COMMITTEE ON LEGISLATIVE RESEARCH
OVERSIGHT DIVISION
FISCAL NOTE
L.R. No.:4721S.03C Bill No.:SCS for HB 2202 Subject:Education, Elementary and Secondary; Education, Higher; Department of
Elementary and Secondary Education; Department of Higher Education and
Workforce Development
Type:Original Date:April 27, 2022Bill Summary:This proposal modifies provisions relating to elementary and secondary
education.
FISCAL SUMMARY
ESTIMATED NET EFFECT ON GENERAL REVENUE FUNDFUND AFFECTEDFY 2023FY 2024FY 2025
General Revenue*
($924,782 to
Could exceed
$15,881,866)
($817,737 to
Could exceed
$15,620,400)
($277,360 to
Could exceed
$15,006,971)
Total Estimated Net Effect
on General Revenue
($924,782 to
Could exceed
$15,881,866)
($817,737 to
Could exceed
$15,620,400)
($277,360 to
Could exceed
$15,006,971)
*The wide range in fiscal impact is mostly attributed to the new Workforce Diploma Program
and how many adults participate (subject to appropriation).
ESTIMATED NET EFFECT ON OTHER STATE FUNDSFUND AFFECTEDFY 2023FY 2024FY 2025Evidence-Based Reading
Instruction Program Fund*$0$0$0
Competency-Based
Education Grant Program
Fund*
$0$0$0
Workforce Diploma Program
Fund* $0$0$0
Total Estimated Net Effect
on Other State Funds$0$0$0
*Transfers in and distributions net to zero.
Numbers within parentheses: () indicate costs or losses. L.R. No. 4721S.03C
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ESTIMATED NET EFFECT ON FEDERAL FUNDSFUND AFFECTEDFY 2023FY 2024FY 2025Federal* $0$0$0Total Estimated Net
Effect on All Federal
Funds $0$0$0
*Income and expenses (of approximately $75,000) net to zero.
ESTIMATED NET EFFECT ON FULL TIME EQUIVALENT (FTE)FUND AFFECTEDFY 2023FY 2024FY 2025General Revenue2 FTE to up to 3 FTE2 FTE to up to 5 FTE2 FTE to up to 5 FTETotal Estimated Net
Effect on FTE
2 FTE to up to
3 FTE
2 FTE to up to
5 FTE
2 FTE to up to
5 FTE
☒ Estimated Net Effect (expenditures or reduced revenues) expected to exceed $250,000 in any
of the three fiscal years after implementation of the act or at full implementation of the act.
☐ Estimated Net Effect (savings or increased revenues) expected to exceed $250,000 in any of
the three fiscal years after implementation of the act or at full implementation of the act.
ESTIMATED NET EFFECT ON LOCAL FUNDSFUND AFFECTEDFY 2023FY 2024FY 2025
Local Government
(Unknown,
Potentially
significant)
(Unknown,
Potentially
significant)
(Unknown,
Potentially
significant) L.R. No. 4721S.03C
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FISCAL ANALYSIS
ASSUMPTION
Due to time constraints, Oversight was unable to receive some agency responses in a timely
manner and performed limited analysis. Oversight has presented this fiscal note on the best
current information that we have or on information regarding a similar bill(s). Upon the receipt
of agency responses, Oversight will review to determine if an updated fiscal note should be
prepared and seek approval to publish a new fiscal note.
SEQ CHAPTER \h 1Section 160.560 Show Me Success Diploma Program
Officials from the Office of the State Treasurer (STO) state they are estimating anywhere from
no fiscal impact up to two FTEs. The overall impact to the State Treasurer’s Office will depend
on negotiation with the state’s 529 program manager to implement these provisions. The STO
assumed a possible need for two (2) FTE Analysts, each at $39,708 annually plus fringe benefits
and other expense and equipment.
Oversight notes that subsection 160.560.8 states the Office of the State Treasurer shall provide
guidance and assist with the creation, maintenance, and use of an account that has been
established under sections 166.400 to 166.455 (MOST program).
Oversight will range the fiscal impact “Up to” the 2 FTE estimated by the STO starting in FY
2024 depending upon the activity and complexity of additional accounts.
Oversight assumes this program is optional (may) for school districts. Oversight also assumes
school districts would continue to receive state funding for students that utilize this educational
path. Therefore, Oversight will assume this section of the proposal will not materially fiscally
impact local school districts.
Oversight assumes if a student receives a show me success diploma and enrolls in a
postsecondary educational institution, the state will continue to count this student in their funding
calculation, and this will not result in a material difference in state aid. Therefore, Oversight will
not reflect a fiscal impact for this provision.
Sections 160.2700 & 160.2705 - Adult High Schools
In response to a similar proposal, HCS for HB 1753 (2022), officials from the Department of
Elementary and Secondary Education (DESE) and Department of Social Services (DSS)
each assumed the provision would have no fiscal impact on their respective organizations. L.R. No. 4721S.03C
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Oversight notes that the above mentioned agencies have stated the provision would not have a
direct fiscal impact on their organization. Oversight does not have any information to the
contrary. Therefore, Oversight will reflect a zero impact on the fiscal note for this provision.
Section 161.097 - Missouri Advisory Board for Educator Preparation
In response to a similar proposal, HCS for HB 1753 (2022), officials from DESE estimated a
one-time meeting cost to align literacy and reading instruction in teacher preparation programs at
$40,140.
