Creates and modifies provisions relating to elementary and secondary education and establishes the "Student Screen-Time Standards Act", "Framework on Classroom Use of Screens Council", "Media Literacy and Critical Thinking Act", and "Missouri Integrated Safe Driving Program"

INSTRUCTIONAL TECHNOLOGY (Sections 160.068, 186.085, and 186.095) This act establishes the "Student Screen-Time Standards Act" and creates provisions relating to the use of instructional technology in school districts and charter schools serving students in kindergarten through fifth grade.

The act defines "instructional technology" as including learning devices and platforms such as computers, tablets, Chromebooks, smart devices, and software platforms. The act distinguishes instructional technology from "traditional materials", such as printed books and paper-based educational resources, and from "manipulatives", defined as hands-on physical learning tools.

Before the end of the 2027-28 school year and in all subsequent school years, each school district and charter school shall adopt a written screen time and instructional technology policy for students in kindergarten through grade five. The policy shall establish limits on student screen time and use of instructional technology during the school day; establish limits on the use of school-issued devices outside the school day; establish limits on student access to internet-connected instructional technology; identify the digital platforms used; establish standards and requirements for student use of manipulatives and traditional materials; provide a process for parents to obtain information regarding their child's screen time and instructional technology use, as well as a process for parents to limit or eliminate such use; and provide the research, evidence, and information upon which the policy is based. In creating the policy, the district or charter school shall consider research on best practices in literacy instruction, instructional technology, assessment, and the optimal role for the use of handwriting and cursive writing in promoting literacy for all students.

Each elementary school shall notify parents and guardians annually of the policy adopted and publish the policy on the school's website. Parents of students in kindergarten through grade five may, upon request, receive information about their child's login time and use of district-provided instructional technology and online learning platforms. Such information shall be made available within a reasonable time and at no cost. The policy shall be periodically updated to incorporate best practices recommendations from the recommended model school board policy provided by the newly created "Framework on Classroom Use of Screens Council" or "FOCUS Council", which is established in the act.

These requirements shall not apply to virtual instruction programs. (Section 160.068)

The literacy advisory council established under current law shall provide advice on the inclusion of instruction and assessment of cursive writing and reading, including the optimal role for the use of cursive writing and reading in promoting student literacy. Such advice shall include recommendations for a related model policy on cursive. (Section 186.085)

The Commissioner of Education shall establish a "Framework on Classroom Use of Screens Council" or "FOCUS Council" consisting of between 12 and 15 members, including representatives from school boards and charter schools and other professionals with experience in education, mental health, and child development, as provided in the act. The FOCUS Council shall conduct a comprehensive survey and analysis of screen time and instructional technology use in public schools and review best practices. The act outlines specific items and information to be included in relation to such best practices, such as impacts on educational outcomes, behavioral and discipline outcomes, special education, early childhood brain development, and other items specified in the act.

The FOCUS Council shall hold its initial meeting before December 1, 2026, with at least three additional meetings held before July 1, 2027. On or before July 1, 2027, the FOCUS Council shall submit a report containing its findings and recommendations to the State Board of Education, the Governor, and the Joint Committee on Education. The council's report shall include a model school board policy on screen time and instructional technology that contains recommended best practices on certain topics specified in the act. The council's report shall be presented to the State Board of Education and the Joint Committee on Education in public hearings, and shall be updated at least every two years. (Section 186.095)

These provisions are substantially similar to SCS/HCS/HBs 2230 & 2978 (2026) and are similar to SB 1703 (2026).

SCHOOL ACCOUNTABILITY REPORT CARDS (Section 160.524) This act requires the State Board of Education to develop an annual school accountability report card for each public school, charter school, and school district in the state, designed to inform the public regarding school performance and to satisfy applicable federal reporting requirements concerning students, staff, finances, and related data. Each report card shall be presented in a standardized, clear, and accessible format and include a summary for parents explaining the school's performance level and underlying indicators, identifying strengths and areas for improvement, highlighting year-to-year progress and student academic growth, and describing opportunities for family engagement. The State Board of Education may assign duties specified in the act to the Department of Elementary and Secondary Education (DESE) or contract with a third party under state law.

An embargoed version of each report card shall be provided to districts and schools by September 15 annually, subject to an appeals process to be provided by the State Board of Education, and each district and school shall publish its report card on its website by October 31.

The State Board of Education shall assign each district and school a letter grade of "A" through "F" based on a 0-100 scale and derived from multiple performance measures, with an "A" reflecting excellent student outcomes benchmarked as the top decile of composite scores of certain specified measures. Assessment participation rates below 95% shall be separately reported but shall not automatically reduce a school's rating.

