Missouri Senate

House Amendment

SCHOOL COUNSELING WEEK (Section 9.308)

This act designated the first full week of February each year as School Counseling Week in Missouri.

This provision is identical to HB 2606 (2022) and to a provision in HCS/HB 1753 (2022).

ACCOUNTABILITY PORTAL (Section 37.850)

This act expands the information to be made accessible on the Missouri Accountability Portal to include all forms of compensation and benefits paid to or on behalf of public employees, including employees of political subdivisions, and bonds issued by any public school districts and charter schools, and requires public schools to supply all such information to be made accessible on the Portal to the Office of Administration within the number of days and in a manner to be determined by the Office of Administration.

This provision is identical to a provision in HCS/HB 1753 (2022) and similar to a provision in HB 2359 (2022).

ARPA FUNDS FOR SCHOOLS Section 160.067)

The act requires school districts with over 6,000 students that received money under the federal American Rescue Plan Act of 2021 to submit a report to the State Board of Education before July 1st of each year the district receives money. The act outlines details to be included in the report and the report shall be made publicly available on the Department of Elementary and Secondary Education's website.

This provision is identical to a provision in HCS/HB 1998 (2022).

CORPORAL PUNISHMENT (Section 160.261)

This act requires school districts notify parents and receive written permission before using corporal punishment. The act repeals language related to the jurisdiction of the Children's Division within the Department of Social Services and its ability to investigate reports of alleged child abuse by personnel of a school district, a teacher, or other school employee. It also repeals language related to how a school and school district are to handle reports of alleged child abuse.

This provision is identical to a provision in HCS/HB 1753 (2022).

CURRICULUM (Section 160.516)

This act requires that beginning June 30, 2023, each local school board shall review all curricula intended for use by the school district for school instruction in the specified subject areas at least once every 5 years based on an established schedule per school board policy.

The review shall be done at a public hearing and upon review the school board shall vote to approve the curriculum for the district.

The Department of Elementary and Secondary Education shall develop a model policy for curriculum development and review.

These provisions are identical to HCS/HB 1908 (2022).

EXTENDED LEARNING OPPORTUNITIES (Section 160.565)

This act establishes the "Extended Learning Opportunities Act".

Beginning with the 2023-2024 school year, each local school board and charter school 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 a local school board or a charter school to provide enrichment, career readiness skills, or other approved educational opportunities.

Public schools and charter schools 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.

Each local school district and charter school shall adopt, 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 of Education 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 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.

These provisions are identical to SCS/HB 1856 (2022) and similar to SCS/SB 1051 (2022).

(ADULT HIGH SCHOOLS (Sections 160.2700 & 160.2705)

For a school to meet the definition of "adult high school" under current law, the school shall offer on-site childcare for children of enrolled students, in addition to other requirements provided in current law. This act repeals the on-site requirement for such childcare.

Additionally, current law prohibits adult high schools from offering a majority of instruction online or remotely. This act provides that synchronous instruction connecting students to a live class at a Missouri adult high school shall be treated as in-person instruction.

Further, current law prohibits any person from establishing, operating, maintaining, or advertising a childcare facility without a license, with an exception for any private, elementary, or secondary school system providing childcare to children under school age. This act provides that adult high schools shall be deemed a "secondary school system" for purposes of such exception.

These provisions are identical to provisions in the perfected HB 2325 (2022) and HB 2492 (2022) and are substantially similar to SB 1052 (2022), HB 2618 (2022), HB 151 (2021), HB 624 (2021), HCS/HB 733 (2021), and HCS/SB 323 (2021).

MISSOURI ADVISORY BOARD FOR EDUCATOR PREPARATION (Section 161.097)

Under this act, the Missouri Advisory Board for Educator Preparation (MABEP) shall include at least three active elementary or secondary classroom teachers and at least three faculty members within approved educator preparation programs. The MABEP shall hold regular meetings that allow members to share needs and concerns and plan strategies to enhance teacher preparation.

