SB 152
Modifies provisions related to education
Sponsor:
LR Number:
0849H.06C
Last Action:
5/7/2021 - H Informal Calendar Senate Bills for Third Reading w/HCS
Journal Page:
Title:
HCS SS SCS SB 152
Calendar Position:
Effective Date:
Emergency clause for certain sections
House Handler:

Current Bill Summary

HCS/SS/SCS/SB 152 - This act modifies provisions related to education.

SECLUSION AND RESTRAINT OF STUDENTS

Under this act, school discipline policies required under current law shall reserve confining a student in seclusion for situations or conditions in which there is an imminent danger of physical harm to the student or to another.

Beginning July 1, 2022, no school district, charter school, or publicly contracted private school shall use any mechanical, physical, or prone restraint technique which cause certain obstructions, impairments, physical pressure, danger, or pain, as listed in the act. A student who primarily uses sign language or an augmentative mode of communication shall be permitted to have his or her hands free for brief periods unless doing so appears likely to result in harm.

Before July 1, 2022, each school district's written policy addressing restrictive behavioral interventions shall be updated to be consistent with the act's prohibitions and limitations related to restraint techniques. The policy shall require students to be removed from seclusion or restraint as soon as the student is determined to no longer be an imminent danger of physical harm, shall require all personnel to annually review policies and procedures related to seclusion and restraint, and to require personnel who use seclusion or restraint to complete an annual training on permitted techniques.

The policy shall also require each use of seclusion or restraint to be monitored by a personnel member and for a report containing certain documentary and parental support information to be completed and retained. A copy of the report shall be provided to the parent within 5 days of the incident and to the Department of Elementary and Secondary Education within 30 days. The school shall attempt to notify the parent as soon as possible after the use of seclusion or restraint but at the latest no later than one hour after the end of the school day.

No public or charter school officer, administrator, or employee shall retaliate against a person for reporting a violation of the school's seclusion and restraint policy or a violation of the act or for providing information regarding a violation of the act.

The Department shall compile and maintain all reported seclusion or restraint incidents in its core data system and make such data available on the Missouri Comprehensive Data System, except for personally identifiable data.

By July 1, 2022, the Department shall updates its model policy related to the confinement of students to include the provisions of the act related to the written seclusion and restraint policies.

(Section 160.263)

These provisions are identical to HB 387 (2021) and are similar to HB 119 (2021), HB 1568 (2020), HB 1569 (2020) and to provisions in HCS/SS/SCS/SB 528 (2021), and HB 1023 (2019).

SHOW ME SUCCESS DIPLOMA PROGRAM

This act establishes the Show Me Success Diploma Program as an alternative pathway to graduation for high school students. Students may earn the show me success diploma beginning at the end of a student's tenth grade year. By July 1, 2022, the Department of Elementary and Secondary Education shall develop detailed requirements for students to become eligible for the show me success diploma.

Students who earn a show me success diploma may elect to remain in high school. Alternatively, a student having earned the diploma may instead enroll in a qualifying postsecondary educational institution. For each student enrolled in such an institution, an amount equal to ninety percent of the pupil's proportionate share of the state, local, and federal aid that the district or charter school receives for such pupil, shall be deposited into an account that lists the pupil as the beneficiary.

These provisions shall expire August 28, 2028.

(Section 160.560)

These provisions are substantially similar to provisions in SB 34 (2021).

EXTENDED LEARNING OPPORTUNITIES ACT

This act establishes the "Extended Learning Opportunities Act".

Beginning with the 2022-23 school year, the State Board of Education and each local school board shall routinely inform students and parents of the ability to earn credit through extended learning opportunities, which the act defines as out-of-classroom learning experiences approved by the State Board, a school board, or a charter school to provide enrichment, career readiness skills, or other approved educational opportunities.

State Board, public school, and charter school employees may assist students and parents in enrolling in such programs. Such opportunities shall not require the permission of the student's school so long as the student and at least one parent sign an agreement detailing all program requirements.

Extended learning opportunities shall count as credit toward graduation requirements and the achievement of state standards. Students shall submit a written request and proof of completion to a school administrator to receive credit.