The act establishes the "Show Me Success Program", subject to appropriation, to provide performance-based funding to public schools and charter schools demonstrating strong academic growth, sustained improvement over multiple years, significant improvement among historically underserved student groups, high levels of postsecondary readiness, or improvement in early literacy outcomes, with funds distributed to classroom incidental funds for teacher recruitment and retention.

DESE shall develop a criterion-referenced growth measure termed "growth to proficiency", evaluating whether students are on a trajectory to reach or exceed grade level within a specified timeframe, in addition to an existing value-added growth measure.

School and district ratings shall be based on specified factors, including student proficiency levels on statewide assessments in English language arts, mathematics, and science; academic growth for all students and the lowest-performing quartile; and, for high schools, the four-year graduation rate and a "Success-Ready Graduate" measure incorporating advanced coursework, industry-recognized credentials, dual enrollment, and degree completion. The act prescribes weighted components for elementary, middle, and high school ratings; mandates annual reporting of post-graduation outcomes for high schools; and requires district-level ratings to be calculated using the same methodology as school-level ratings, as provided in the act.

The State Board of Education shall also issue a statewide report card detailing the percentage of students attending schools in each letter-grade category and comparing state assessment performance with results on the National Assessment of Educational Progress, with the objective of alignment in proficiency rates.

The annual report card requirements established in the act do not apply to special school districts or state-operated schools serving exclusively students with disabilities.

This provision is identical to a provision in SCS/HCS/HB 2710 (2026) and is similar to SCS/SBs 1653 & 1194 (2026) and HB 2539 (2026).

MEDIA LITERACY AND CRITICAL THINKING (Section 161.355) The act establishes the "Media Literacy and Critical Thinking Act" and the "Media Literacy and Critical Thinking Pilot Program", which shall be implemented during the 2027-28 and 2028-29 school years. The act defines "media literacy" as an individual's ability to access, analyze, evaluate, and participate in various forms of media, including print news and social media content, as well as the ability to recognize bias and stereotypes, apply principles of digital citizenship and internet safety, and engage in the critical analysis of media within classroom instruction. Under the pilot program, the Department of Elementary and Secondary Education (DESE) shall select five to seven diverse school districts to participate and to provide data regarding program outcomes.

Participating pilot program sites shall address all components of media literacy and develop effective instructional strategies integrated into daily classroom curricula across all grades or selected grade levels, as provided in the act. Each site shall identify high-quality resources and demonstrate and report how the site incorporates instruction in news content literacy, visual literacy, digital fluency, and digital literacy, including students' ability to distinguish verified information from opinion or propaganda, interpret and evaluate visual media, understand responsible technology use and media influence, and make informed decisions regarding digital content while effectively communicating through digital tools.

Guidelines developed from the pilot program shall include instruction for students on topics such as appropriate social media use, cybersecurity and ethical online behavior, the consequences of irresponsible media use such as cyberbullying, and the ability to engage critically with digital and written communications. Such guidelines shall also address digital ethics, respectful discourse, identification of harmful rhetoric, the role of algorithms, methods for identifying misinformation, and a general understanding of the digital economy, as well as the importance of freedom of speech under the United States Constitution and its application to online interactions in school settings, as provided in the act. In addition, the guidelines shall provide school districts with sample learning activities, resources, and training to promote critical thinking and media evaluation skills.

Each participating site shall submit a report to DESE before August 1, 2029, detailing program implementation and findings. DESE shall, before January 1, 2030, compile such reports and submit a summary to the General Assembly that includes qualitative and quantitative insights, a compendium of high-quality strategies and resources, professional development considerations, recommendations for facilities and materials needed for statewide implementation, potential policy and legislative recommendations, and proposed state standards for media literacy and critical thinking for preschool through grade twelve, as provided in the act. Any standards developed shall be considered in the next state standards review following the pilot program's conclusion.

The pilot program shall terminate on June 30, 2029.

This provision shall expire on December 31, 2029.

This provision is identical to HB 1792 (2026).

SCHOOL DISTRICT AND CHARTER SCHOOL FINANCIAL INFORMATION (Section 162.192) Under this act, each school district and charter school shall maintain a searchable, publicly accessible database on its website setting forth all financial transactions conducted with school district or charter school funds. The financial ledger shall be available without login credentials, registration, or fees, and shall be downloadable and exportable in formats specified in the act. The financial ledger shall record transactions using codes set forth in the Missouri Financial Accounting Manual published by the Department of Elementary and Secondary Education (DESE), as applicable. Certain data fields shall be included in the financial ledger at minimum, such as transaction date, transaction amount, revenue or expenditure designation, fund code, function code, object code, vendor or payee name, and a description or memo field.