Section 161.214 School Innovation Waiver
In response to a similar proposal, HCS for HB 1753 (2022), officials from the DESE assumed
the provision will have no fiscal impact on their organization. Oversight does not have any
information to the contrary. Therefore, Oversight will reflect a zero impact in the fiscal note for
this agency for this provision.
Oversight notes DESE’s FY 2022 Budget Book included a $1,000,000 Governor’s
Recommendation from General Revenue to “support school innovation teams in implementing
their waivers approved by the State Board of Education”. DESE’s FY 2023 Budget Book does
not appear to include funding to support innovation waivers.
Oversight will show a range of impact to General Revenue of $0 (no additional cost or not
appropriated) to an unknown cost to support school innovation teams. Based on FY 2022’s
Governor Recommend, Oversight assumes the cost could exceed $250,000.
Oversight assumes there could be a cost to implement this program. School districts may have
costs related to improving student readiness and job training, increasing teacher compensation, or
improving teacher recruitment and development. Oversight will show a range of impact of $0
(no school districts participate or no additional cost) to an unknown cost to implement the
waiver. Oversight assumes the net impact on school districts would be $0 if distributions from
General Revenue cover all costs or negative net impact if implementation costs exceed state
distributions.
Section 161.241 Statewide Literacy Plan
In response to a similar proposal, HCS for HB 1753 (2022), officials from DESE stated Section
161.241 requires DESE to create an Office of Literacy to coordinate staff with roles relating to
literacy and align staff work around supporting best practices in reading instruction. DESE
assumes that one (1) FTE Coordinator of Literacy would be required as part of this new office at
a cost of $63,480. L.R. No. 4721S.03C
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This section also requires DESE to recruit and employ quality teacher trainers with expertise in
reading instruction. Because this is subject to appropriation DESE estimates a cost that could
exceed a cost that could greatly exceed $100,000. This would be subject to appropriation so
DESE will show the costs as $0 – Could Exceed $100,000. This could be funded by the proposed
creation of the “Evidence-Based Reading Instruction Program Fund."
Oversight assumes this provision creates the Evidence-Based Reading Instruction Program
Fund. The fund shall consist of moneys appropriated by the General Assembly or from gifts,
bequests or donations. Funds are to be distributed to school districts to reimburse school districts
and charter schools for efforts to improve literacy. For simplicity, Oversight assumes on the
money in the Fund will be used within the year it is received.
Section 161.380, 161.385 and 162.1255 - Competency Based Education
In response to a similar proposal, SB 660 (2022), officials from DESE stated this proposal
requires DESE to facilitate the creation, sharing, and development of assessments and curriculum
and training for teachers, and best practices for the school districts that offer competency-based
education courses. Costs for development of competency-based assessments will vary depending
upon the number of courses/content domains necessary. The department estimates $1,000,000
cost* for each course/content domain. The department has projected these costs across two fiscal
years along with $25,000 annually for the Competency Task Force support until the work is
complete.
*This includes: $100,000 for test specifications/blueprint review, $50,000 for passage review,
$100,000 for item writing, $100,000 for item review, $100,000 for forms creation, $300,000 for
field testing, and $300,000 for establishing mastery standards.
DESE projects Section 162.1255.2 may have additional costs to school districts/charter schools
and to the vendors they used to determine and report the appropriate attendance hours to DESE.
SEQ CHAPTER \h 1Oversight
based education programs in school districts and charter schools such as costs to determine and
report the appropriate attendance hours to DESE.
Section 167.268 - Develop Reading Guidelines
In response to a similar proposal, HCS for HB 1753 (2022), officials from DESE estimated a
one-time meeting cost to develop DESE guidelines for the Office of Literacy at $44,600.
Section 167.630 - Epinephrine Syringes
In response to a similar proposal, SCS for SB 958 (2022), officials from the Department of
Elementary and Secondary Education assumed the proposal would have no fiscal impact on L.R. No. 4721S.03C
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their organization. Oversight does not have any information to the contrary. Therefore,
Oversight will reflect a zero impact in the fiscal note for this section.
Sections 167.640 and 167.645 - Reading Remediation
In response to a similar proposal, HCS HB 1556 (2022), DESE stated the proposal could impact
the call to the foundation formula but they would have no way to estimate the impact.
Oversight assumes there could be an increased call to the foundation formula if remediation
hours outside of the traditional school day may count toward the calculation of average daily
attendance (Section 167.640). Oversight will show a range of impact of $0 (no additional
remediation hours outside the traditional school day) to an unknown cost to General Revenue for
an increase in average daily attendance.
One full term of attendance is 1,044 hours per student. For each full term of attendance, the
average state funding per ADA is approximately at $5,066 (per DESE) or $4.85 per hour of full
term attendance. However, Oversight notes this is an approximation of the cost as the state aid
payment can vary greatly by district.
Oversight estimates to reach a revenue impact of $250,000 would require a change in attendance
hours of approximately 52,000 hours or approximately 50 ADA (52,000 * $4.85 = $252,200).
Oversight notes an increase of 50 ADA is approximately a 0.01% increase in total ADA
(50/843,650); therefore, Oversight assumes it is possible the cost could exceed $250,000.