Under the act, the State Board of Education shall, in consultation with MABEP, align literacy and reading instruction coursework for teacher education programs. All reading and special education certificates shall include training as outlined in the act.

SCHOOL INNOVATION WAIVERS (Section 161.214)

Under this act, a 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.

The State Board may grant school innovation waivers to exempt schools from requirements imposed by current law, or from any regulations promulgated by the State Board or the Department of Elementary and Secondary Education. If a school innovation waiver is granted to a school district or group of school districts, the waiver 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 contain certain information as described in the act, including the specific provision of law for which a waiver is being requested and an explanation for why such provision of law inhibits 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.

These provisions are identical to the perfected HB 2152 (2022) and similar to SB 662 (2022).

READING INTERVENTION (Section 161.241)

The State Board of Education, in collaboration with the Coordinating Board for Higher Education and the Commissioner's Literacy Advisory Council established by the act, shall develop a plan to establish a comprehensive system of services for reading instruction. The State Board of Education shall also create an Office of Literacy and shall take other actions relating to improving literacy set forth in the act.

The act also creates the Evidence-based Reading Instruction Program Fund, to be used for purposes set forth in the act.

HOLOCAUST EDUCATION (Section 161.700)

Under this act, the second week in April shall be designated as "Holocaust Education Week".

Holocaust education shall be taught during a week as determined by each school district and shall include age-appropriate instruction to elementary school students in 6th grade and higher.

The Department of Elementary and Secondary Education shall develop a curriculum framework of instruction for studying the Holocaust. Such curriculum framework shall be made available to school districts beginning in the 2023-2024 school year.

Each school district shall provide a plan of professional development for teachers.

This provision is similar to SCS/HCS/HB 2000 (2022) and SCS/SB 983 (2022).

INDIVIDUALIZED EDUCATION PROGRAMS (Section 161.854)

This act requires public schools and political subdivisions of the state that serve students with an individualized education program (IEP) to implement parental consent procedures.

Written parental consent shall be obtained and maintained for initial placement, annual placement, or other revision's to a student's IEP as outlined in the act.

The Department of Elementary and Secondary Education shall adopt a parental consent form that each local educational agency shall use for any action related to a child's IEP.

This provision is identical to HCS/HB 2011 (2022).

TRAUMA-INFORMED SCHOOL INITIATIVE (Section 161.1050)

Each school that chooses to participate in 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 of any child removed from a classroom within 48 hours of the incident.

This provision is identical to HB 1836 (2022).

SCHOOL BOARD COMMUNITY ENGAGEMENT (Section 162.058)

Before July 1, 2023, school districts and charter schools shall adopt a community engagement policy based on community input that provides residents a method of communicating with the governing board of the school district or charter school. The policy creates a process for items related to educational matters to be added to the board agenda. The policy components are set forth in the act.

This provision is identical to a provision in HCS/HB 1753 (2022)

PUBLIC SCHOOLS AND SCHOOL DISTRICTS (Section 162.084)

Under the act, any individual public elementary school, secondary school, charter school, or school district that is in the bottom 5% of scores on the annual performance report shall mail a letter to the parents and guardians of each student in such school or district informing the parents and guardians of the score and any options available to such students as a result of the school's or district's current status.

This provision is similar to a provision in HCS/HB 2652 (2022).

SCHOOL BOARD DISTRICTS (Sections 162.261-162.563)

This act allows for any seven-director school district or an urban district to be divided into subdistricts, or a combination of subdistricts and at-large districts, and provides for the process for the election of subdistrict board members.

The act allows for the division process to be submitted to a vote of the district either by a majority vote of the school board or by an initiative petition signed by 10% of the number of votes cast in the most recent school board election. If the ballot measure to divide the district is passed, the act provides direction on conducting public hearings and the final development of plans to carryout the division of the district. The required details of the plan proposal are outlined in the act. Subdistricts shall be of contiguous and compact territory and as nearly equal in population as practicable.

The act contains appeal language for any resident of the district that objects to the division of the district by the election authority, and prevents any district that votes to divide from making changes for 5 years after the division.

