMENT OR THAT IT MAY ASSIGN TO ANOTHER ENTITY TO IMPLEMENT.

THIS ACT DESCRIBES THE REQUIREMENTS THAT A COURSE MUST MEET TO BE APPROVED AND ADDED TO THE MISSOURI COURSE ACCESS CATALOG. IN ADDITION, THE DEPARTMENT MAY NEGOTIATE CHANGES IN THE PROPOSAL TO OFFER A COURSE IF IT DETERMINES THAT CHANGES NECESSARY TO AUTHORIZE IT. THIS ACT ALSO DESCRIBES THE AUTHORIZATION, REVIEW, PROBATION, EXCLUSION, AND REAUTHORIZATION PROCESSES FOR COURSE PROVIDERS.

THE DEPARTMENT MAY ENTER INTO A RECIPROCITY AGREEMENT WITH OTHER STATES FOR THE PURPOSE OF AUTHORIZING AND APPROVING HIGH QUALITY PROVIDER AND COURSES FOR THE PROGRAM AND THE OPERATION OF THE CATALOG. PUBLISHING CRITERIA, A TIME FRAME, WITHDRAWAL DATES, AND AN INFORMED CHOICE REPORT ARE ESTABLISHED IN THE ACT.

THE DEPARTMENT MUST SUBMIT AN ANNUAL REPORT TO THE GOVERNOR AND THE JOINT COMMITTEE ON EDUCATION. THE REPORT MUST BE PUBLISHED ONLINE IN AN OPEN FORMAT.

SCHOOL DISTRICTS AND CHARTER SCHOOLS MUST NOTIFY STUDENTS AND PARENTS AS PART OF ANY COURSE ENROLLMENT PERIOD OR PROCESS OF THE AVAILABILITY OF PROGRAM COURSES IN CORRESPONDENCE THAT IS WRITTEN IN SIMPLE AND ACCURATE LANGUAGE, PROVIDE INFORMATION BY LETTER OR EMAIL TO STUDENTS AND PARENTS AT HOME AND BY AT LEAST TWO OTHER MEANS, AND PUBLISH ADDITIONAL INFORMATION AND GUIDELINES ON THEIR WEBSITES. EACH DISTRICT MUST ESTABLISH A POLICY AND PROCEDURES FOR ELIGIBLE PARTICIPATING STUDENTS REGARDING CREDIT TOWARD THE REQUIREMENTS OF ANY APPROVED STATE DIPLOMA AND THE ADMINISTRATION OF REQUIRED STATE ASSESSMENTS. THE PERFORMANCE DATA OF STUDENTS ENROLLED IN SUCH COURSES MUST BE INCLUDED IN THE SCHOOL PERFORMANCE SCORE FOR THE STUDENTS' SCHOOL OF FULL-TIME ENROLLMENT.

THIS ACT DESCRIBES THAT THE FUNDING MECHANISM FOR THE PROGRAM MUST BE PAID FROM THE DEPARTMENT TO THE LOCAL EDUCATION AGENCY AND THEN FROM THE LEA TO THE COURSE PROVIDER FOR ANY COURSES IN WHICH THE STUDENT IS ENROLLED. ANY REMAINING FUNDS MUST REMAIN WITH THE LEA IN WHICH THE STUDENT IS ENROLLED FULL-TIME. TUITION PAYMENT TO COURSE PROVIDERS WILL BE BASED ON STUDENT SUCCESS AND THE RATIO, AS DESCRIBED IN THE ACT.

THIS PROGRAM SUNSET AFTER SIX YEARS UNLESS REAUTHORIZED BY AN ACT OF THE GENERAL ASSEMBLY.

THIS AMENDMENT IS SUBSTANTIALLY SIMILAR TO HCS/HB 565 (2015).