In response to a similar proposal, SB 54 (2021), officials from the Springfield R-XII School
District stated the total fiscal impact to the district is $6,562,500.
In response to a similar proposal, SB 54 (2021), officials from the High Point R-III School
District assumed the proposal will have no fiscal impact on their organization.
In response to a similar proposal, HB 2470 (2020), officials from the Park Hill School District
anticipated a fiscal impact to hire additional staff to implement and monitor the extended
requirements. Estimated cost would exceed $100,000 annually.
In response to a similar proposal, HB 2470 (2020), officials from the Shell Knob School
District assumed that bill would have a negative fiscal impact.
In response to a similar proposal, HB 2470 (2020), officials from the Wellsville -Middletown
School District estimated needing at least one possibly two additional elementary teachers, at a
cost of $92,000 per year.
Oversight assumes these provisions would require school districts and charter schools to
implement remediation strategies such as: L.R. No. 4721S.03C
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Per the Achievement Level Report available on the Missouri Comprehensive Data System,
Oversight notes the following number of students with scores in the below basic level and the
basic level within the Springfield School District:
Springfield School District - School Year 2019
GradeBelow BasicBasicTotalThird Grade4705501020Fourth Grade245707952Fifth Grade2338051038Sixth Grade317658975Total1,2652,7203,985
Based on the cost reported by the Springfield School District, Oversight estimates the cost per
student reading at below basic and basic (in grades 3 through 6) at approximately $1,647
($6,562,500/3,985).
Statewide - School Year 2019
GradeBelow BasicBasicTotalThird Grade15,66418,52734,191Fourth Grade8,38926,40634,795Fifth Grade8,65328,51037,163Sixth Grade10,93827,22638,164Total43,644100,669144,313
Applying the $1,647 to the statewide total of students reading at below basic and basic in grades
3 through 6, Oversight
school districts, Oversight is uncertain if other school districts would experience costs similar to
those reported by the Springfield School District. Oversight assumes additional resources,
namely additional teacher time, assessments and materials, will be required to implement these
changes. Therefore, Oversight will show an unknown cost to school districts that could be
significant.
SEQ CHAPTER \h 1 HYPERLINK "https://nida.nih.gov/publications/drugfacts/treatment-
approaches-drug-addiction" \h National Institute on Drug Abuse (NIDA) HYPERLINK
"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2629137/" \h Recovery High Schools: A
Descriptive Study of Programs and Students L.R. No. 4721S.03C
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Section 167.903, 167.907 and 167.908 - FASFA/ICAP Provisions
In response to a similar proposal, HB 2171 (2022), officials from the Department of
Elementary and Secondary Education (DESE) and the Department of Higher Education
and Workforce Development (DHEWD) each assumed the proposal would have no fiscal
impact on their respective organizations.
Upon further inquiry, DESE states it will need to add the requirements for school districts to the
District Assurance Checklist but will not require additional funds or FTE. The requirement for
ensuring FASFA and ICAP participation/completion are a responsibility of the school that the
student attends.
Upon further inquiry, DHEWD
beginning of section 169.703. Per their understanding, DESE would be in charge of ICAP and
FAFSA.
In response to a similar provision in HB 101 (2021), officials from DHEWD stated Section
167.908 would require the department establish a procedure for providing the means and
capability for high school students enrolled in career and technical education programs described
under section 170.029 to complete an application for aid through the United States Department
of Labor, Employment and Training Administration pursuant to the federal Workforce
Innovation and Opportunity Act. The department shall work with school districts that deliver
career and technical education programs to educate students on the value of the aid that is
available to them through the federal Workforce Innovation and Opportunity Act. The bill also
set’s certain performance measures the department must meet. The application process for these
funds is part of the local work development board processes that already exist. No new state
costs will be required and the federal funding is part of an annual allocation to each state from
the US Department of Labor. No new increase in FTE are required at this time.
Oversight notes the agencies listed above stated they did not anticipate a fiscal impact on their
respective organizations. Therefore, Oversight will reflect a zero impact in the fiscal note for
these agencies for these sections.
Based on DESE’s response, Oversight will show a range of impact to school districts and
charter schools of $0 (costs can be absorbed) to an unknown cost for ensuring FASFA and ICAP
participation/completion.
SEQ CHAPTER \h 1
Section 170.014 - Reading Instruction Act
Oversight assumes there could be costs to school districts to expand reading programs through
grade five. Currently, the reading programs are established for kindergarten through grade three.
Section 170.018 - Computer Science Course L.R. No. 4721S.03C
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In response to a similar proposal, SB 659 (2022), officials from the Department of Elementary
and Secondary Education assumed the legislation would require updates to the June Core
Data/MOSIS cycle to accommodate the bill’s requirements:
$10,000 (one-time); $3,000 maintenance (annual)
$10,000 (one-time); $3,000 maintenance (annual).
time cost).
The legislation also requires the department to add 1.0 FTE for a Computer Science
Supervisor/Director salary ($51,288).
In response to a similar proposal, SB 659 (2022), officials from the University of Missouri
System stated they could not estimate a fiscal impact due to offsetting cost and revenue factors
associated with student preparedness.
In response to a similar proposal, SB 659 (2022), officials from the University of Central
Missouri assumed the proposal will have no fiscal impact on their organization.