The act prohibits school districts from requiring signatures on a petition as a method of filing for a school board candidate.

These provisions are identical to provisions in HCS/HB 1753 (2022) and to HB 1804 (2022).

GIFTED CHILDREN (Section 162.720)

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 are identified as gifted, the district is required to establish a state-approved gifted program for gifted children. If a school district has an average daily attendance of 350 students or fewer, the district's gifted program shall not be required to provide services by a teacher certified to teach gifted education. Any teacher who provides gifted services through the program, and is not certified, shall annually participate in at least 6 hours of professional development focused on gifted development. These provisions shall apply starting in the 2024-2025 school year.

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.

This provision is identical to the perfected HB 2366 (2022) and substantially similar to SB 806 (2022).

BURDEN OF PROOF (Section 162.961)

This act requires that for hearing for children with disabilities, the burden of proof and the burden of production shall be on the school district regarding any matter related to identification, evaluation, reevaluation, classification, educational placement, disciplinary action, or the provision of free appropriate public education.

This provision is identical to HB 2010 (2022) and to a provision in HCS/HB 1753 (2022).

SPECIAL EDUCATION REIMBURSEMENT (Section 162.974)

Currently, the Department of Elementary and Secondary Education will 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. This act states that any money reimbursed to a school district with 500 or fewer students is excluded from such calculation.

This act specifies that a school district shall submit the cost of serving any high-needs student with an IEP to The Department.

This provision is identical to HB 1469 (2022) and to a provision in HCS/HB 1753 (2022).

DOLLAR VALUE MODIFIER (Section 163.016)

Under this act, the Gasconade County R-II, Maries County R-II, and the West St. Francis County R-IV school districts which all cross county lines shall each use the dollar value modifier of the county with the highest dollar value modifier.

These provisions are identical to HCS/HB 2445 (2022) and to provisions in the perfected HB 2493 (2022).

BRAILLE INSTRUCTION (Section 167.225)

This act establishes the "Blind Students' Rights to Independence, Training, and Education Act" or the "BRITE Act". The act provides definitions for "accessible assistive technology device", "adequate instruction", and "nonvisual access and skills" among other definitions.

The act requires blind and visually impaired students to have an Individualized Education Plan or Individualized Family Support Plan that shall specify results obtained from evaluations on reading and writing skills, and should include the need for instruction in Braille or the use of Braille. All instruction in Braille reading and writing shall be sufficient to allow a student to effectively and efficiently communicate at an appropriate age level.

The act includes additional guidance for the instruction of Braille and the use of nonvisual accessible assistive technology. The act provides direction to school districts regarding accessible assistive technology and requires a school district to provide duplicative accessible assistive technology to be used in a blind student's home without requiring payment or family assumption of liability for loss or damage.

The act requires districts to perform an orientation and mobility evaluation to be conducted by certified individuals and provides guidance on the instruction for orientation and mobility, and districts may not limit a student's instruction in the home, school, and community and provide transportation in the preferred mode of the instructor.

The act requires educators hired to teach Braille, accessible assistive technology, and orientation and mobility, to hold a valid certificate as outlined in the act. The act requires school districts to comply with the Individuals with Disabilities Education Act even during declared emergencies, to bear the cost of any required eye report, and to develop nonvisual accessibility policies to reduce or eliminate common barriers for blind individuals.

These provisions are identical to HCS/HB 2150 (2022).

READING INTERVENTION (Section 167.268, 167.640, 167.645, & 170.014)

The act changes the term "reading intervention plans" to "reading success plans" throughout the act and applies provisions regarding such plans to charter schools. The development of guidelines for formulating policies for such plans is changed from the State Board of Education to the Department of Elementary and Secondary Education.

Each school district and charter school shall have on file a policy for reading success plans. The reading success plans shall provide all parents and guardians of students with a plan that includes suggestions for regular parent-guided home reading.

Each school district and charter school shall provide intensive reading instruction to students as set forth in the act.

