How Missouri’s “Read, Lead, Exceed” Initiative Is Changing Reading Instruction

Missouri is making major changes to how reading is taught in elementary schools. Through the Read, Lead, Exceed initiative, state lawmakers introduced SB 681 (2022) and SB 68 (2025) to strengthen early literacy instruction, require universal reading screenings, and prioritize phonics-based teaching methods.

For district leaders and educators, these new policies reshape how schools identify reading gaps, deliver intervention, and monitor student progress in K–5 classrooms. While the goal is clear—improving literacy outcomes—implementing these requirements takes thoughtful planning, strong instructional alignment, and effective progress monitoring.

Here’s a closer look at what these laws require and what they mean for Missouri schools.

Key Takeaways for Missouri Schools

• Missouri passed SB 681 (2022) and SB 68 (2025) to improve early literacy outcomes.
• All K–3 students must be screened for reading difficulties twice per year using a DESE-approved assessment.
• Students with reading deficiencies must receive Reading Success Plans (RSPs) and targeted intervention.
• Phonics must be the primary instructional strategy for word reading in Missouri public schools.
• Schools must monitor reading progress regularly and report K–5 literacy data to DESE.
  

Why Missouri Passed the Read, Lead, Exceed Literacy Laws

Missouri’s literacy reforms were driven by a significant decline in reading performance. Between 2003 and 2024, Missouri dropped from 14th to 38th nationally in fourth-grade reading performance, according to NAEP results.

Today:

• Only 27% of Missouri fourth graders read at the proficient level
• 42% perform below the NAEP basic benchmark

These numbers indicate that many students reach upper elementary grades without mastering foundational reading skills. To address this, the Missouri Department of Elementary and Secondary Education (DESE) launched the Read, Lead, Exceed initiative, a statewide effort focused on strengthening early literacy instruction. 

Two pieces of legislation support the initiative:

• SB 681 (2022) — established statewide screening, intervention, and progress monitoring requirements
• SB 68 (2025) — strengthened expectations around phonics-based reading instruction
  

Together, these laws create a more structured approach to identifying struggling readers early and providing the support they need to succeed.

What SB 681 Requires Missouri Schools to Do

Passed in 2022, SB 681 established the foundational framework for Missouri’s literacy reform efforts.

Universal K–3 Reading Screenings

All Missouri public schools must screen every K–3 student twice per year using a DESE-approved reading assessment. These screenings help educators identify students who may be struggling with foundational reading skills as early as possible.

Reading Success Plans (RSPs)

Students who are:

• One or more grade levels behind
• At risk for dyslexia
• Formally diagnosed with dyslexia

Must receive a Reading Success Plan outlining targeted instructional supports and interventions.

Intensive Reading Instruction

K–5 students with substantial reading deficiencies must receive additional support that may include:

• Small group instruction
• Reduced student-teacher ratios
• Tutoring or targeted interventions
• Frequent progress monitoring
  

Parent Communication and Reporting

Schools must keep families informed through:

• Annual written notification about reading progress
• Progress updates at least four times per year
  

Third Grade Retention Considerations

If a student’s reading deficiency continues through the end of third grade, retention must be considered as part of the intervention process.

School Improvement Planning

Schools where more than 15% of third graders are not reading at grade level must address this issue directly in their school improvement plans.

Annual Reporting to DESE

Districts must report K–5 reading data and intervention strategies to the Missouri Department of Elementary and Secondary Education each year.

How SB 68 Changes Reading Instruction in Missouri

While SB 681 focused on screening and intervention, SB 68 (2025) focuses on how reading is taught in Missouri classrooms. The law requires that phonics be the primary instructional strategy for word reading in all public and charter schools.

This means:

• Explicit phonics instruction must drive decoding instruction
• Three-cueing strategies cannot be used as the primary method for word reading

Three-cueing approaches often rely on students guessing unfamiliar words using context clues, pictures, or sentence structure. Under SB 68, these strategies may still support comprehension or vocabulary development, but they cannot replace phonics-based decoding instruction. This shift aligns Missouri with research-based instructional practices commonly associated with the science of reading.

Funding Behind Missouri’s Literacy Initiative

To support these statewide changes, Missouri allocated $60 million to the Read, Lead, Exceed initiative.

Funding sources include:

• $25 million in state funding
• $35 million in federal relief funds
  

These funds help schools implement the new requirements through:

• LETRS professional development training
• Curriculum replacement to support phonics-based instruction
• Reimbursement for literacy training and instructional materials
  

In addition, Missouri received funding through the Comprehensive State Literacy Development Grant, which could provide up to $49 million over five years for:

• Literacy professional development
• Instructional coaching
• Family literacy programs
  

These investments are intended to help schools transition to stronger early literacy practices.

Implementation Challenges for Missouri School Districts

Although the goals of Read, Lead, Exceed are widely supported, the transition has introduced several challenges for many districts.

• Managing Increased Data and Reporting – Screening every K–3 student twice per year, developing Reading Success Plans, monitoring progress multiple times annually, and reporting to DESE creates a significant administrative workload—particularly for districts with limited resources.
• Instructional Shifts for Teachers – Many teachers were trained in balanced literacy or three-cueing instructional models. Moving toward a phonics-first approach often requires additional training and professional development. While LETRS training is helping address this shift, implementation varies widely across districts.
• Curriculum Alignment – Districts must evaluate whether their current ELA curriculum aligns with Missouri’s phonics requirements. In some cases, districts must replace or supplement existing materials.
• Intervention Capacity – Reading Success Plans require individualized intervention for large groups of students. Providing the level of instruction described in the law—small groups, targeted remediation, and frequent progress monitoring—can be difficult without the right instructional tools.

Supporting Missouri Schools Under SB 681 and SB 68

Missouri’s literacy laws place a strong emphasis on early identification, targeted remediation, and progress monitoring. To meet these expectations, schools need systems that make it easier to identify learning gaps, provide intervention, and track student progress. Progress Learning supports these efforts by providing:

• Missouri Learning Standards–Aligned ELA Content – ELA content aligned to Missouri Learning Standards helps educators reinforce foundational reading skills and phonics instruction required under SB 68.
• Flexible Assessment and Screening Tools – Teachers can build custom or pre-built assessments aligned to state standards, helping schools monitor literacy progress while reducing manual data collection.
• Built-In Progress Monitoring and Reporting – Progress Learning provides reporting tools that help educators identify learning gaps and track student progress more efficiently.
• Adaptive Intervention with Liftoff – Liftoff delivers adaptive intervention designed for students in grades 2-8 with reading deficiencies, supporting the same population targeted by Reading Success Plans. Built-in diagnostics, remediation, and progress monitoring help schools implement intervention more efficiently.

By combining assessment, remediation, individualized study plans, and reporting in one platform, educators can spend less time managing multiple systems and more time supporting student learning.

The Future of Early Literacy in Missouri

Missouri’s Read, Lead, Exceed initiative represents one of the state’s most comprehensive efforts to improve early literacy outcomes. By prioritizing phonics-based instruction, early screening, and structured intervention, Missouri aims to ensure more students reach grade-level reading proficiency by third grade.

For educators and district leaders, the focus now shifts to effective implementation—ensuring teachers have the tools, training, and systems needed to support every student’s reading development.

As Missouri continues to invest in early literacy, the success of Read, Lead, Exceed will ultimately depend on how well schools can identify learning gaps early and provide targeted support that helps students build strong foundational reading skills. See how Progress Learning is set up to help in these exact areas.