The State Board shall adopt, and each local school district shall distribute and implement, policies related to the approval of extended learning opportunities by outside entities, a list of approved entities, a process for requesting credit, criteria for the approval of extended learning opportunities by districts and charter schools, and criteria for awarding a certificate of completion and credit.

Entities approved by the State Board shall be qualified to offer extended learning opportunities for all districts and charter schools.

A student awarded a certificate of completion and credit shall be considered to have completed all coursework for the particular course of study. Opportunities that satisfy all required coursework for a high school course shall count toward credit for graduation.

Policies and procedures adopted by the State Board and by schools shall provide students an equal opportunity to participate in extended learning opportunities and shall satisfy existing timelines and requirements for transcribing and reporting credits. (Section 160.565)

These provisions are identical to provisions in SCS/HS/HB 306 (2021).

ACCOMMODATIONS FOR BREAST-FEEDING

This act requires the Department of Elementary and Secondary Education to develop a model policy relating to accommodations for breast-feeding by January 1, 2022, and requires local school boards to adopt a written policy requiring school administrators to accommodating breast-feeding by July 1, 2022. The policy shall include a minimum of three opportunities during a school day, at two-our intervals, for the expression of breast milk or to breast-feed a child. Such accommodations shall be available for at least one year following the birth of the breast-feeding child, and extensions may granted by the school board. Each school building shall contain a room, as described in the act, for the expression of breast milk or to breast-feed a child. (Section 160.3005)

These provisions are similar to HB 1490 (2020) and HB 1279 (2020).

INFORMATION TO BE PUBLISHED ON DEPARTMENT WEBSITE

Within thirty days of receipt or publication, the Department of Elementary and Secondary Education shall maintain and publish on its website any data or report sent to the Department from any federal agency and the full text of all state administrative rules and regulations related to elementary and secondary education. Such information shall be accessible and searchable from various electronic communication devices as described in the act.

By December 31st in every even-numbered year, the State Auditor shall review the Department's website for compliance with this section. (Section 161.229)

These provisions are identical to provisions in SCS/SBs 55, 23, & 25 (2021).

READING SUCCESS

This act modifies current law regarding literacy and reading education.

Under this act, the State Board of Education shall require literacy and reading coursework for teacher education programs aligned to certification for teachers in early childhood, elementary, language arts, English, special reading, and special education, including the core components of reading, oral and written language development, identification of reading deficiencies and language difficulties, the administration of assessments, and the application of assessment data to the classroom. (Section 161.097)

This act also modifies provisions related to reading success plans, formerly known as reading intervention plans.

The State Board of Education, in collaboration with the Coordinating Board for Higher Education and the Literacy Advisory Council established under this act, shall develop a plan to establish a comprehensive system of services for reading instruction.

Each local school district and charter school shall have on file a policy for reading success plans for any pupils of the district in grades kindergarten through four, rather than through grade three. Each policy shall be aligned with the guidelines developed by the Department of Elementary and Secondary Education for reading success plans. Authority to develop guidelines to assist school districts and charter schools in formulating policies for reading success plans is transferred from the State Board of Education to the Department. Any guidelines for instruction shall meet the needs of the student by ensuring that instruction is explicit and systematic and diagnostic, and based on certain elements set forth in the act. Each school shall provide supplemental reading instruction under a reading success plan to any student who exhibits a reading deficiency.

Professional development and training on the requirements of these provisions shall be provided without cost to teachers and shall count toward professional development requirements for teacher certification and district- and school-level requirements. (Sections 167.263 and 167.268)

Each school district and charter school shall provide training on the administration of reading assessments to all K-5 teachers and any other personnel who provide literacy instruction.

Under current law, each school district and charter school shall administer a reading assessment to each student within 45 days of the end of the third-grade year, unless a student has been determined in the current school year to be reading at grade level or above. Under this act, each school district and charter school shall administer a reading assessment or set of assessments, which may include electronic assessments, to each student within the first 30 days of school for grades one through four, and by January 31 for kindergarten, unless a student has been determined in the previous school year to be reading at grade level or above. School districts and charter schools shall provide reading success plans to students with an individualized education plan (IEP) that have a reading deficiency, and to students receiving services under the Rehabilitation Act of 1973 whose services plan includes an element addressing reading.

