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STATE OF OKLAHOMA
1st Session of the 58th Legislature (2021)
COMMITTEE SUBSTITUTE
FOR
HOUSE BILL NO. 2030 By: O'Donnell
COMMITTEE SUBSTITUTE
An Act relating to schools; amending 70 O.S. 2011,
Section 11-103.6, as last amended by Section 44,
Chapter 25, O.S.L. 2019 (70 O.S. Supp. 2020, Section
11-103.6), which relates to curriculum standards;
modifying history, social studies and government
subject matter standards; adding study of significant
historical documents; including the structure and
relationship between levels of government; adding
simulations of the democratic process; amending 70
O.S. 2011, Section 1210.508, as last amended by
Section 1, Chapter 479, O.S.L. 2019 (70 O.S. Supp.
2020, Section 1210.508), which relates to statewide
student assessments; requiring administration of
United States naturalization test; prohibiting
eligibility for graduation unless students pass test;
and providing an effective date.
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. AMENDATORY 70 O.S. 2011, Section 11 -103.6, as
last amended by Section 44, Chapter 25, O.S.L. 2019 (70 O.S. Supp.
2020, Section 11-103.6), is amended to read as follows:
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Section 11-103.6 A. 1. The State Board of Education s hall
adopt subject matter standards for instruction of students in the
public schools of this state that are necessary to ensure there is
attainment of desired levels of competencies in a variety of areas
to include language, mathematics, science, social s tudies and
communication.
2. School districts shall develop and implement curriculum,
courses and instruction in order to ensure that students meet the
skills and competencies as set forth in this section and in the
subject matter standards adopted by the State Board of Education.
3. All students shall gain literacy at the elementary and
secondary levels. Students shall develop skills in reading,
writing, speaking, computing and critical thinking. For purposes of
this section, critical thinking means a manner of analytical
thinking which is logical and uses linear factual analysis to reach
a conclusion. They also shall learn about cultures and environments
- their own and those of others with whom they share the earth.
Students, therefore, shall study social studies, literature,
languages, the arts, mathematics and science. Such curricula shall
provide for the teaching of a hands -on career exploration program in
cooperation with technology center schools.
4. The subject matter standards shall be desig ned to teach the
competencies for which students shall be tested as provided in
Section 1210.508 of this title, and shall be designed to prepare all
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students for active citizenship, employment and/or successful
completion of postsecondary education without the need for remedial
coursework at the postsecondary level.
5. The subject matter standards shall be designed with rigor as
defined in paragraph 3 of subsection F of this section.
6. The subject matter standards for English Language Arts shall
give Classic Literature and nonfiction literature equal
consideration to other literature. In addition, emphasis shall be
given to the study of complete works of literature.
7. At a minimum, the subject matter standards for mathematics
shall require mastery of t he standard algorithms in mathematics,
which is the most logical, efficient way of solving a problem that
consistently works, and for students to attain fluency in Euclidian
geometry.
8. The subject matter standards for history, social studies and
United States Government shall include study of important historical
documents, including the United States Constitution, Declaration of
Independence, Emancipation Proclamation, Federalist Papers and other
documents with significant history and heritage of the Un ited
States, and the content of the United States naturalization test,
with an emphasis on the specific content of the test and the ideas
and concepts it references. The Beginning with the 2022 -2023 school
year, the United States naturalization test shall be made available
administered in physical and electronic online formats as an
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optional assessment tool for teachers accordance with subparagraph c
of paragraph 1 of subsection E of Section 1210.508 of this title .
9. The subject matter standards for Unit ed States Government
shall include an emphasis on civics , the structure and relationship
between the national, state, county and local governments and
simulations of the democratic process . For the purposes of this
section, "civics" means the study of the rights and duties of
Oklahoma and United States citizens and of how those governments
work.