The act repeals provisions relating to reading assessments and now states that school districts and charter schools shall assess all students enrolled in kindergarten through 3rd grade at the beginning and end of each school year for their level of reading or reading readiness. Additionally, all school districts and charter schools shall assess any newly enrolled student in grades one through five for their level of reading or reading readiness.

At the beginning of the school year, each school district and charter school shall provide a reading success plan to any student who exhibits a substantial deficiency in reading or has been identified as being at risk of dyslexia.

Each school district or charter school shall ensure the parent or guardian of any student in kindergarten through 3rd grade who exhibits a substantial deficiency in reading and shall provide them information listed in the act.

If a student has a substantial reading deficiency at the end of 3rd grade, promotion or retention of the student shall be discussed by the student's parent or guardian and appropriate school staff. School districts and charter school shall provide students identified as having a substantial reading deficiency with certain services as set forth in the act.

Each school district and charter school shall ensure that intensive reading instruction is provided through a reading development initiative to each kindergarten through 5th grade student who is assessed as exhibiting a substantial reading deficiency. Such instruction shall comply with criteria listed in the act.

Each school district and charter school shall provide professional development services to enhance the skills of elementary teachers in responding to children's unique reading issues and needs to increase the use of evidence-based strategies.

RECOVERY PROGRAMS FOR HIGH SCHOOL STUDENTS (Section 167.850)

Under this act, the Commissioner of Education may approve and authorize up to four pilot recovery high schools to be established and operated by individual public school districts or groups of such districts. Recovery high schools shall serve as an alternative public high school setting and recovery program for students in recovery from substance use disorder or substance dependency, or such a condition along with co-occurring disorders as described in the act, who would academically and clinically benefit from placement in the recovery high school and who are committed to working on their recovery.

Districts seeking to operate a recovery high school shall submit proposals to the Commissioner by December 1st in the year prior to the first school year in which the school would begin operation. The proposal shall detail how the school will comply with the existing requirements for public high schools as well as how the school will be accredited by a recovery school accreditation organization as described in the act.

The proposal must include a financial plan outlining anticipated public and private funding that will allow the recovery high school to operate and meet the school’s educational and recovery criteria. The district or districts may partner with one or more local nonprofit organizations or other local educational agencies regarding the establishment and operation of a recovery high school. The proposal may contain requests for waivers of existing regulations, which shall be deemed granted if the proposal is approved by the State Board of Education with the recommendation of the Commissioner.

The Commissioner of Education may specify an authorization period for the recovery high school which shall be no less than four years. By June 30th annually, the school district or group of school districts, in consultation with the recovery high school, shall submit to the Commissioner an analysis of school outcomes, as described in the act. The Commissioner shall review the analysis, renew recovery high schools meeting the requirements of the act and the requirements of the school's proposal, and may include new terms and conditions to address areas needing correction or improvement. The Commissioner may revoke or suspend the authorization of a recovery high school not meeting such requirements.

Pupil attendance, dropout rate, student performance or statewide assessments, or other data considered in the Missouri school improvement program and school accreditation shall not be attributed to general accreditation of either a sending district or the district or districts operating the recovery high school and may only be used by the Commissioner in the renewal process for the recovery high school.

School districts may enroll their students in a recovery high school by entering into an agreement with the district or districts operating the school. Parents of eligible students and eligible students over the age of 18 may seek to enroll in the school. A recovery high school shall not limit or deny admission to an eligible student based on race, ethnicity, national origin, disability, income level, proficiency in the English language, or athletic ability.

Recovery high schools shall adopt a policy establishing a tuition rate by February 1st of the preceding school year; that the sending district shall pay the tuition rate or an amount of per-student state and local funding as described in the act, whichever is lower; and that the sending district will remain responsible for special education and disability expenses in excess of the tuition paid.