Oversight does not anticipate a direct material impact to colleges and universities.
Oversight assumes this proposal requires each public high school and charter high school to
offer at least one computer science course. Oversight is uncertain how many schools currently
offer computer science courses. Oversight assumes there could be costs for those school districts
that are not currently offering a computer science course; therefore, Oversight will show an
unknown cost to school districts beginning in FY 2024.
Section 170.036 Computer Science Task Force
In response to a similar proposal, SCS SB 659 (2022), officials from DESE stated the proposed
legislation does not indicate who is responsible for any costs associated with the Computer
Science Education Task Force. If DESE is financially responsible, the Department estimates a
total of four meetings per year for the 13 member task force. This cost would cover a two year
time span, for a total meeting cost of $84,740.
Oversight will show the costs for two Task Force meetings at $42,370 each as estimated by
DESE beginning in FY 2023. Oversight assumes the Task Force is dissolved at the end of FY
2024. L.R. No. 4721S.03C
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In addition, Oversight will show a potential unknown cost for on-going evaluation and
implementation of task force findings. Oversight assumes this cost would be dependent on the
findings and recommendations of the task force.
Oversight notes, per the Tennessee Computer Science State Education Plan, task force
recommendations included regional trainings ($30,713), grants to educators ($300,000) and K-8
computer science standards and trainings ($84,000). Based on these estimates, Oversight will
show a range of impact of $0 (cost of implementing task force finding can be absorbed with
existing appropriations) to an unknown cost that could exceed $250,000.
In response to a similar proposal, SCS SB 659 (2022), officials from the University of Missouri
System, University of Central Missouri and the St. Charles Community College each
assumed the proposal would have no fiscal impact on their respective organizations.
Section 173.831 - Workforce Diploma Program
In response to a similar proposal, HB 2325 (2022), officials from Department of Elementary
and Secondary Education (DESE) assumed they may require 1.0 FTE at a minimum at the
supervisor level in order to publish the request for qualifications, review the applicants against
the statutory requirements, collect data, run reports, and make payments.
As of 2017, there are 453,226 Missourians 21 years of age or older who have not received a high
school diploma. It is estimated that approximately 1 percent (4,532) to 3 percent (13,597) of
these individuals may participate in this program. Because payments made to providers are to be
made in accordance with a schedule set with the Department, DESE will make several
assumptions for payment amounts based on previous versions of the bill.
Completion of each half unit of high school credit - $250
Attaining an employability certificate - $250
Attaining an industry recognized credential (50 hours) - $250
Attaining an industry recognized credential (75 hours) - $500
Attaining an industry recognized credential (100 hours) - $250
Attaining a high school diploma - $1,000
The Department estimates that approximately half of the individuals that would participate in the
program may earn their high school diploma each year which would result in a cost between
$2,266,000 (2,266 students earn a diploma) and $6,799,000 (6,799 students earn a diploma) per
year.
The Department also estimates that each student participating in the program would earn at least
one full unit of high school credit each year resulting in an additional amount of $2,266,000
(4,532 students earn at least one full unit of high school credit) and $6,799,000 (13,597 students
earn at least one full unit of high school credit) per year. L.R. No. 4721S.03C
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If 10 percent of graduates also earned an industry recognized credential at an average of $500 the
Department estimates an additional cost of $113,300 (2,266 x 10% x $500) to $339,950 (6,799 x
10% x $500).
If 50 percent of graduates also earned an employability skills certificate, the Department
estimates an additional cost of $283,250 (2,266 x 50% x $200) to $849,875 (6,799 x 50% x
$250).
$2,266,000 - $6,799,000 for high school diploma achievements
$283,250 - $849,875 for employability skills certificate achievements
$113,300 - $339,950 for industry recognized credential achievements
$2,266,000 - $6,799,000 for ½ unit of high school credit achievements
$4,928,550 - $14,787,825
Because this provision is subject to appropriation, the Department will show a range of $0 (no
money appropriated for the program) to $14,857,084 starting in FY23.
At the time this fiscal note was presented, DESE had not yet provided salary, fringe and
equipment costs for the necessary FTE. Oversight estimated the cost based on a similar proposal
from the previous year, HB 733 (2021).
Oversight will show a range of impact of $0 (not appropriated) to the costs as estimated by
DESE as a transfer from General Revenue to the Workforce Diploma Program Fund.
Oversight will show the costs as estimated by DESE to the Workforce Diploma Program Fund
for reimbursements to program providers. Oversight assumes funds will be used within the year
they were received.
Officials from the Office of the State Treasurer assume the provision would have no fiscal
impact on their organization. Oversight does not have any information to the contrary.
Therefore, Oversight will reflect a zero impact in the fiscal note for this agency.
Oversight assumes DESE is required to issue a request for interested program providers before
September 1, 2022. Program providers must be approved by October annually and students may
start enrolling in November annually. Oversight assumes DESE could request and approve
program providers any time before September 2022 and after the effective date of this proposal
August 28, 2022. Therefore, Oversight will show cost beginning in FY 2023.
Section 186.080 - Literacy Advisory Council
In response to a similar proposal, HCS for HB 1753 (2022), officials from DESE estimated
ongoing annual meeting costs to maintain the Literacy Advisory Council at $44,600. L.R. No. 4721S.03C
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Sections 302.010 and 304.060 - Other Vehicles for Transportation of Students
In response to a similar proposal, HCS for HB 1753 (2022), officials from the DESE
the provision would have no fiscal impact on their organization.