B. Subject to the provisions of subsection C of this section,
in order to graduate from a public high school accredited by the
State Board of Education with a sta ndard diploma, students shall
complete the following college preparatory/work ready curriculum
units or sets of competencies at the secondary level:
1. Four units or sets of competencies of English to include
Grammar, Composition, Literature, or any Engli sh course approved for
college admission requirements;
2. Three units or sets of competencies of mathematics, limited
to Algebra I, Algebra II, Geometry, Trigonometry, Math Analysis,
Calculus, Advanced Placement Statistics, or any mathematics course
with content and/or rigor above Algebra I and approved for college
admission requirements;
3. Three units or sets of competencies of laboratory science
approved for college admission requirements, including one unit or
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set of competencies of life science, meet ing the standards for
Biology I; one unit or set of competencies of physical science,
meeting the standards for Physical Science, Chemistry or Physics;
and one unit or set of competencies from the domains of physical
science, life science or earth and spac e science such that the
content and rigor is above Biology I or Physical Science;
4. Three units or sets of competencies of history and
citizenship skills, including one unit of American History, 1/2 one-
half unit of Oklahoma History, 1/2 one-half unit of United States
Government and one unit from the subjects of History, Government,
Geography, Economics, Civics, or non -Western culture and approved
for college admission requirements;
5. Two units or sets of competencies of the same foreign or
non-English language or two units of computer technology approved
for college admission requirements, whether taught at a high school
or a technology center school, including computer programming,
hardware, and business computer applications, such as word
processing, databases, spreadsheets, and graphics, excluding
keyboarding or typing courses;
6. One additional unit or set of competencies selected from
paragraphs 1 through 5 of this subsection or career and technology
education courses, concurrently enrolled courses , Advanced Placement
courses or International Baccalaureate courses approved for college
admission requirements; and
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7. One unit or set of competencies of fine arts, such as music,
art, or drama, or one unit or set of competencies of speech.
C. In lieu of the requirements of subsection B of this section
which requires a college preparatory/work ready curriculum, a
student may enroll in the core curriculum as provided in subsection
D of this section upon written approval of the parent or legal
guardian of the student. For students under the age of eighteen
(18) school districts shall require a parent or legal guardian of
the student to meet with a designee of the school prior to
enrollment in the core curriculum. The State Department of
Education shall develop and distribute to school districts a form
suitable for this purpose, which shall include information on the
benefits to students of completing the college preparatory/work
ready curriculum as provided for in subsection B of this section.
D. For those students subject to the requirements of subsection
C of this section, in order to graduate from a public high school
accredited by the State Board of Education with a standard diploma,
students shall complete the following core curr iculum units or sets
of competencies at the secondary level:
1. Language Arts – 4 Four units or sets of competencies, to
consist of 1 one unit or set of competencies of grammar and
composition, and 3 three units or sets of competencies which may
include, but are not limited to, the following courses:
a. American Literature,
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b. English Literature,
c. World Literature,
d. Advanced English Courses, or
e. other English courses with content and/or rigor equal
to or above grammar and composition;
2. Mathematics – 3 Three units or sets of competencies, to
consist of 1 one unit or set of competencies of Algebra I or Algebra
I taught in a contextual methodology, and 2 two units or sets of
competencies which may include, but are not limited to, the
following courses:
a. Algebra II,
b. Geometry or Geometry taught in a contextual
methodology,
c. Trigonometry,
d. Math Analysis or Precalculus,
e. Calculus,
f. Statistics and/or Probability,
g. Computer Science or acceptance and successful
completion of one (1) year of a f ull-time, three-hour
career and technology program leading to an industry
credential/certificate or college credit. The State
Board of Career and Technology Education shall
promulgate rules to define the provisions of this act
related to the accepted indu stry-valued credentials
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which are industry-endorsed or industry -aligned. The
list of accepted industry -valued credentials shall be
reviewed annually and updated at least every three (3)
years by the Board,
h. (1) contextual mathematics courses which enhan ce
technology preparation, or
(2) a science, technology, engineering and math
(STEM) block course meeting the requirements for
course competencies listed in paragraph 2 of
subsection B of this section, whether taught at
a:
(a) comprehensive high school, or
(b) technology center school when taken in the
tenth, eleventh or twelfth grade, taught by
a certified teacher, and approved by the
State Board of Education and the independent
district board of education,