The Commissioner may enter into an agreement with the appropriate official or agency of another state to develop a reciprocity agreement for otherwise eligible, non-resident students seeking to attend a recovery high school in Missouri. A recovery high school may enroll otherwise eligible students residing in a state other than Missouri, pursuant to such reciprocity agreement. Such reciprocity agreement shall require the out-of-state student's district of residence to pay to the recovery high school an annual amount equal to 105% of the recovery high school's tuition rate. Eligible students from states with which the Commissioner does not have a reciprocity agreement may attend a recovery high school provided such student pays 105% of the recovery high school's tuition rate. No student enrolled pursuant to a reciprocity agreement shall be considered a resident pupil for purposes of calculating state aid.

These provisions are identical to provisions in HCS/HB 1753 (2022) and similar to SCS/SB 769 (2022).

TEACHING CERTIFICATES (Section 168.021)

This act expands on the current licensing process for the visiting scholars teacher certification by allowing individuals to obtain a certification to teach if they are employed by a district as part of an initiative designed to fill vacant positions in hard-to-staff schools or subject areas.

The act allows provisionally certified teachers an alternative route to achieve their full professional certification beyond the qualifying score on a designated exam, the details of the alternative route are included in the act.

This provision is identical to HCS/HB 1928 (2022) and a provision in HCS/HB 1753 (2022).

SUBSTITUTE TEACHING (Sections 168.036 & 168.037)

This act creates a 4-year certificate for individuals that want to substitute teach. Applicants for certification must complete a background check and also have at least 36 college hours or have completed a 20-hour online training. Individuals must also have a high school diploma or equivalent. An alternative route to certification is provided for qualified individuals with technical or business expertise or Armed Forces experience and a superintendent sponsorship.

Until June 30, 2025, this act allows retired teachers that have a substitute certification to substitute teach part-time or as a temporary substitute and not have those hours and salary affect their retirement allowance.

Substitute certificates will expire if the individual fails to substitute teach for at least 5 days or 40 hours in a calendar year. No individual under 20 years old may substitute in 9th through 12th grade.

The act also requires the Department of Elementary and Secondary Education to develop and maintain an online substitute training program with twenty hours of training related to subjects appropriate for substitute teaching. The act authorizes school districts to develop district specific orientations lasting two hours.

Beginning January 1, 2023, the act authorizes substitute teachers that apply for a fingerprint background check the opportunity to submit the results to up to five different school districts for a specified fee.

The act adds a web-based survey to be developed and maintained by the Department of Elementary and Secondary Education that will collect information from substitute teachers at the end of each day of teaching. Districts will provide links to substitute teachers to access the survey, which will contain questions regarding the support and interaction with school staff, student health and safety issues, among other relevant questions.

The act requires school districts and charter schools to annually provide the Department of Elementary and Secondary Education with information relating to substitute teaching as outlined in the act.

Section 168.036 contains an emergency clause.

These provisions are similar identical to provisions in HCS/HB 2304 (2022).

SCHOOL DISTRICT SUPERINTENDENT SHARING (Section 168.205)

Beginning July, 1 2023, this act allows a school district that enters into an agreement with another district to share a superintendent to receive an additional $30,000 per year in state aid for up to five years. The act directs districts to spend the additional compensation and half of the savings from sharing a superintendent on teacher salaries or counseling services.

This provision is identical to HB 1721 (2022).

TEACHER CAREER PLANS (Sections 168.500 & 168.515)

This act modifies provisions regarding career ladder admission and stage achievement for teachers. Additional responsibilities and volunteer efforts outside of compensated hours may include uncompensated coaching, supervising, and organizing extracurricular activities, serving as a mentor or tutor to students, additional teacher training or certification, or assisting students with college or career preparation. The act increases the state percentage of funding for salary supplements for career ladder from 40% to 60% and lowers the number of years before a teacher is eligible from five to two years.

These provisions are identical to HB 2493 (2022) and SB 1107 (2022).

TEACHER AND SCHOOL EMPLOYEE RETIREMENT (Section 169.596)

Currently, a retired teacher or retired noncertificated employee who is receiving a retirement benefit from the Public School Retirement System of Missouri is allowed to work full-time for up to 2 years for a school district covered by such retirement system if the system has a shortage of certified teachers or noncertificated employees. This act allows these employees to work full-time up to 4 years for such districts.

