Modifies provisions relating to literacy of elementary school students

EDUCATOR PREPARATION PROGRAMS (Section 161.097) The act requires educator preparation programs to instruct teacher candidates on the selection and use of "high-quality" reading curricula and instructional materials that do not include the three-cueing system, as such term is defined in current law, as a primary instructional strategy. The act prohibits educator preparation programs from including instruction in, or endorsement of, the three-cueing system as an instructional strategy for decoding.

Beginning July 1, 2027, the Department of Elementary and Secondary Education (DESE) shall annually review and publicly report on the compliance of educator preparation programs with literacy and reading instruction requirements of current law and those established in the act. The review shall evaluate whether instruction is grounded in the components of evidence-based reading instruction and whether prohibited practices, such as the three-cueing system, are excluded from coursework. Educator preparation programs not in compliance with these requirements shall not be approved to certify new teachers.

STATE AID FOR READING INSTRUCTION (Section 161.241) The act provides that the current Evidence-Based Reading Instruction Program Fund may be used for initiatives that provide training and materials to teachers regarding structured literacy and dyslexia-informed practices. Such fund may also be used for reading tutoring programs inside regular school hours, rather than only outside regular school hours.

IDENTIFICATION OF READING DEFICIENCIES (Sections 167.268, 167.340, and 167.645) The act requires school districts and charter schools to provide suggestions for parent-guided home reading to all parents of students identified as having a reading deficiency, in addition to parents of students with a substantial reading deficiency. (Section 167.268)

The act modifies the "Read to be Ready Program" by authorizing districts to include certain students in grades 1-3, rather than kindergarten to grade 3, for additional average daily attendance for state school aid during reading instruction time that occurs outside normal school hours. (Section 167.340)

The act establishes the "Missouri Reading Screener", a literacy-based reading assessment administered to students in grades 1-3 three times per year in every school district and charter school in the state. Any screener approved by DESE that meets the criteria set forth in the act shall be deemed a reading screener. Any reading screener approved by DESE shall score each student in one of the following categories and provide a numerical value relative to the student's grade level: "at risk", "approaching expectations", "meets expectations", and "exceeds expectations". Proficiency benchmarks "below basic", "basic", "grade-level", "proficient", or "advanced" associated with these categories shall be determined by DESE.

School districts and charter schools shall assess all students on the reading screener once at the end of kindergarten and in grades 1-3 during three annual administration windows established by DESE, as provided in the act. DESE shall provide the screener to school districts and charter schools at no cost. The screener shall be appropriate for students in grades 1-3 and shall be used to comply with dyslexia screening requirements established in current law. Additionally, the reading screener shall screen for characteristics of dyslexia and reading deficiency and assess certain skills as developmentally appropriate. Student results on the reading screener shall not be used to make decisions concerning the accreditation of a public school or school district.

A student who scores "approaching expectations" on the Missouri Reading Screener shall be identified as having a reading deficiency. A student who scores "at risk" on the screener shall be identified as having a substantial reading deficiency. Any student entering the school district or charter school after the start of the school year shall be assessed within 20 days and be provided a reading success plan if the student is identified as having a reading deficiency or substantial reading deficiency.

The district or charter school shall notify the parent of any student in grades 1-3 who exhibits a reading deficiency or substantial reading deficiency of certain requirements set forth in current law. In addition to such current requirements, the notification shall state that if the child has a substantial reading deficiency by the end of grade three, as determined by the student's performance on the reading screener, the child shall not be promoted to grade four unless the child qualifies for a good cause exemption, as provided in the act.

If the district or charter school provides a summer reading program, the parent of a student with a reading deficiency or substantial reading deficiency shall be notified that the student is required to attend the summer reading program.

If a child has a reading deficiency or substantial reading deficiency at the end of grade two, the student's parent shall meet with school staff to discuss the deficiency and sign documentation stating that the parent has been informed of certain information set forth in the act, including a statement that retention of a third-grade student with a substantial reading deficiency is mandatory unless the unless the child qualifies for a good cause exemption or scores "approaching expectations" or higher on a retest opportunity, as provided in the act. The parent shall agree to participate in parent training workshops or regular parent-guided home reading activities, or both, that are aligned to scientifically based reading research. A parent's refusal to meet, sign, or agree as required under the act shall not prevent that student from receiving additional interventions or from being retained by the school district.

A good cause exemption may be granted to students who are English language learners or who have individualized education plans or 504 plans developed under federal law. A student who has already been retained at least once in kindergarten to third grade shall not be retained and shall not require a good cause exemption.

To request a good cause exemption, a student's teacher shall submit documentation to the school principal recommending the student's promotion, including the type of exemption being requested and the child's existing reading improvement plan or individualized education plan, as appropriate. The school principal shall discuss the recommendation with the teacher and determine whether the student qualifies for a good cause exemption. If the school principal determines that the student qualifies for the good cause exemption, the school principal shall make such recommendation in writing to the superintendent, who shall accept or reject the school principal's recommendation in writing.

The school district shall assist schools with notifying parents of students who are retained of the reasons for the retention, along with a description of the proposed interventions and supports that will be provided to the child to remedy the identified area or areas of reading deficiency in the following school year.

School districts and charter schools may include in reading success plans a "read at home" plan outlined in a parental contract that includes participation in parent training workshops or regular parent-guided home reading activities, or both, that are aligned to scientifically based reading research. Reading success plans and intensive reading instruction shall be provided to each student in grades 1-3 who exhibits a reading deficiency or a substantial reading deficiency, rather than to students in grades 1-5 who exhibit a substantial reading deficiency. Intensive reading instruction provided to students exhibiting a reading deficiency or substantial reading deficiency shall not include the three-cueing system, as defined in current law, as a primary instructional strategy.

Each school district shall establish an intensive acceleration class at each school for any student retained in grade three who was previously retained in kindergarten through grade two. The class shall satisfy certain criteria set forth in the act, and shall have a reduced teacher-student ratio and provide explicit, systematic, sequential, and cumulative reading instruction and intervention for the majority of student contact time each day.

School districts and charter schools shall report certain reading assessment data to DESE for grades 1-3, rather than for kindergarten through grade five.

By October 1 annually, each school board shall report in writing to DESE certain information regarding reading instruction, such as the board's policies regarding student retention and promotion, the number and percentage of students identified as having reading deficiencies or substantial reading deficiencies, the number and percentage of all students retained in kindergarten to third grade due to substantial reading deficiencies, and the total number and percentage of third-grade students who were promoted with good cause exemptions, as provided in the act.

Each public school shall make available to the public the title and author of all reading curriculum materials adopted for each grade and the recommended reading level for such materials. (Section 167.645)

THREE-CUEING SYSTEM MODEL OF READING INSTRUCTION (Section 170.014) Current law provides that visual information and strategies that improve background and experiential knowledge shall not be used to teach word reading. This act provides that such information and strategies shall not be used to teach decoding.

NO ADDITIONAL COSTS FOR PUBLIC SCHOOLS (Section 1) This act shall not be construed to require public schools, charter schools, or school districts to incur additional costs in order to implement the provisions of the act.

This act is similar to SCS/HCS/HB 2872 (2026), HB 2914 (2026), and provisions in SB 1628 (2026). OLIVIA SHANNON