This act repeals the requirement that school districts and charter schools design a reading success plan for the student's fourth-grade year if the student's third-grade reading assessment determines the student is reading below second-grade level. The provision is replaced with a requirement that school districts and charter schools offer a reading success plan to each K-4 student who exhibits a reading deficiency that has been identified as being at risk for dyslexia in the statewide dyslexia screening requirement, or has a formal diagnosis of dyslexia. The reading success plan shall be provided in addition to the core reading instruction provided to all students, and shall meet criteria set forth in the act.

If a student who is provided a reading success plan is determined to not be reading at or above grade level by the end of 2nd grade, the student shall receive structured literacy instruction as well as additional support and services. For students in grades 6-12, schools shall continue to address the reading deficiencies of any student for whom the deficiency creates a barrier to success in school.

A reading success plan shall be created no later than 45 days after the identification of a reading deficiency. Such plan shall be created by the teacher and other pertinent school personnel, along with the parent or legal guardian, and shall describe the evidence-based reading improvement services the student shall receive. The reading success plan shall specify if a student was found to be at risk for dyslexia in the statewide dyslexia screening requirement or if the student has a formal diagnosis of dyslexia.

Under current law, each student for whom a reading success plan has been designed shall be given another reading assessment to be administered within 45 days of the end of the student's fourth-grade year. If such student is determined to be reading below third-grade level, the student shall be required to attend summer school. This act repeals such requirement, and instead requires such student to be referred for an evaluation for an IEP plan and the district shall provide appropriate intensive structured literacy instruction on an individualized basis. If the student does not qualify for an IEP, the student shall continue to receive appropriate, intensive structured literacy instruction on an individualized basis until the student is reading at grade level.

Each school district and charter school is required to offer summer school reading instruction to any student with a reading success plan. Districts may fulfill the requirement through cooperative arrangements with neighboring districts.

The parent or legal guardian of any K-5 student who exhibits a deficiency in reading shall be notified as set forth in the act. (Section 167.645)

This act establishes the Literacy Advisory Council within the Department of Elementary and Secondary Education. The council shall include 12-20 members appointed by the Commissioner of Education. Members shall include stakeholders and specialists specified in the act. The advisory council shall meet biannually to review best practices in literacy instruction and related policies, and shall make recommendations to the Commissioner and the State Board of Education.

The Department, in conjunction with the Advisory Council, shall identify and create a list of approved materials, resources, and curriculum programs for public school districts and charter schools. A school district or charter school may use such materials, resources, and programs, or may use others which comply with the applicable reading and literacy requirements under the act. (Section 186.080)

These provisions are similar to SCS/SB 54 (2021), SB 304 (2021), SB 966 (2020), SCS/SB 349 (2019), HCS/SS/SB 218 (2019), SB 73 (2019), HCS/HB 464 (2019), HCS/SCS/SB 949 (2018), HB 1417 (2018).

SCHOOL INNOVATION WAIVERS

Under this act, any school intervention team, which shall mean a group of persons representing certain schools as set forth in the act, may submit a state innovation waiver plan to the State Board of Education for certain purposes, including improving student readiness for employment, higher education, vocational training, technical training, or any other form of career and job training, increasing the compensation of teachers, or improving the recruitment, retention, training, preparation, or professional development of teachers.

A school innovation waiver shall mean a waiver granted by the State Board to certain schools, set forth in the act, in which such schools are exempt from a specific requirement imposed by current law, or any regulations promulgated by the State Board or the Department of Elementary and Secondary Education. Any school innovation waiver granted to a school district or group of school districts shall be applicable to every elementary and secondary school within the school district or group of school districts unless the plan specifically provides otherwise.

Any plan for a school innovation waiver shall include certain information, including the specific provision of law for which a waiver is being requested, and an explanation for why such provision of law inhibits the ability of the school or school district to accomplish the goal stated in the plan. The plan shall also demonstrate that the intent of the law can be addressed in a more effective, efficient, or economical manner and that the waiver or modification is necessary to implement the plan.

In evaluating a plan submitted by a school innovation team, the State Board shall consider whether the plan meets certain criteria set forth in the act. The State Board may propose modifications to the plan in cooperation with the school innovation team.

Any waiver granted under this act shall be effective for no longer than three school years, but school innovation waivers may be renewed. No more than one school innovation waiver shall be in effect with respect to any one elementary or secondary school at one time.