This provision is identical to HB 1881 (2022).

COMPUTER SCIENCE COURSES (SECTION 170.018)

This act modifies the definition of "computer science course" by including any elementary, middle, or high school course that embeds computer science content within other subjects.

This act requires, for all school years on or after July 1, 2023, certain coursework and instruction in computer science and computational thinking in public and charter high schools, middle schools, and elementary schools. Courses and instruction offered under this act must meet certain standards established by the State Board of Education and the Department of Elementary and Secondary Education.

This act requires school districts to submit to the Department certain information related to its computer science courses and demographic enrollment information for such courses. Such information shall be posted on the Department's website by September 30th of each school year.

On or before June 30th annually, the Department shall publish a list of computer science course codes and names with a course description and shall indicate which courses meet or exceed the Department's computer science performance standards.

The Department shall appoint a computer science advisor to implement these provisions of the act.

Beginning July 1, 2023, computer science courses successfully completed and counted toward state graduation requirements shall be equivalent to one science or practical arts credit for the purpose of satisfying admission requirements at any public institution of higher education in the state.

These provisions are identical to the perfected HB 2202 (2022) and substantially similar to SCS/SB 659 (2022).

COMPUTER SCIENCE EDUCATION TASK FORCE (Section 170.036)

This act establishes the "Computer Science Education Task Force". The Task Force shall develop a strategic plan for expanding a statewide computer science education program, as described in the act.

The Task Force shall hold its first meeting within one month of the effective date of the act and shall present a summary of its activities and recommendations for legislation to the General Assembly before June 30, 2023. The Task Force shall dissolve on June 30, 2024.

These provisions are identical to the perfected HB 2202 (2022) and substantially similar to SCS/SB 659 (2022).

CURSIVE WRITING (Section 170.025)

This act requires school districts to provide instruction in cursive writing by the end of the fifth grade, including a proficiency test of competency in reading and writing cursive.

This provision is identical to HB 2073 (2022).

SUICIDE AWARENESS & PREVENTION (Sections 170.047, 170.048, & 173.1200)

Beginning July 1, 2023, this act requires a public school or charter school with pupils in grades seven to twelve, as well as a public institution of higher education, that issues pupil or student identification cards to print the 3-digit dialing code that directs calls and routes text messages to he Suicide and Crisis Lifeline, 988.

These provisions are identical to provisions in HCS/HB 2136 (2022) and substantially similar to SCS/SB 1142 (2022).

OBSERVATION OF BLACK HISTORY MONTH (Section 170.375)

This act requires public schools to conduct educational programs and activities to honor the struggles and triumphs of Black Americans for at least one class period in the month of February.

This provision is identical to HB 2689 (2022).

HALF-DAY EDUCATIONAL PROGRAMS (Section 171.033)

Under current law, school boards shall prepare a calendar of attendance, including a minimum term of 1044 hours of actual pupil attendance and a minimum of 36 scheduled make-up hours for possible lost attendance due to inclement weather.

Under this act, for half-day educational programs, the minimum hours of actual pupil attendance and minimum scheduled make-up hours shall be reduced by one-half.

This provision is identical to SB 692 (2022) and HB 1471 (2022) and similar to HB 872 (2021).

WORKFORCE DIPLOMA PROGRAM (SECTION 173.831)

This act establishes the "Workforce Diploma Program" within the Department of Elementary and Secondary Education to assist students in obtaining a high school diploma and in developing employability and career and technical skills through campus-based, blended, or online modalities.

Before September 1, 2022, and annually each year after, the Department shall issue a request for qualifications for interested program providers to become approved providers to participate in the program. Each approved program provider shall meet qualifications set forth in the act, including having at least two years of experience in providing adult dropout recovery services.