i. mathematics courses taught at a technology cen ter
school by a teacher certified in the secondary subject
area when taken in the tenth, eleventh or twelfth
grade upon approval of the State Board of Education
and the independent district board of education, or
j. any other mathematics course with conten t and/or rigor
equal to or above Algebra I;
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3. Science – 3 Three units or sets of competencies, to consist
of 1 one unit or set of competencies of Biology I or Biology I
taught in a contextual methodology, and 2 two units or sets of
competencies in the ar eas of life, physical, or earth science or
technology which may include, but are not limited to, the following
courses:
a. Chemistry I,
b. Physics,
c. Biology II,
d. Chemistry II,
e. Physical Science,
f. Earth Science,
g. Botany,
h. Zoology,
i. Physiology,
j. Astronomy,
k. Applied Biology/Chemistry,
l. Applied Physics,
m. Principles of Technology,
n. qualified agricultural education courses,
o. (1) contextual science courses which enhance
technology preparation, or
(2) a science, technology, engineering and math
(STEM) block course meeting the requirements for
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course competencies listed in paragraph 3 of
subsection B of this section, whether taught at
a:
(a) comprehensive high school, or
(b) technology center school when taken in the
tenth, eleventh or twelf th grade, taught by
a certified teacher, and approved by the
State Board of Education and the independent
district board of education,
p. science courses taught at a technology center school
by a teacher certified in the secondary subject area
when taken in the tenth, eleventh or twelfth grade
upon approval of the State Board of Education and the
independent district board of education, or
q. other science courses with content and/or rigor equal
to or above Biology I;
4. Social Studies – 3 Three units or sets of competencies, to
consist of 1 one unit or set of competencies of United States
History, 1/2 one-half to 1 one unit or set of competencies of United
States Government, 1/2 one-half unit or set of competencies of
Oklahoma History, and 1/2 one-half to 1 one unit or set of
competencies which may include, but are not limited to, the
following courses:
a. World History,
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b. Geography,
c. Economics,
d. Anthropology, or
e. other social studies courses with content and/or rigor
equal to or above United States History, United States
Government, and Oklahoma History;
5. Arts – 1 One unit or set of competencies which may include,
but is not limited to, courses in Visual Arts and General Music; and
6. Computer Education or World Language - 1 One unit or set of
competencies of computer technology, whether taught at a high school
or a technology center school, including computer programming,
hardware and business computer applications, such as word
processing, databases, spreadsheets and graphics, excluding
keyboarding or typing courses, or 1 one unit or set of competencies
of foreign or non-English language.
E. 1. In addition to the curriculum requirements of either
subsection B or D of this section, in order to graduate from a
public high school accredited by the State Board of Education
students shall complete the requirements for a personal financial
literacy passport as set forth in the Passport to Financial Literacy
Act and any additional course requirements or recommended elective
courses as may be establishe d by the State Board of Education and
the district school board. School districts shall strongly
encourage students to complete two units or sets of competencies of
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foreign languages and two units or sets of competencies of physical
and health education.
2. No student shall receive credit for high school graduation
more than once for completion of the same unit or set of
competencies to satisfy the curriculum requirements of this section.
3. A school district shall not be required to offer every
course listed in subsections B and D of this section, but shall
offer sufficient courses to allow a student to meet the graduation
requirements during the secondary grade years of the student.
F. For purposes of this section:
1. "Contextual methodology" means ac ademic content and skills
taught by utilizing real -world problems and projects in a way that
helps students understand the application of that knowledge;
2. "Qualified agricultural education courses" means courses
that have been determined by the State Bo ard of Education to offer
the sets of competencies for one or more science content areas and
which correspond to academic science courses. Qualified
agricultural education courses shall include, but are not limited
to, Horticulture, Plant and Soil Science , Natural Resources and
Environmental Science, and Animal Science. The courses shall be
taught by teachers certified in agricultural education and comply
with all rules of the Oklahoma Department of Career and Technology
Education;
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3. "Rigor" means a lev el of difficulty that is thorough,
exhaustive and accurate and is appropriate for the grade level;
4. "Sets of competencies" means instruction in those skills and
competencies that are specified in the subject matter standards
adopted by the State Board o f Education and other skills and
competencies adopted by the Board, without regard to specified
instructional time; and
5. "Unit" means a Carnegie Unit as defined by the North Central
Association's Commission on Schools.