Officials from Department of Revenue (DOR) state section 302.010.21 changes the definition
of school bus to mean any vehicle designed for carrying more than ten passengers used to
transport students for educational purposes.
Section 304.060.1 gives school districts the authority to use vehicles other than school buses for
the purpose of transporting school children. The state board of education may adopt rules and
regulations governing the use of other vehicles used to transport school children, except vehicles
operating under sections §387.400 to §387.440. The draft language further removes the
requirement for drivers of such vehicles to meet the provisions of §302.272, thus removing the
requirement to meet school bus endorsement testing, issuance, driver history and background
check requirements. It also requires vehicles other than school buses to transport no more
children than the manufacturer suggests appropriate, and meet any additional requirements of the
school district.
The proposed change to remove the requirements of §302.272, may have an impact on the safety
of students being transported in vehicles other than a commercial class school bus. Under current
requirements drivers applying for a non-commercial Class E with a school bus endorsement are
required to complete additional driver history and background checks and regular drug testing.
This also includes the current mandatory annual skills provisions to ensure driving proficiency
for those school bus endorsed drivers age 70 and over. School districts are required to report
failed drug tests to the Department for suspension of school bus endorsements. Drivers without
school bus endorsements may not be held to the same requirements.
Administrative Impact
To implement the proposed legislation, the DOR will be required to:
to include the new information (online and printed versions).
FY23-Driver License Bureau
Research/Data Analyst 15 hrs. @ $24.29 per hr. =$364
Administrative Manager 10 hrs. @ $26.37 per hr. =$264
Total $628
FY23-Personnel Services Bureau
Associate Research/Data Analyst 15 hrs. @ $19.46 per hr. =$292
Associate Research/Data Analyst 15 hrs. @ $19.46 per hr. =$292 L.R. No. 4721S.03C
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Total $584
The DOR anticipates being able to absorb these costs. However, until the FY23 budget is final,
the Department cannot identify specific funding sources. If multiple bills pass that require
Department resources, FTE/funding will be requested through the appropriations process.
The proposed legislation would require updates to the Missouri Driver Guide that could be
absorbed. Decisions made during implementation could result in a requirement for destruction
and replacement of current driver guide supplies and printing costs outside of normal reordering.
The printing costs of the driver guide are currently covered by the Missouri State Highway Patrol
(MSHP).
Oversight assumes these costs are minimal and can be absorbed by the DOR and MSHP.
In response to a similar proposal, HCS for HB 1753 (2022), officials from the Department of
Public Safety - Missouri Highway Patrol and Department of Elementary and Secondary
Education each assumed these sections would have no fiscal impact on their respective
organizations.
Oversight does not anticipate an impact to school districts for these sections.
Responses regarding the proposed legislation as a whole
Officials from the Department of Higher Education and Workforce Development,
Department of Health and Senior Services, Office of the Governor, Missouri House of
Representatives and the Department of Public Safety - Missouri Highway Patrol each
assume the proposal will have no fiscal impact on their respective organizations. Oversight does
not have any information to the contrary. Therefore, Oversight will reflect a zero impact in the
fiscal note for these agencies.
SEQ CHAPTER \h 1
Officials from the Missouri Senate state they anticipated a negative fiscal impact to reimburse
senators for travel to Competency-Based Education Task Force and Computer Science Education
Task Force meetings. In summary, it will cost approximately $511.56 each time both committees
meet.
Oversight assumes the General Assembly could absorb the cost of the Task Force meetings
within the current appropriation levels and will not reflect a fiscal impact.
Oversight received a limited number of responses from school districts related to the fiscal
impact of this proposal. Oversight has presented this fiscal note on the best current information
available. Upon the receipt of additional responses, Oversight will review to determine if an
updated fiscal note should be prepared and seek the necessary approval to publish a new fiscal
note. L.R. No. 4721S.03C
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Oversight only reflects the responses received from state agencies and political subdivisions;
however, school districts were requested to respond to this proposed legislation but did not. A
listing of political subdivisions included in the Missouri Legislative Information System
(MOLIS) database is available upon request.
Rule Promulgation
Officials from the Joint Committee on Administrative Rules assume this proposal is not
anticipated to cause a fiscal impact beyond its current appropriation.
Officials from the Office of the Secretary of State (SOS) note many bills considered by the
General Assembly include provisions allowing or requiring agencies to submit rules and
regulations to implement the act. The SOS is provided with core funding to handle a certain
amount of normal activity resulting from each year's legislative session. The fiscal impact for
this fiscal note to the SOS for Administrative Rules is less than $5,000. The SOS recognizes that
this is a small amount and does not expect that additional funding would be required to meet
these costs. However, the SOS also recognizes that many such bills may be passed by the
General Assembly in a given year and that collectively the costs may be in excess of what the
office can sustain with its core budget. Therefore, the SOS reserves the right to request funding
for the cost of supporting administrative rules requirements should the need arise based on a
review of the finally approved bills signed by the governor. L.R. No. 4721S.03C
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FISCAL IMPACT – State
Government
FY 2023
(10 Mo.)