The Department shall announce approved program providers prior to October 16th each year, and approved program providers shall begin enrolling students before November 15th each year. Approved program providers shall maintain approval without reapplying annually unless the provider has been removed pursuant to this act.

All approved program providers shall comply with requirements set by the Department to ensure an accurate accounting of a student's accumulated credits, an accurate accounting of credits necessary to complete a high school diploma, and any coursework to be aligned with the academic performance standards of this state.

Subject to appropriations, the Department shall set and pay approved program providers for meeting certain milestones. However, no approved program provider shall receive funding for a student if such provider already receives federal or state funding or private tuition for such student. Additionally, no approved program provider shall charge student fees of any kind, including textbook fees, tuition fees, lab fees, or participation fees, unless the student chooses to obtain additional education offered by the provider that is not included in the program.

In order to receive payments, approved program providers shall be required to submit monthly invoices to the Department before the eleventh calendar day of each month for the milestones met by students in the previous month. The Department shall pay approved program providers in the order in which invoices are submitted until all available funds are exhausted.

The Department shall also provide a written update to approved program providers by the last day of each month, which shall include the aggregate total dollars that have been paid to the providers, and the estimated number of enrollments still available for the program year.

Prior to July 16th of each year, each approved program provider shall report certain information set forth in the act to the Department for each individual participating student, on a student-by-student basis, including the total number of students who have been funded through the program, the total number of credits earned, the total number of employability skills certifications issued, the total number of industry-recognized credentials earned, stackable credentials, and technical skill assessments, the total number of graduates, the average costs per graduate, and the graduation rate.

Additionally, prior to September 16th of each year, each approved program provider shall conduct and submit to the Department the aggregate results of a survey of each individual participating student, on a student-by-student basis, who graduated from the program of the provider. This act provides that the survey shall be conducted in the year after the student's graduation year and the following 4 consecutive years. The survey shall include certain data collection elements as provided in the act, including employment status, wage, access to employer-sponsored health care, and postsecondary enrollment status.

The Department shall review data from each approved program provider, at the end of the second fiscal year of the program, to ensure that each provider is achieving minimum program performance standards. Any provider failing to meet such standards shall be placed on probationary status for the remainder of the fiscal year. If a provider fails to meet the standards for two consecutive years, such provider shall be removed from the approved program provider list.

Additionally, this act provides that no approved program provider shall discriminate against a student on the basis of race, color, religion, national origin, ancestry, sex, sexuality, gender, or age.

If an approved program provider determines that a student would be better served by participating in a different program, the provider may refer the student to the state's adult basic education services.

Further, the act creates the "Workforce Diploma Program Fund" in the state treasury. The fund shall consist of grants, gifts, donations, bequests, and moneys appropriated for purposes of the program.

Finally, the program shall sunset on August 28, 2028, unless reauthorized by the General Assembly.

This provision is identical to a provision in the perfected HB 2325 (2022) and is similar to SB 957 (2022), SB 139 (2021), and SB 839 (2020).

IMAGINATION LIBRARY OF MISSOURI (Section 178.694)

This act creates the "Imagination Library of Missouri Program" within the Office of Childhood within the Department of Elementary and Secondary Education, which shall be a statewide program for encouraging preschool children to read.

These provisions are identical to HCS/HB 2567 (2022).

LITERACY ADVISORY COUNCIL (Section 186.080)

The Commissioner of Education shall establish a Literacy Advisory Council. The Council shall include members representing stakeholder groups listed in the act. The Council shall provide recommendations to the Commissioner and the State Board of Education regarding any identified improvements to literacy instruction and policy for students as set forth in the act.

VEHICLES USED TO TRANSPORT SCHOOL CHILDREN (Sections 302.010 & 304.060)

This act modifies a definition of "school bus" to include only vehicles designed for carrying more than 10 passengers.

The act also provides that school districts shall have the authority to use vehicles other than school buses to transport school children, specifies that the State Board of Education shall not adopt rules or regulations governing the use of transportation network companies for the transportation of school children, repeals the requirement that drivers of non-school-bus vehicles transporting school children have a school bus driver's license endorsement, and provides that the vehicles other than school buses shall meet any additional requirements of the school district.

