DRINKING WATER IN SCHOOLS (Section 160.077)

This act establishes the "Get the Lead Out of School Drinking Water Act".

Beginning in the 2023-2024 school year and for each subsequent school year, each school shall provide drinking water with a lead concentration below five parts per billion (5 ppb).

On or before January 1, 2024, each school shall complete requirements outlined in the act including: conducting an inventory of all drinking water outlets and outlets used for dispensing water for cooking or cleaning utensils in each school building, develop a plan for testing each outlet and make such plan available to the public and providing general information on the health effects of lead contamination to employees and parents of children at each school.

Schools shall prioritize early childhood, kindergarten, and elementary school buildings in updating and filtering drinking water outlets for lead as stated in the act.

Before August 1, 2024, or the first day on which students will be present in the building, whichever is later, schools shall conduct testing for lead as stated in the act. Within 2 weeks after receiving test results, schools shall make all testing results and any remediation plans available on the school's website.

The act outlines procedures to be undertaken if a sample draw shows a lead concentration of 5 ppb or greater. Affected schools with test results greater than 5 ppb shall contact parents and staff within 7 business days of receiving such result.

If, in the 10 years prior to the 2023-24 school year, a fixture tested above 5 ppb for lead, such fixture does not need repeat testing but instead shall be remediated.

Subject to appropriation, the Department of Natural Resources, with support from the Department of Elementary and Secondary Education and the Department of Health and Senior Services, is authorized to give schools additional funding for filtration, testing, and other remediation of drinking water systems.

A school district may seek reimbursement from several federal sources for costs associated with expenses districts may incur for compliance with the act.

The Department of Health and Senior Services, in conjunction with the Department of Elementary and Secondary Education, shall publish a report biennially based on the findings of the water testing conducted under the act.

No school building constructed after January 4, 2014, shall be required to install, maintain, or replace filters.

Finally, any school that tests and does not find a drinking water source with a lead concentration above 5 ppb shall be required to test such sources only every 5 years.

This provision is substantially similar to a provision in HCS/SB 984 (2022) and similar to SCS/SB 1075 (2022), a provision in SS/SCS/HCS/HB 2151 (2022), a provision in the perfected HCS/HB 2600 (2022), and HCS/HB 2532 (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) and a provision in the perfected HCS/HB 1750 (2022).

SHOW ME SUCCESS DIPLOMA PROGRAM (Section 160.560)

This act establishes the Show Me Success Diploma Program as an alternative pathway to graduation for high school students. A student may earn the Show Me Success Diploma beginning at the end of the 10th grade. By July 1, 2023, 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 90% of the pupil's proportionate share of the state, local, and federal aid that the district or charter school receives for such student shall be deposited into a higher education savings account that lists the student as the beneficiary.

These provisions are identical to provisions in HB 1956 (2022), similar to provisions in SCS/HCS/HB 2304 (2022), provisions in SCS/HB 2202 (2022), and substantially similar to provisions in SB 660 (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), provisions in SCS/HCS/HB 2304 (2022), provisions in SCS/HB 2202 (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.

This provision is identical to a provision in SCS/HCS/HB 2304 (2022) and a provision in SCS/HB 2202 (2022).

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), provisions in SCS/HB 2202 (2022), provisions in the perfected HCS/HB 1750 (2022), and provisions in SCS/HCS/HB 2304 (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.

These provisions are identical to provisions in SCS/HCS/HB 2304 (2022) and provisions in SCS/HB 2202 (2022).

COMPETENCY-BASED EDUCATION GRANT PROGRAM (Section 161.380)

This act establishes the Competency-Based Education Grant Program and Fund. 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.

These provisions are identical to provisions in HB 1956 (2022), provisions in SCS/HB 2202 (2022), and provisions in SCS/HCS/HB 2304 (2022), and similar to provisions in SB 660 (2022).

COMPETENCY-BASED EDUCATION TASK FORCE (Section 161.385)

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. By 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.

These provisions are identical to provisions in HB 1956 (2022) and similar to provisions in SB 660 (2022), provisions in SCS/HB 2202 (2022), and provisions in SCS/HCS/HB 2304 (2022).

HOLOCAUST EDUCATION (Section 161.700)

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

Holocaust education 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 up to 25 school districts or schools within a district as a pilot program in consultation with the Holocaust Education and Awareness Commission beginning in the 2023-2024 school year.

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

The pilot program shall start in participating school districts in the 2023-2024 school year and shall be expanded to include all school districts by the 2025-2026 school year.

The Department shall provide for an evaluation regarding the success and impact of the pilot program upon completion of the first year of the pilot program and shall report the results of such evaluation to the General Assembly.

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

SCHOOL BOARD COMMUNITY ENGAGEMENT POLICY (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) and in the perfected HCS/HB 1750 (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. Special school districts and any state operated schools in which all of the students enrolled are students with disabilities are exempted from this provision.

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 appeals 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 the HCS/HB 1753 (2022), provisions in the perfected HCS/HB 1750 (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), a provision in SCS/HCS/HB 2304 (2022), a provision in the perfected HCS/HB 1750 (2022), and substantially similar to SB 806 (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) and a provision in the perfected HCS/HB 1750 (2022).

COMPETENCY-BASED HIGH SCHOOL CREDITS (Section 162.1255)

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.

These provisions are identical to provisions in HB 1956 (2022), similar to provisions in SCS/HCS/HB 2304 (2022), provisions in SCS/HB 2202 (2022), and substantially similar to provisions in SB 660 (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 H