G. 1. The State Board of Educati on shall adopt a plan to
ensure that rigor is maintained in the content, teaching
methodology, level of expectations for student achievement, and
application of learning in all the courses taught to meet the
graduation requirements as specified in this sec tion.
2. The State Board of Education shall allow as much flexibility
at the district level as is possible without diminishing the rigor
or undermining the intent of providing these courses. To accomplish
this purpose, the State Department of Education s hall work with
school districts in reviewing and approving courses taught by
districts that are not specifically listed in subsections B and D of
this section. Options may include, but shall not be limited to,
courses taken by concurrent enrollment, advan ced placement, or
correspondence, or courses bearing different titles.
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3. The State Board of Education shall approve an advanced
placement computer science course to meet the requirements of course
competencies listed in paragraph 2 of subsection B of thi s section
if the course is taken in a student's senior year and the student is
concurrently enrolled in or has successfully completed Algebra II.
4. Technology center school districts may offer programs
designed in cooperation with institutions of higher education which
have an emphasis on a focused field of career study upon approval of
the State Board of Education and the independent district board of
education. Students in the tenth grade may be allowed to attend
these programs for up to one -half (1/2) of a school day and credit
for the units or sets of competencies required in paragraphs 2, 3
and 6 of subsection B or D of this section shall be given if the
courses are taught by a teacher certified in the secondary subject
area; provided, credit for uni ts or sets of competencies pursuant to
subsection B of this section shall be approved for college admission
requirements.
5. If a student enrolls in a concurrent course, the school
district shall not be responsible for any costs incurred for that
course, unless the school district does not offer enough course
selection during the student's secondary grade years to allow the
student to receive the courses needed to meet the graduation
requirements of this section. If the school district does not offer
the necessary course selection during the student's secondary grade
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years, it shall be responsible for the cost of resident tuition at
an institution in The Oklahoma State System of Higher Education,
fees, and books for the concurrent enrollment course, and pr oviding
for transportation to and from the institution to the school site.
It is the intent of the Legislature that for students enrolled
in a concurrent enrollment course which is paid for by the school
district pursuant to this paragraph, the institution charge only the
supplementary and special service fees that are directly related to
the concurrent enrollment course and enrollment procedures for that
student. It is further the intent of the Legislature that fees for
student activities and student serv ice facilities, including the
student health care and cultural and recreational service fees, not
be charged to such students.
6. Credit for the units or sets of competencies required in
subsection B or D of this section shall be given when such units or
sets of competencies are taken prior to ninth grade if the teachers
are certified or authorized to teach the subjects for high school
credit and the required rigor is maintained.
7. The three units or sets of competencies in mathematics
required in subsection B or D of this section shall be completed in
the ninth through twelfth grades. If a student completes any
required courses or sets of competencies in mathematics prior to
ninth grade, the student may take any other mathematics courses or
sets of competencies to fulfill the requirement to complete three
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units or sets of competencies in grades nine through twelve after
the student has satisfied the requirements of subsection B or D of
this section.
8. All units or sets of competencies required for grad uation
may be taken in any sequence recommended by the school district.
H. As a condition of receiving accreditation from the State
Board of Education, all students in grades nine through twelve shall
enroll in a minimum of six periods, or the equivalent in block
scheduling or other scheduling structure that allows for instruction
in sets of competencies, of rigorous academic and/or rigorous
vocational courses each day, which may include arts, vocal and
instrumental music, speech classes, and physical educ ation classes.
I. 1. Academic and vocational -technical courses designed to
offer sets of competencies integrated or embedded within the course
courses that provide for the teaching and learning of the
appropriate skills and knowledge in the subject matte r standards, as
adopted by the State Board of Education, may , upon approval of the
Board, in consultation with the Oklahoma Department of Career and
Technology Education if the courses are offered at a technology
center school district, be counted for acad emic credit and toward
meeting the graduation requirements of this section.