FY 2024FY 2025GENERAL REVENUE FUNDCosts - STO - 160.560.8 - p.3Up to….Up to…. Personnel Service$0($80,210)($81,012) Fringe Benefits$0($49,664)($49,908) Expense & Equipment$0($28,500)($11,236)Total Costs - STO$0($158,374)($142,156)FTE Change0Up to 2 FTEUp to 2 FTECosts - meeting costs to align literacy
instruction - §161.097 - p.4($40,140)$0$0
Costs - DESE - support for school
districts implementing School
Innovation Waivers - §161.214 - p.4
$0 or
(Unknown)
$0 or
(Unknown)
$0 or
(Unknown)
Costs - DESE - §161.241 - p.4-5 Personnel Service($52,900)($64,115)($64,756) Fringe Benefits($29,704)($35,875)($36,108) Expense & Equipment($15,858)($8,288)($8,494)Total Costs - DESE($98,462)($108,278)($109,358)FTE Change1 FTE1 FTE1 FTE
Costs - to recruit and employ quality
teacher trainers - §161.241 - p.4-5
$0 to (Could
exceed
$100,000)
$0 to (Could
exceed
$100,000)
$0 to (Could
exceed
$100,000)
Transfer Out - to the Evidence-Based
Reading Instruction Program Fund -
§161.241.9 - p.4-5
$0 or
(Unknown)
$0 or
(Unknown)
$0 or
(Unknown)
Costs – DESE – Competency-Based
Education Task Force - 161.385 - p.5($25,000)($25,000)($25,000)
Costs – DESE – development of
competency-based assessments (PER
COURSE/CONTENT DOMAIN) -
161.380 - p.5
($500,000 to
Unknown)
($500,000 to
Unknown)$0 L.R. No. 4721S.03C
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Transfer Out – to the Competency-
Based Education Grant Program Fund
– unknown number and amount of
grants 161.380.3 - p.5
$0 to
(Unknown)
$0 to
(Unknown)
$0 to
(Unknown)
Cost – DESE – potential cost to
foundation formula associated with
students taking competency-based
courses 162.1255.2 & 3 - p.5
$0 to
(Unknown)
$0 to
(Unknown)
$0 to
(Unknown)
Costs - meeting costs to develop
guidelines for the Office of Literacy -
§167.268 - p.5
($44,600)$0$0
Costs - increased ADA for
remediation hours - §167.640 &
§167.645 - p.6-8
$0 or
(Unknown)
$0 or
(Unknown)
$0 or
(Unknown)
Costs - DESE - updates to MOSIS -
§170.018 - p.8-9($45,000)($6,000)($6,000)
Costs - DESE - §170.018 - p.9-10 Personnel Service($42,740)($51,801)($52,319) Fringe Benefits($26,012)($31,400)($31,589) Expense & Equipment($15,858)($8,288)($8,494)Total Costs - ($84,610)($91,489)($92,402)FTE Change1 FTE1 FTE1 FTECosts - DESE - task force meetings -
§170.036 - p. 9-10($42,370)($42,370)$0
Costs - DESE- on-going evaluation
and implementation of task force
findings - §170.036 - p. 9-10$0
$0 or
(Unknown)
$0 or
(Unknown)
Costs - DESE - establish and
administer the Workforce Diploma
Program - §173.831 - p. 10-12$0 or …$0 or …$0 or …
Personal Service($33,540)($40,650)($41,027) Fringe Benefits($21,270)($25,659)($25,797) L.R. No. 4721S.03C
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Equipment and Expense($14,949)($7,403)($7,588)Total Costs($69,759)($73,712)($74,442) FTE Change - DESE0 or 1 FTE0 or 1 FTE0 or 1 FTE
Transfer Out - DESE - to the
Workforce Diploma Program Fund -
§173.831 - p. 10-12
$0 to (Unknown
Could exceed
$4,928,550 to
$14,787,325)
$0 to (Unknown
Could exceed
$4,928,550 to
$14,787,325)
$0 to (Unknown
Could exceed
$4,928,550 to
$14,787,325)
Costs - annual meetings for literacy
advisory council - §186.080 - p.11($44,600)($44,600)($44,600)ESTIMATED NET EFFECT TO
THE GENERAL REVENUE FUND
($924,782 to
Could exceed
$15,881,866)
($817,737 to
Could exceed
$15,620,400)
($277,360 to
Could exceed
$15,006,971)
Estimated Net FTE Change to the
General Revenue Fund
2 FTE up to 3
FTE
2 FTE up to 5
FTE
2 FTE up to 5
FTE
FISCAL IMPACT – State
Government - Continued
FY 2023
(10 Mo.)