The State Board shall not authorize the waiver of any statutory requirements relating to teacher certification, teacher tenure, or any requirement imposed by federal law.

(Section 161.214)

These provisions are similar to provisions in SB 265 (2021) and SB 583 (2021).

EARLY LEARNING QUALITY ASSURANCE REPORT EXTENSION

Under current law, provisions requiring the Department of Elementary and Secondary Education to develop a voluntary early learning quality assurance report of educational services available to children from birth up to kindergarten are set to expire on August 28, 2022. This act extends such provisions until August 28, 2025. (Section 161.217)

COMPETENCY BASED EDUCATION

This act establishes the Competency-Based Education Grant Program. By application, the Department of Elementary and Secondary Education shall award grants from the fund to eligible school districts for the purpose of providing competency-based education programs. The Department shall facilitate the creation, sharing, and development of course assessments, curriculum, training and guidance for teachers, and best practices for the school districts that offer competency-based education courses. (Section 161.380)

This act establishes the Competency-Based Education Task Force to study and develop competency-based education programs in public schools. The Task Force shall conduct interviews and at least three public hearings to identify promising competency-based education programs and obstacles to implementing such programs. Before December 1st of each year, the Task Force shall present its findings and recommendations to the Speaker of the House of Representatives, the President Pro Tempore of the Senate, the Joint Committee on Education, and the State Board of Education. (Section 161.385)

Under this act, school districts and charter schools shall receive state school funding under the foundation formula for high school students who are taking competency-based courses offered by their school district or charter school.

Attendance of a student enrolled in a competency-based course shall equal the product of the district or charter school's prior year average attendance percentage multiplied by the total number of attendance hours normally allocable to a non-competency-based course of equal credit value. (Section 162.1255)

These provisions shall expire on August 28, 2028.

These provisions are substantially similar to SB 34 (2021) and SB 35 (2021) and are similar to SB 582 (2020) and SCS/SB 445 (2019).

STUDENTS' RIGHT TO KNOW ACT

This act establishes the Students' Right to Know Act.

Beginning January 1, 2022, the Department of Higher Education and Workforce Development (DHEWD) shall annually collect and compile information as specified in the act to help high school students make more informed decisions about their futures and ensure such students are adequately aware of the costs of four-year college and alternative career paths. The document shall be available to the Department of Elementary and Secondary Education for distribution to public school guidance counselors by October 15th each year. The information provided by the public institutions is also required to be available on the website of the Department of Higher Education and Workforce Development. (Section 161.625 and 173.035)

These provisions are substantially similar to provisions in HS/HB 297 (2021) and HCS/HB 355 (2021).

SCHOOL ACCOUNTABILITY BOARD

This act establishes the School Accountability Board, composed of members as described in the act. A chairperson and vice chairperson shall be appointed from among the members by the President Pro Tempore of the Senate and the Speaker of the House of Representatives respectively, with authority to make such appointments alternating every two years. Each member shall serve at the pleasure of the official who appointed the member. The Board shall advise the State Board of Education and Department on matters pertaining to the development and implementation of the state's school improvement program through activities described in the act, including presenting findings and recommendations related to school and district accountability and improvement to the State Board of Education at least once per quarter. (Section 161.890)

These provisions are similar to provisions in SCS/SB 400 (2021).

TRAUMA-INFORMED SCHOOLS INITIATIVE

Each school participating in or utilizing the concepts of the Trauma-Informed Schools Initiative shall keep a record of each incident in which a child is removed from or present in a classroom during or following another child's outburst and shall inform the parents or guardians of a child removed from a classroom within 48 hours. (Section 161.1050)

ANNEXATION OF SCHOOL DISTRICTS

Under current law, a school district may be attached to a community college district or to one or more adjacent seven-director school districts by a majority vote in the school district.

This act requires that a community college proposing such an annexation present its proposal at a public, regularly-scheduled meeting of the school district 30-120 days prior to the annexation election.