2. Internet-based courses offered by a technology center school
that are taught by a certified teacher and provide for the teaching
and learning of the appropriate skills and know ledge in the subject
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matter standards may, upon approval of the State Board of Education
and the independent district board of education, be counted for
academic credit and toward meeting the graduation requirements of
this section.
3. Internet-based courses or vocational-technical courses
utilizing integrated or embedded skills for which no subject matter
standards have been adopted by the State Board of Education may be
approved by the Board, in consultation with the Oklahoma Department
of Career and Technology Education if the courses are offered at a
technology center school district, if such courses incorporate
standards of nationally recognized professional organizations and
are taught by certified teachers.
4. Courses offered by a supplemental educa tion organization
that is accredited by a national accrediting body and that are
taught by a certified teacher and provide for the teaching and
learning of the appropriate skills and knowledge in the subject
matter standards may, upon approval of the State Board of Education
and the school district board of education, be counted for academic
credit and toward meeting the graduation requirements of this
section.
J. The State Board of Education shall provide an option for
high school graduation based upon at tainment of the desired levels
of competencies as required in tests pursuant to the provisions of
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Section 1210.508 of this title. Such option shall be in lieu of the
amount of course credits earned.
K. The State Board of Education shall prescribe, adopt and
approve a promotion system based on the attainment by students of
specified levels of competencies in each area of the core
curriculum.
L. Children who have individualized education programs pursuant
to the Individuals with Disabilities Education Act (IDEA), and who
satisfy the graduation requirements through the individualized
education program for that student shall be awarded a standard
diploma.
M. Students who enter the ninth grade in or prior to the 2007 -
08 school year who are enrolled in an alte rnative education program
and meet the requirements of their plans leading to high school
graduation developed pursuant to Section 1210.568 of this title
shall be awarded a standard diploma.
N. Any student who completes the curriculum requirements of the
International Baccalaureate Diploma Program shall be awarded a
standard diploma.
O. Any student who successfully completes an advanced
mathematics or science course offered pursuant to Section 1210.404
of this title shall be granted academic credit toward meeting the
graduation requirements pursuant to paragraph 2 or 3, as
appropriate, of subsection B or D of this section.
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P. For purposes of this section, the courses approved for
college admission requirements shall be courses which are approved
by the Oklahoma State Regents for Higher Education for admission to
an institution within The Oklahoma State System of Higher Education.
Q. Students who have been denied a standard diploma by the
school district in which the student is or was enrolled for failing
to meet the requirements of this section may re -enroll in the school
district that denied the student a standard diploma following the
denial of a standard diploma. The student shall be provided
remediation or intervention and the opportunity to complete the
curriculum units or sets of competencies required by this section to
obtain a standard diploma. Students who re -enroll in the school
district to meet the graduation requirements of this section shall
be exempt from the hourly instructional requirement s of Section 1-
111 of this title and the six -period enrollment requirements of this
section.
R. The State Department of Education shall collect and report
data by school site and district on the number of students who
enroll in the core curriculum as prov ided in subsection D of this
section.
SECTION 2. AMENDATORY 70 O.S. 2011, Section 1210.508, as
last amended by Section 1, Chapter 479, O.S.L. 2019 (70 O.S. Supp.
2020, Section 1210.508), is amended to read as follows:
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Section 1210.508 A. 1. By no later than December 31, 2016,
the State Board of Education shall adopt a statewide system of
student assessments in compliance with the Elementary and Secondary
Education Act of 1965 (ESEA), as reauthorized and amended by P.L.
No. 114-95, also known as the Every Student Succeeds Act (ESSA).
2. The statewide student assessment system adopted by the Board
pursuant to this subsection shall be aligned with the Oklahoma
Academic Standards as adopted by the Board and which prepare
students for college and careers.
B. 1. The Board shall issue a request for proposals for the
selection of assessments to be administered to students in grades
three through twelve as a part of the statewide student assessment
system adopted by the Board pursuant t o this section.