FY 2024FY 2025EVIDENCE-BASED READING
INSTRUCTION PROGRAM FUND
Transfer In - from General Revenue -
§161.241.9 - p. 4-5
$0 or
Unknown
$0 or
Unknown
$0 or
Unknown
Income - from gifts, bequests or
donations - §161.241.9 - p. 4-5
$0 or
Unknown
$0 or
Unknown
$0 or
Unknown
Transfer Out - to School Districts and
Charter Schools - for efforts to
improve literacy - §161.241.9 - p. 4-5
$0 or
(Unknown)
$0 or
(Unknown)
$0 or
(Unknown)
ESTIMATED NET EFFECT ON
THE EVIDENCE-BASED L.R. No. 4721S.03C
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READING INSTRUCTION
PROGRAM FUND
$0$0$0COMPETENCY-BASED
EDUCATION GRANT PROGRAM
FUND
Transfer In – from General Revenue -
161.380 - p. 5
$0 to
Unknown
$0 to
Unknown
$0 to
Unknown
Income – gifts, contributions, grants
and/or bequests - 161.380 - p. 5
$0 or
Unknown
$0 or
Unknown
$0 or
Unknown
Transfers Out – to School Districts
161.380 – p. 5
$0 to
(Unknown)
$0 to
(Unknown)
$0 to
(Unknown)
ESTIMATED NET EFFECT TO
THE COMPETENCY-BASED
EDUCATION GRANT PROGRAM
FUND
$0$0$0
WORKFORCE DIPLOMA
PROGRAM FUNDTransfer In - from General Revenue -
§173.831 - p. 10-12
$0 to Unknown
Could exceed
$4,928,550 to
$14,787,325
$0 to Unknown
Could exceed
$4,928,550 to
$14,787,325
$0 to Unknown
Could exceed
$4,928,550 to
$14,787,325
Income - from gifts and bequests -
§173.831 - p. 10-12$0 or Unknown$0 or Unknown$0 or Unknown
Costs - DESE - reimbursements to
program providers for qualifying
student milestones - §173.831 –
p. 10-12
$0 to (Unknown
Could exceed
$4,928,550 to
$14,787,325)
$0 to (Unknown
Could exceed
$4,928,550 to
$14,787,325)
$0 to (Unknown
Could exceed
$4,928,550 to
$14,787,325) L.R. No. 4721S.03C
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ESTIMATED NET EFFECT ON
THE WORKFORCE DIPLOMA
PROGRAM FUND$0$0$0 L.R. No. 4721S.03C
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FISCAL IMPACT – Local GovernmentFY 2023
(10 Mo.)
FY 2024FY 2025LOCAL POLITICAL
SUBDIVISIONS
Costs - §161.214 - to implement School
Innovation Waivers (improve student
readiness and job training, increase
teacher compensation, improve teacher
recruitment and development) - p.4
$0 or
(Unknown)
$0 or
(Unknown)
$0 or
(Unknown)
Revenue - §161.214 - distributions to
support school districts implementing
School Innovation Waivers - p.4
$0 or
Unknown
$0 or
Unknown
$0 or
Unknown
Transfer In - from the Evidence-Based
Reading Instruction Program Fund -
§161.241.9 - p.4-5
$0 or
Unknown
$0 or
Unknown
$0 or
Unknown
Income - grants from DESE - 161.380 -
p.5
$0 or
Unknown
$0 or
Unknown
$0 or
Unknown
Costs - implementing competency-
based education program - 161.380,
161.385 & 162.1255 - p.5
$0 or
(Unknown)
$0 or
(Unknown)
$0 or
(Unknown)
Revenue Gain - increased call to the
foundation formula for remediation
hours outside of the traditional school
day - §167.640 - p.6-8
$0 or
Unknown
$0 or
Unknown
$0 or
Unknown
Costs - reading success plans and
reading intervention for students -
§167.640 & §167.645 - p.6-8
(Unknown,
Potentially
significant)
(Unknown,
Potentially
significant)
(Unknown,
Potentially
significant)
Costs - for ensuring FASFA and ICAP
participation/completion - §167.907 -
p.7-9
$0 or
(Unknown)
$0 or
(Unknown)
$0 or
(Unknown)
Costs - to expand reading programs to
grade five - §170.014 - p.7-9(Unknown)(Unknown)(Unknown) L.R. No. 4721S.03C
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Costs - to offer computer science course
- §170.018 - p.8-9$0(Unknown)(Unknown)
ESTIMATED NET EFFECT ON
LOCAL POLITICAL
SUBDIVISIONS
(Unknown,
Potentially
significant)
(Unknown,
Potentially
significant)
(Unknown,
Potentially
significant)
FISCAL IMPACT – Small Business
No direct fiscal impact to small businesses would be expected as a result of this proposal.
FISCAL DESCRIPTION
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 tenth 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 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. (Section 160.560)
Sections 160.2700 & 160.2705
This bill allows synchronous instruction connecting students to a live classroom in a Missouri
adult high school to be treated the same as in-person learning. The bill defines "adult high
school" to mean the same as a "secondary school system" and to be exempt from child care
licensure under Section 210.211, RSMo.
Section 161.097
This bill will require the Missouri Advisory Board for Educator Preparation (MABEP) to include
at least three active elementary or secondary classroom teachers and at least three faculty
members within approved educator preparation programs from various regions of the state and
districts of various sizes. The MABEP shall hold regular meetings that allow members to share
needs and concerns and plan strategies to enhance teacher preparation. L.R. No. 4721S.03C
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The bill also requires that 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 bill (Section 161.097,
RSMo).
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 Board may grant school innovation waivers to exempt schools from requirements imposed
by current law, or from any regulations promulgated by the 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 Board shall consider whether the
plan meets certain criteria set forth in the act. The 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 161.241
This bill provides a definition for "school innovation team" and for "school innovation waiver"
and allows school innovation teams to submit a plan to the State Board of Education (SBE) for a
state innovation waiver for a variety of purposes as outlined in the bill. L.R. No. 4721S.03C
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Plans submitted to the SBE must include the provision of law for which the waiver is being
requested, as well as demonstrate the necessity of the waiver, provide measurable performance
targets and goals, and demonstrate support for the plan, along with additional requirements as
provided in the bill.