This act modifies the form of the question to be submitted on the ballot by requiring such question to ask whether the school district shall become part of the community district, rather than whether the school district shall be annexed to other school districts specified in the ballot question. This act also requires the question to be followed by information stating the amount per $100 by which such annexation will raise the community college tax levy and that such annexation will result in school district residents being eligible for in-district tuition rates at the community college. Annexation elections shall be held on the next general election day as established under current law. (Section 162.441)

RECORDING OF PARENT MEETINGS

Under this act, no school district or charter school shall prohibit a parent or legal guardian of a student from audio recording any meeting held under the federal Individuals with Disabilities Education Act (IDEA), or the federal Rehabilitation Act of 1973.

Any audio recording make by a parent or legal guardian shall be the property of the parent or guardian, and shall not be considered to be a public record.

School districts and charter schools shall not require parents to notify the school district or charter school of such parent's intent to record a meeting more than 24 hours in advance.

No school district or charter school employee who reports any violation of this act shall be subject to discharge, retaliation, or any other adverse employment action for making such report. (Section 162.686)

This act contains an emergency clause.

These provisions are substantially similar to HS/HB 2228 (2021), SB 134 (2021), SB 1022 (2020), and HCS/HB 1540 (2020).

GIFTED EDUCATION

Under current law, when a sufficient number of children are determined to be gifted and their development requires programs or services beyond the level of those ordinarily provided in regular public school programs, school districts may establish special programs for such gifted children. Approval of such programs shall be made by the Department of Elementary and Secondary Education based upon project applications submitted by July 15th of each year.

Under this act, if 3% or more of students enrolled in a school district or charter school are determined to be gifted, the district or charter school is required to establish a state-approved gifted program for gifted children. If a school district or charter school has an average daily attendance of more than 350 students, the gifted program shall be required to provide services by a teacher certified to teach gifted education. In districts and charter schools with few than 350 students, teachers who provide gifted services through the program and are not certified shall annually participate in at least 6 hours of professional development focused on gifted development, at the expense of the school district.

These provisions shall apply to school years beginning on or after July 1, 2023.

Approval of such programs shall be made by the Department based upon project applications submitted at a time and in a form determined by the Department. (Section 162.720)

These provisions are substantially similar to SB 151 (2021) and HB 306 (2021) and are similar to SB 645 (2020), HB 112 (2019), HCS/SS/SB 218 (2019), HB 136 (2019), HB 1435 (2018), and HB 1030 (2017).

REIMBURSEMENT OF COSTS FOR HIGH-NEEDS STUDENTS

Under current law, the Department of Elementary and Secondary Education shall reimburse school districts for the costs of special education for high-needs children with an Individualized Education Program (IEP) exceeding three times the current expenditure per average daily attendance as calculated on the District Annual Secretary of the Board Report for the year in which the expenditures are claimed.

Under this act, any money reimbursed to a school district with 500 or fewer students is excluded from such calculation. School districts shall submit the cost of serving any high-needs student with an IEP to the Department. (Section 162.974)

These provisions are identical to SB 517 (2021) and HB 64 (2021) and are similar to HB 2544 (2020) and HCS/HB 957 (2019).

FUNDING FOR ATTENDANCE IN VIRTUAL CLASSES

Under this act, for purposes of the calculation and distribution of state funding to public and charter schools for students enrolled in virtual classes, attendance shall equal 95%, rather than 94%, of the hours of attendance possible for such class if it were in-person, to be distributed equally at 50% and 100% course completion. (Section 162.1250)

ATTENDANCE IN HALF-DAY EARLY CHILDHOOD EDUCATION PROGRAMS

Beginning with the 2021-22 school year, average daily attendance shall include the attendance hours of pupils ages 3-5 who are eligible for free and reduced price lunch who attend a half-day early childhood education program of a school district or charter school if such district or charter school did not offer such program in the 2020-21 school year. (Section 163.018)

These provisions are identical to provisions in HCS/HB 101 (2021).

MISSOURI EDUCATION SAVINGS PROGRAM

Under this act, the Missouri Education Savings Program is renamed the Missouri Education Program.

This act modifies the definition of "eligible educational institution" to include all eligible educational institutions, as defined in Section 529 of the Internal Revenue Code, rather than just institutions of postsecondary education. (Sections 166.400, 166.410, 166.415, 166.420, 166.425, 166.435, 166.440, 166.456, 166.502, and 209.610)

Moneys accrued in Missouri Education Program accounts and Achieving a Better Life Experience (ABLE) program accounts shall be exempt from attachment and execution in any proceeding fine or pending appeal on or after January 1, 2021.