2. The Board shall adopt assessments from the selected
proposals that were submitted pursuant to paragraph 1 of this
subsection. The adopted assessments shall be administered by the
Board for a period that is in coordination with the six -year subject
area textbook adoption cycle unless the vendor does not fulfill the
terms of the contract or fails to comply with or violates the terms
of the contract. The Board shall administer the assessments
beginning with the 2017 -2018 school year.
C. The statewide student assessment system adopted by the Board
pursuant to this section shall include assessments that:
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1. Are aligned with the Oklahoma subject matter standards as
adopted by the Board;
2. Provide a measure of comparability among other sta tes;
3. Yield both norm-referenced scores and criterion -referenced
scores;
4. Have a track record of statistical reliability and accuracy;
and
5. For assessments administered in high school, provide a
measure of future academic performance.
D. For the 2016-2017 school year, the Board shall administer
assessments in:
1. English Language Arts or Reading and Mathematics in grades
three through eight and at least once in high school, during the
grade span of nine through twelve;
2. Science not less than o nce during each grade span of three
through five, six through nine and ten through twelve; and
3. United States History not less than once during the grade
span of nine through twelve.
E. 1. Beginning with the 2017 -2018 school year, the statewide
student assessment system shall include assessments in:
a. English Language Arts and Mathematics in grades three
through eight and at least once in high school, during
the grade span of nine through twelve,
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b. Science not less than once during each grade span of
three through five, six through nine and ten through
twelve, and
c. United States History, with an emphasis on civics, not
less than once during the grade span of nine through
twelve. Beginning with the 2022 -2023 school year, the
United States History as sessment shall include the
United States naturalization test. Students shall not
be eligible to graduate from a public high school with
a standard diploma until they pass the United States
naturalization test.
2. Beginning with the 2017 -2018 school year, the statewide
student assessment system may include:
a. assessments in Reading and Writing in certain grades
as determined by the Board, and
b. contingent upon the availability of funds, an
additional nationally recognized college - and career-
readiness assessment or assessments as recommended by
the State Department of Education which will be
administered to students in high school at no cost to
the student.
F. 1. Beginning with students entering the ninth grade in the
2017-2018 school year, each student shall take the assessment or
assessments included in the statewide student assessment system
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adopted by the Board pursuant to subsection A of this section in
order to graduate from a public high school with a standard diploma.
All students shall take the assessment or assessments prior to
graduation, unless otherwise exempt by law.
2. Beginning with students entering the ninth grade in the
2017-2018 school year, each student, in addition to taking the
assessment or assessments included in the statewide s tudent
assessment system adopted by the Board pursuant to subsection A of
this section, shall meet any other high school graduation
requirements adopted by the Board pursuant to Section 5 of Enrolled
House Bill No. 3218 of the 2nd Session of the 55th Oklah oma
Legislature in order to graduate from a public high school with a
standard diploma.
3. For students who start the ninth grade prior to or during
the 2016-2017 school year, school districts shall adopt a plan that
establishes the assessment or assessme nts those students are
required to take in order to graduate from a public high school with
a standard diploma. The plan may also include any or all of the
other high school graduation requirements adopted by the Board
pursuant to Section 5 of Enrolled Ho use Bill No. 3218 of the 2nd
Session of the 55th Oklahoma Legislature that those students will be
required to meet in order to graduate from a public high school with
a standard diploma.
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4. The Board shall promulgate rules to ensure that students who
transfer into an Oklahoma school district from out -of-state after
the junior year of high school shall not be denied the opportunity
to be awarded a standard diploma due to differing testing
requirements.
G. In order to provide an indication of the levels of
competency attained by the student in a permanent record for
potential future employers and institutions of higher education,
school districts shall report on the high school transcript of the
student the highest-achieved score on the assessment or assessm ents
included in the statewide student assessment system adopted by the
Board pursuant to subsection A of this section and any business - and
industry-recognized endorsements attained.