The bill provides the SBE specific criteria for the evaluation of submitted plans and permits the
SBE to make modifications to the plan with the cooperation of the school innovation team.
School innovation waivers are only effective for three years beginning the school year following
the approval and may be renewed.
Only one waiver may be in effect per school at a time, and specific restrictions to statutory
requirements relating to school start date, teacher certification, teacher tenure, or any
requirement imposed by federal law, are applicable (Section 161.241).
Section 161.380, 161.385 and 162.1255
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 first 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)
Section 167.268
This bill modifies current law regarding reading success plans, formerly known as reading
intervention programs. Each local school district and charter school shall have on file a policy for L.R. No. 4721S.03C
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reading success plans for any pupils of the district that exhibit a substantial deficient in reading
based on assessment or observation or has been identified as being at risk for or having dyslexia.
Each policy shall be aligned with the guidelines developed by the Department of Elementary and
Secondary Education (DESE) 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 SBE to DESE. Each local school district
and charter school is required to include in an individual pupil's reading success plan,
suggestions for regular parent-guided home reading (Section 167.268).
Section 167.630
This act provides that a school's agent trained by a nurse and contracted for the transportation of
school children shall have the discretion to administer an epinephrine auto syringe on any student
who is having a life-threatening anaphylactic reaction. The act also provides that the agents shall
be immune from civil liability for administering an auto syringe under the act.
Section 167.640
As specified in this bill, each school district and charter school shall administer a reading
assessment or set of 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) who
have a reading deficiency, and for students receiving services under the Rehabilitation Act of
1973 whose service plan includes an element addressing reading.
The bill requires districts to adopt a policy relating to student promotion and potentially required
remediation (Section 167.640).
Section 167.645
The bill repeals provisions relating to reading assessments and now states that school districts
and charter schools shall assess all students enrolled in kindergarten through third 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 third grade who exhibits a substantial deficiency in reading and shall
provide them information listed in the bill. L.R. No. 4721S.03C
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If a student has a substantial reading deficiency at the end of third 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 bill.
Each school district and charter school shall ensure that intensive reading instruction is provided
through a reading development initiative to each kindergarten through grade five student who is
assessed as exhibiting a substantial reading deficiency. Each district will annually report to
DESE the districts specific intensive reading interventions and supports and include in the
district's comprehensive school improvement plan (CSIP) goals relating to reading proficiency.
If more than 15% of an attendance center's students are not at grade level by the end of third
grade a district's CSIP must address specific ways to increase proficiency (Section 167.645).
Section 167.903, 167.907 and 167.908
Currently, Individual Career and Academic Plans (ICAP) are optional. This bill requires students
to develop an ICAP which must be reviewed annually, by school personnel and the student's
parent or guardian. The ICAP must now include a declaration of a student's postsecondary plan
(Section 167.903, RSMo).
This bill requires students in public and charter schools to complete the Free Application for
Federal Student Aid (FAFSA) before being eligible for a certificate of graduation. Exemptions to
this requirement include enlistment in the Armed Forces, or parental consent (Section 167.907).
The bill requires the Department of Elementary and Secondary Education to ensure that by the
2022-23 school year 50% of DESE area career centers have the means and capability to allow
students to complete the application for aid. The percentage increases to 70% for the 2023-24
school year, 90% for the 2024-25 school year, and by the 2025-26 school year and thereafter
DESE will ensure that 100% of the area career centers will have the means and capability to
allow students to complete the application (Section 167.908).
Section 170.014
Currently, the reading programs are established for kindergarten through grade three. This
provision expands reading programs through grade five.
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. L.R. No. 4721S.03C
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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.
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.
Section 173.831
This bill establishes the "Workforce Diploma Program", to assist students in obtaining a high
school diploma and develop employability and career technical skills.
This bill also creates the "Workforce Diploma Program Fund".
Section 186.080
The bill directs the Commissioner of the Department of Elementary and Secondary Education to
establish a literacy advisory council. The council shall include no more than 20 members
representing stakeholder groups listed in the bill. 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 bill (Section 186.080).
Section 302.010 and 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 L.R. No. 4721S.03C
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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.
This legislation is not federally mandated, would not duplicate any other program and would not
require additional capital improvements or rental space.
SOURCES OF INFORMATION
Department of Elementary and Secondary Education
Department of Higher Education and Workforce Development
Department of Revenue
Department of Public Safety - Missouri Highway Patrol
Office of the State Treasurer
Department of Mental Health
Missouri House of Representatives
Missouri Senate
Joint Committee on Public Employee Retirement
Office of the Secretary of State
Joint Committee on Administrative Rules
Public Schools and Education Employee Retirement Systems
Sikeston R-6 School District
Fordland School District
High Point R-III School District
Springfield Public Schools
Lee’s Summit R-7 School District
Wellsville-Middletown R-I School District
Fayette R-III School District
Shell Knob School District
Hurley R-I School District
Affton 101 School District
Park Hill School District
Julie MorffRoss StropeDirectorAssistant DirectorApril 27, 2022April 27, 2022