Except for claims on amounts contributed within 2 years preceding filing for bankruptcy and claims on amounts contributed within 1 year preceding an execution of judgment, moneys in Missouri Education Program and ABLE accounts be exempt from claims of creditors if the beneficiary is a lineal descendent of the account owner. (Section 513.430)

These provisions are similar to provisions contained in SS/SCS/SBs 55, 23, & 25 (2021) and are similar to provisions contained in SCS/HCS/HB 1540 (2020), HCS/HB 2068 (2020) and HCS/HB 2261 (2020).

STUDENTS WITH EPILEPSY AND SEIZURE DISORDERS

This act establishes "Will's Law," requiring individualized

health care plans to be developed by school district nurses in consultation with a student's parent or guardian and appropriate medical professionals that address procedural guidelines and specific directions for particular emergency situations relating to the student's epilepsy or seizure disorder. Plans are to be updated at the beginning of each school year and as necessary. Notice must be given to anny school employee that may interact with the student, including symptoms of the epilepsy or seizure disorder and any medical and treatment issues that may affect the educational process.

All school employees must be trained every two years in the care of students with epilepsy and seizure disorders. Training shall include an online or in-person course of instruction approved by the Department of Health and Senior Services. School personnel shall obtain a release from a student's parent to authorizing the sharing of medical information with other school employees as necessary.

This act protects school employees from being held liable for any good faith act or omission while performing their duties. (Section 167.625)

This act contains an emergency clause applying to these provisions.

These provisions are identical to SCS/SB 187 (2021) and are substantially similar to HB 2588 (2020).

STUDENT CAREER AND ACADEMIC PLANS

Current law allows any student, prior to his or her ninth grade year at a public or charter school, to develop a personal plan of study with help from the school's counselors, which shall be reviewed regularly, as needed by school personnel and the student's parent or guardian and updated based upon the needs of the student.

Under this act, such students shall be required to develop an individual career and academic plan, rather than a personal plan of study, with help from a parent or guardian and school counselor. Such plan shall be reviewed annually by school personnel and the student's parent or guardian.

Each student, prior to the completion of the second semester of his or her twelfth grade year, shall include, as part of such plan, a declaration as to his or her post-secondary plans, as described in the act. (Section 167.903)

These provisions are similar to provisions in SB 265 (2021).

FREE APPLICATION FOR FEDERAL STUDENT AID

Under this act, no student shall receive a certificate of graduation from any public or private school unless he or she has completed and submitted the Free Application for Federal Student Aid (FAFSA).

A student shall be exempt from such requirement if such student submits to the school a written confirmation of a commitment to enlist in the armed forces or a written document or form signed by the student's parent or guardian, attesting that they understand what the application is and have chosen not to file such application. A student shall also be exempted based on extenuating circumstances.

This provision shall become effective on July 1, 2021. (Section 167.907)

These provisions are similar to provisions in SB 265 (2021) and HB 1349 (2020).

WORKFORCE INNOVATION AND OPPORTUNITY ACT AID APPLICATIONS

Under this act, the Department of Higher Education and Workforce Development (DHEWD) shall establish rules to enable high school students enrolled in certain career and technical education programs to complete an application for aid through the federal Employment and Training Administration under the Workforce Innovation and Opportunity Act. DHEWD shall work with school districts with career and technical education programs to educate students on the value of such aid. DHEWD shall ensure that Department of Elementary and Secondary Education career centers with career and technical education programs have the means and capability for students to apply for such aid at rates of 50% of career centers in the 2021-22 school years, 70% in the 2022-23 school year, 90% in the 2023-2024 school year, and 100% in 2024-25 and thereafter. (Section 167.908)

TEACHER CERTIFICATION

Under current law, applicants for certificates of license to teach who do not successfully achieve a qualifying score on designated examinations shall be issued a two-year nonrenewable provisional certificate. Under this act, an individual with such certificate may gain a full professional certificate by achieving a qualifying score on the examination or successfully achieving an acceptable score on the state-approved evaluation system from 7 walk-through evaluations, 2 formative evaluations, and 1 summative evaluation for each of the two probationary years. Such individual must also have been offered a third contract by the employing district, except that applicants with a change in job status because of a reduction in the workforce or a change in life circumstances may achieve the required scores during the 2-year provisional period. Employing school districts shall recommend to the Department of Elementary and Secondary Education that such teachers be awarded a full professional certification under rules prescribed by the State Board of Education.

