Creates and modifies provisions relating to student evaluations

SCREENING FOR GIFTED STUDENTS (Section 162.720) Beginning in the 2027-28 school year, this act requires school districts to conduct universal screenings of all students at least once before 3rd grade for the purpose of identifying gifted students. These screenings shall use valid, reliable, and current testing methods; provide a body of evidence from at least two distinct areas such as general mental ability, academic achievement, creativity, reasoning, problem solving, or various forms of referral; and be reviewed by personnel trained in gifted education or assessment. A child's failure to satisfy the gifted criteria of a single assessment shall not preclude further evaluation or consideration.

Additionally, beginning in the 2026-27 school year, each school district shall adopt a board-approved policy that establishes procedures for universal screening of students for gifted program selection and that notifies parents of the screening process annually. A school district's criteria for identifying gifted students shall be guided by recommendations from the Advisory Council on the Education of Gifted and Talented Children established in current law.

This provision is identical to SB 1600 (2026) and HCS/HB 1757 (2026), and is similar to HB 2704 (2026).

LITERACY SCREENING (Sections 167.268, 167.340, and 167.645) The act establishes the "Missouri Universal Reading Screener", a uniform, universal, 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. The screener shall score each student in one of the following categories: "below basic", "basic", "grade-level", "proficient", or "advanced". Proficiency benchmarks associated with these categories shall be determined by the Department of Elementary and Secondary Education (DESE).

School districts and charter schools shall assess all students in grades 1-3 on the Missouri Universal Reading Screener during three annual administration windows established by DESE. DESE shall provide the screener to school districts and charter schools at no cost. The screener may also be used to comply with dyslexia screening requirements established in current law. Student results on the screener shall not be used to make decisions concerning the accreditation of a public school or school district.

The act repeals a provision requiring school districts and charter schools to assess newly enrolled students in grades 1-5 on a reading assessment selected from a state-approved list.

A student who scores "basic" on the Missouri Universal Reading Screener shall be identified as having a reading deficiency. A student who scores "below basic" on the screener shall be identified as having a substantial reading deficiency.

A school district or charter school shall notify the parent of a student with a substantial reading deficiency that if the child's substantial reading deficiency is not corrected by the end of third grade, the child shall not be promoted to fourth grade unless the child qualifies for a good cause exemption. 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 "basic" or higher on a retest opportunity through the Missouri Universal Reading Screener, as provided in the act.

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 good cause exemption may also be granted to a student who has already been retained at least once in kindergarten to third grade.

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.

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, to teach word reading.

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.

These provisions are similar to provisions in SS/SCS/SB 1442 (2026), SCS/HCS/HB 2872 (2026), and HB 2914 (2026). OLIVIA SHANNON