The homepage of each public or charter school's website shall include a direct link to the financial ledger of the school district or charter school. The link shall make the financial ledger accessible within one click, and shall be functional and mobile-responsive. DESE may provide standardized language or icons that public and charter schools may use for this purpose. A school district's or charter school's financial ledger shall be updated at least monthly. Details of each calendar month's financial transactions shall be posted no later than 45 days after the close of that calendar month. For record keeping purposes, a school district or charter school shall maintain at least five fiscal years of historical data on its financial ledger.

Protected personal information may be redacted only to the extent required by applicable law. Vendor names, amounts, and accounting codes shall not be redacted. Payroll data may be presented in aggregated form where disclosure of individual information is restricted.

Debt obligations shall be posted in a separate section of the financial ledger, with disclosure of outstanding debt balances, issuance dates, repayment schedules, annual debt service amounts, and debt service as a percentage of total expenditures.

DESE may provide or approve standardized templates or platforms school districts and charter schools may use for their financial ledgers. DESE may additionally provide guidance to assist school districts and charter schools with compliance.

DESE shall promulgate rules establishing procedures and timelines for school districts and charter schools to certify compliance annually. A school district or charter school that violates any provision of this act may be subject to the withholding of up to 5% of that school year's state aid entitlement for the school district or charter school.

DESE shall establish a process for members of the public to file complaints if they believe a school district or charter school has violated any provision of the act. DESE may also establish a public compliance dashboard on DESE's website to enable members of the public to check whether a particular school district or charter school is certified as in compliance.

This provision is identical to a provision in SCS/HCS/HB 2710 (2026) and is similar to provisions in SS#2/SCS/SB 1029 (2026), SCS/SB 1207 (2026), SCS/HCS/HBs 2120 & 1698 (2026), SCS/HCS/HBs 2230 & 2978 (2026), SCS/HCS/HB 2748 (2026), and SCS/HCS/HB 2872 (2026).

SCHOOL BOARD TERMS IN CERTAIN URBAN SCHOOL DISTRICTS (Section 162.481) This act changes the term of office for members of the Independence School District school board from six years to three years.

SCHOOL DISTRICT AND CHARTER SCHOOL LEGAL EXPENSES (Section 162.821) The act requires school districts and charter schools to include the amount expended for legal services in their Annual Secretary of the Board Report. If the report does not include the amount expended for legal services, then the Attorney General may bring a civil action, including an action for injunctive relief, against the school district or charter school. Such action shall be brought in the county where the school district or charter school is located.

This provision is identical to a provision in SCS/HCS/HB 2710 (2026) and similar to SB 1353 (2026), SB 793 (2025), and a provision in SS#2/SCS/SB 1029 (2026).

STUDENT ATTENDANCE AT SCHEDULED ELECTIONS (Section 167.1001) Additionally, this act provides that a student enrolled in a public school governed by an urban school district shall not be considered absent for the time such student spends attending a scheduled primary, general, or special election with his or her parent, legal guardian, or person standing in loco parentis to the student. A student may received only one excused absence during each scheduled election. Upon his or her return to school, the student shall be encouraged by school officials to demonstrate his or her attendance at the election by wearing an official sticker, badge, or other item indicating that he or she attended the election. (Section 167.1001)

This provision is similar to SB 962 (2026), HB 3201 (2026), and SB 344 (2025).

DRIVER EDUCATION IN PUBLIC SCHOOLS (Section 170.027) This act establishes the "Missouri Integrated Safe Driving Program" to provide standardized driver education instruction for pupils in grades 9-12. The program shall include instruction on the safe operation of motor vehicles, the rules of the road, and applicable motor vehicle laws, including Missouri's driver licensing system. The Department of Elementary and Secondary Education (DESE) shall receive and review sample instructional lessons from recognized statewide professional organizations and school districts and shall make approved sample lessons available to school districts and charter schools. Beginning with the 2027–28 school year, school districts and charter schools may implement a plan adopting the program and may utilize the sample lessons provided by DESE.

The program shall promote knowledge, attitudes, habits, and skills necessary for safe driving; address distracted driving as a significant traffic safety concern; explain law enforcement procedures during traffic stops; provide current data regarding risky driving behaviors; and provide instruction on safety concerns relating to pedestrians, commercial vehicles, motorcycles, and other potentially hazardous encounters on the road. Districts may require pupil participation in program-related lessons within existing courses, as provided in the act. The program shall not require pupils to physically operate a motor vehicle; nor shall the program be construed to prohibit school districts or charter schools from offering other elective driver education courses.

This provision is identical to HCS/HB 2195 (2026) and to a provision in HS/HCS/HBs 3068 & 3049 (2026), and is similar to SB 1567 (2026). OLIVIA SHANNON