The State Board of Education shall not require an individual using a motor vehicle with a gross vehicle weight of 12,000 pounds or less for the purpose of providing student transportation services in a vehicle other than a school bus to obtain any license other than a class F license.

These provisions are similar to the perfected HB 1973 (2022) and to provisions in SCS/SB 958 (2022).

JAMIE ANDREWS

HA #1 MODIFIES PROVISIONS RELATING TO THE EXTENDED LEARNING OPPORTUNITIES ACT

HA #2 MODIFIES LANGUAGE RELATING TO THE TRANSPORTATION OF SCHOOL CHILDREN

HA #3 MODIFIES PROVISIONS RELATING TO PROPERTY OWNER SCHOOL TUITION WAIVERS

HA #1 TO HA #3 ESTABLISHES TRANSFER PROCEDURES FOR NONRESIDENT STUDENTS TO OTHER SCHOOL DISTRICTS

HA #2 TO HA #3 MODIFIES PROVISIONS RELATING TO TUITION WAIVERS FOR MULTI-FAMILY RESIDENTIAL PROPERTY

HSA #1 HA #4 MAKES VARIOUS TECHNICAL CORRECTIONS

HA #5 CREATES PROVISIONS RELATING TO COMPETENCY-BASED EDUCATION

HA #1 to HA #5 ESTABLISHES MENTAL HEALTH AWARENESS TRAINING REQUIREMENTS FOR HIGH SCHOOL STUDENTS

HA #2 TO HA #5 MODIFIES PROVISIONS OF THE COMPUTER SCIENCE TASK FORCE

HA #6 MODIFIES PROVISIONS RELATING TO SCHOOL PROTECTION OFFICERS

HA #1 TO HA #6 ADDS CONCEALED CARRY LANGUAGE

HA #7 REQUIRES PUBLIC SCHOOLS TEACH STUDENTS ABOUT THE RESPONSIBLE USE OF SOCIAL MEDIA

HA #8 CREATES PROVISIONS RELATING TO DRIVER EDUCATION INSTRUCTION AND TRAINING

HA #9 REMOVES A PROVISION RELATING TO PARENTAL CONSENT FOR INDIVIDUALIZED EDUCATION PLANS

HA #10 CHANGES THE FIRST WEEK OF MARCH FROM METS TO STEM WEEK

HA #11 REMOVES HOMESCHOOL STUDENTS FROM PARTICIPATION IN THE MISSOURI EMPOWERMENT SCHOLARSHIP ACCOUNTS PROGRAM

HA #1 TO HA #11 MODIFIES PROVISIONS RELATING TO HOLOCAUST EDUCATION

HA #12 ESTABLISHES SPEAKER POLICIES FOR SCHOOL BOARD MEETINGS

HA #13 CREATES PROVISIONS RELATING TO ADVANCED PLACEMENT EXAMINATIONS

HA #14 MODIFIES PROVISIONS RELATING TO TEACHER AND SCHOOL EMPLOYEE RETIREMENT SYSTEMS

HA #15 REQUIRES NURSES IN SCHOOLS TO DEVELOP INDIVIDUALIZED HEALTH CARE PLANS FOR CERTAIN STUDENTS

HA #16 MODIFIES PROVISIONS RELATING TO SCHOOL TEACHER AND EMPLOYEE RETIREMENT ALLOWANCES

HA #17 REQUIRES SCHOOLS TO TEACH ABOUT NATIVE AMERICAN HISTORY

HA #18 PROVIDES FUNDING FOR AFTER-SCHOOL PROGRAMS FOCUSED ON GUN VIOLENCE REDUCTION IN CERTAIN SCHOOL DISTRICTS

HA #19 DESIGNATES THE RESIDENCY OF CHILDREN IN FOSTER CARE FOR PURPOSES OF DETERMINING STATE AID FOR EDUCATION PROGRAMS