Under current law, the State Board of Education may grant an initial visiting scholars certificate of license to teach to an applicant based on verification from a hiring school district that the applicant will be employed as part of a business education partnership initiative, as well as other criteria as described in existing law. This act modifies such requirements by providing that the district shall verify that such applicant will be employed to build career pathways systems or will be employed as part of an initiative to fill vacant positions in hard-to-staff schools or subject areas. (Section 168.021)

These provisions are similar to SB 448 (2021) and HB 2435 (2020).

SUBSTITUTE TEACHER CERTIFICATES

Under this act, the State Board of Education shall grant substitute teacher certificates as provided in the act.

Applicants for such certificates shall complete a background check, which shall be valid for 4 years and transferable between school districts, provided that a school district employing a substitute teacher may require a background check to be completed annually or for a newly-hired teacher.

The State Board may refuse to issue or renew, suspend, or revoke a substitute teacher certificate for any of the reasons such actions could be taken for other certificates of license to teach.

The State Board may issue a certificate to applicants who have completed at least 36 semester hours at an accredited institution of higher education or who have a high school diploma and complete a 20-hour online training program developed by the Department of Elementary and Secondary Education.

The State Board may alternatively grant a certificate to any highly qualified individual with expertise in a technical or business filed or with expired in the Armed Forces if the superintendent of a school district sponsors such individual and the district school board votes to approve such individual.

Any certified individual may be employed as a substitute teacher if the school district superintendent, assistant superintendent, or a school principal agrees to employ such individual. No individual with a certificate under the age of 20 shall be employed as a substitute teacher in grades 9-12.

Certified individuals shall complete an orientation developed and offered by the first school district to hire such individual. The orientation shall contain at least 2 hours on appropriate subjects and instruction on the district's best practices for classroom management. Subsequent hiring districts may accept such orientation or may require a separate and distinct orientation.

Substitute teacher certificates shall be valid for 4 years and shall expire at the end of any calendar year in which the individual fails to substitute teach for at least 5 days or 40 hours of in-seat instruction.

The Department shall develop an online training program for individuals seeking certification through a 20-hour online training program. Such program shall include training in subjects determined by the Department to be appropriate for substitute teachers.

Individuals with a valid certificate of license to teach who have completed the background check required for substitute teachers shall also be deemed substitute teachers. (Section 168.036)

SCHOOL DISTRICT CAREER PLANS

Under current law, the Department of Elementary and Secondary Education, at the direction of the Commissioner of Education, shall study and develop model career plans for local school districts as provided in current law, which shall include specific criteria for career step qualifications and attainment. Under this act, such criteria may include teacher externships as established in current law.

School district career plans shall recognize additional responsibilities and volunteer efforts in formulating criteria for career ladder achievement and stage achievement. Such responsibilities and volunteer efforts shall be required to occur outside of compensated hours and may include coaching, supervising, or organizing extracurricular activities without compensation; serving as a mentor; receiving additional training or certification not offered by the school district; serving as a tutor; providing additional learning opportunities; and assisting students with postsecondary education preparation. (Section 168.500)

Under current law, the state may make aid payments to local school districts for paying salary supplements for teachers participating in school district career plans at a ratio of 40% state funding to 60% local funding. This act modifies such funding ratio to 60% state funding to 40% local funding. (Section 168.515)

EMPLOYMENT OF RETIRED TEACHERS

This act modifies provisions of current law by allowing certified teachers retired under the Public School Retirement System and noncertified employees retired under the Public Education Employee Retirement System to be employed full time by a school district for up to 4 years, rather than 2 years, without losing retirement benefits when the school district has a shortage of certified teachers or noncertified employees. This act repeals provisions prohibiting retired teachers from being employed as superintendents and limiting the number of employed retired teachers or retired noncertified employees in a school district to the lesser of 10% of all such employees or 5 total such employees.