H. Students who do not perform at a proficiency level on
assessments shall be remediated as established in the assessment
requirements adopted by the Board pursuant to Section 5 of Enrolled
House Bill No. 3218 of the 2nd Session of the 55th Oklahoma
Legislature, subject to the availability of funding.
I. 1. All assessments required by this section shall measure
academic competencies in correlation with the subject matter
standards adopted by the Board pursuant to Sections 11 -103.6 and 11-
103.6a of this title and referred to as the Oklahoma Academic
Standards. The State Boar d of Education shall evaluate the subject
matter standards to ensure the competencies reflect high standards,
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are specific, well-defined, measurable, challenging, and will
prepare elementary students for next -grade-level course work and
secondary students for postsecondary studies at institutions of
higher education or technology center schools without the need for
remediation. All subject matter standards shall reflect the goals
as set forth in Section 11 -103.6 of this title and of improving the
state average ACT score.
2. The State Department of Education shall annually evaluate
the results of the assessments. The State Board of Education shall
ensure that preliminary results for all statewide assessments are
reported to districts no later than June 20 of each year and are
presented in a manner that yields detailed , diagnostic information
for the purpose of guiding instruction and student remediation. As
improvements are made to the assessments required by this section,
the Board shall seek to increase the depth of knowledge assessed for
each subject. The State Board of Education shall seek to ensure
that data yielded from the assessments required in this section are
utilized at the school district level to inform instruction,
professional development, school improvement and remediation for
students.
3. The Commission for Educational Quality and Accountability
shall determine the cut scores for the performance levels on all
statewide assessments. The Commission shall conduct an ongoing
review to compare the statewide assessment content and performance
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descriptors with those of other states. Upon receipt of the review,
the Commission may adjust the cut scores as necessary.
4. The State Board of Education, for the purposes of conducting
reliability and validity studies, monitoring contractor adherence to
professionally accepted testing standards, and providing
recommendations for testing program improvement, shall retain the
services of an established, independent agency or organization that
is nationally recognized for its technical expertise in educational
testing but is not engaged in the development of aptitude or
achievement tests for elementary or secondary level grades. These
national assessment experts shall annually conduct studies of the
reliability and validity of the statewide assessments administered
pursuant to this section. Validity studies shall include studies of
decision validity and concurrent validity.
J. 1. The State Board of Education shall promulgate rules
setting the assessment window dates for each statewide assessment so
that the assessments are administered according to recommended
testing protocols, and so that the assessment results are reported
back to school districts in a timely manner. The vendor shall
provide a final electronic data file of all school site, school
district, and state results to the State Department of Education and
the Office of Educational Quality and Accountability prior to August
20 of each year. The Department shall forward the final data files
for each school district and each school site in that district to
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the school district. The Board shall ensure the contract with the
vendor includes a provision that the vendor report assessment
results directly to the Office of Educational Quality and
Accountability at the same time it is reported to the Board
Department.
2. State, district, and site level results of all assessments
required in this section shall be disaggregated by gender, race,
ethnicity, disability status, migrant status, English proficie ncy,
and status as economically disadvantaged, except that such
disaggregation shall not be required in a case in which the number
of students in a category is insufficient to yield statistically
reliable information or the results would reveal personally
identifiable information about an individual student. Each school
site shall notify the student's parents of the school's performance
levels in the Oklahoma School Testing Program as reported in the
Oklahoma Educational Indicators Program at the end of ea ch school
year.
K. The State Board of Education shall be responsible for the
field-testing and validation of the statewide assessment system
required in subsection A of this section.
L. The State Board of Education shall develop, administer, and
incorporate as a part of the Oklahoma School Testing Program, other
assessment programs or procedures, including appropriate
accommodations for the assessment of students with disabilities as
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required by the Individuals with Disabilities Education Act (IDEA),
20 U.S.C., Section 1400 et seq.
M. For purposes of developing and administering alternate
assessments for students with the most significant cognitive
disabilities, the State Board of Education shall not be subject to
subsections D and E of Section 11 -103.6a of this title.
SECTION 3. This act shall become effective November 1, 2021.
58-1-7545 EK 02/16/21