A retired teacher may only serve as a superintendent for up to 2 years and only if such teacher meets the certification requirements for superintendents and has been retired for at least 12 months prior to such employment unless the employment is immediately necessary due to death, disability, or termination for cause of the previous superintendent. This act also allows a retired certificated teacher with creditable service as a superintendent to be employed as a teacher for up to 4 years or as a superintendent for up to 2 years under the same requirements as other retired teachers, except that retired teachers with credited service as a superintendent need not meet the certification requirements for superintendents.

The total number of retired teachers, other than teachers with credited service as superintendents, and retired noncertified employees shall not exceed the lesser of 10% of all employees or 10 total employees. (Section 169.596)

These provisions are similar to provisions in HCS/HB 811 (2021).

INSTRUCTION IN CURSIVE

This act requires school districts to ensure that its schools provide instruction in cursive writing so that students can create legible documents in cursive handwriting by the end of 5th grade and to ensure that each student passes with proficiency on a teacher-constructed test on reading and writing cursive. (Section 170.025)

CAREER AND TECHNICAL EDUCATION (CTE) CERTIFICATES

Under this act, the State Board of Education, in consultation with the Career and Technical Advisory Council, shall develop a statewide plan establishing the minimum requirements for CTE. The statewide plan shall match workforce needs with appropriate educational resources.

Each local school district shall determine the curriculum, programs of study, and course offerings based on student needs and interests and the requirements of the statewide plan.

The Department of Elementary and Secondary Education shall convene work groups from each CTE program area. Such work groups shall develop and recommend performance standards or course competencies. The Department shall develop written model curriculum frameworks for CTE programs, which shall not be subject to certain limits on performance standards provided under existing law, as described in the act. (Section 170.029)

These provisions are identical to HCS/HB 733 (2021), SB 386 (2021), and HB 1868 (2020) and are similar to SB 536 (2020).

YOUTH SUICIDE AWARENESS AND PREVENTION

Under current law, licensed educators may complete up to two hours of training or professional development in youth suicide awareness and prevention to meet part of the professional development requirements for certification.

Under this act, beginning in the 2021-2022 school year, such training or professional development shall contain at least one unit relating to stress management strategies for students and faculty members. (Section 170.047)

These provisions are identical to provisions in SCS/SB 515 (2021).

MAKE-UP REQUIREMENTS FOR SCHOOL HALF-DAYS

Under this act, beginning with the 2021-2022 school year, a school district's half-day education programs shall be subject to provisions of current law relating to inclement weather make-up policies on a proportional basis.

This act also repeals provisions relating to weather-related make-up policies for the 2018-2019 school year. (Section 171.033)

These provisions are identical to SB 516 (2021) and HB 872 (2021).

REMOVING TUITION CAP RESTRICTION

This act authorizes community colleges and public universities to

exceed the percentage change limitations for tuition currently

established in current law after July 1, 2022. Public institutions of higher education that utilize differentiated tuition shall notify the Department of Higher Education and Workforce Development and shall no longer utilize required course fees. (Section 173.1003)

These provisions are identical to provisions in HS/HB 297 (2021) are similar to SB 601 (2021).

MISSOURI WESTERN STATE UNIVERSITY

This act repeals provisions of current law setting forth the requirement that two of the eight voting members of the Board of Governors for Missouri Western State University be selected from any of the counties in the state outside of the counties set forth under current law. This act also removes the cap on the number of members that may be appointed from any one county. (Section 174.453)

These provisions are identical to SB 219 (2021) and are substantially similar to a provision in SCS/HCS/HB 1540 (2020) and HCS/SS/SCS/SB 528 (2020).

NORTH CENTRAL MISSOURI COMMUNITY COLLEGE DISTRICT

Under this act, school districts lying in whole or in part in Buchanan County shall be part of the community college district of which the majority of school districts in Grundy County are part, which is currently the district of North Central Missouri College. (Section 178.890)

These provisions are identical to SB 390 (2021).

MONTESSORI SCHOOLS

Under current law, Montessori schools are not required to have a child care facility license to operate in the state. This act modifies the definition of a Montessori school to include programs that are either accredited by, actively seeking accreditation by, or maintain an active school membership with the American Montessori Society, Association Montessori Internationale, the International Montessori Counsel, or the Montessori Educational Programs International. (Section 210.201)

This act contains an emergency clause applying to these provisions.

These provisions are substantially similar to SB 457 (2021).

MATT KIMMINAU