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ENGROSSED HOUSE
BILL NO. 4409 By: Lowe (Dick) and Kendrix of
the House
and
Taylor of the Senate
[ schools - subject matter standards - modifying
graduation requirement to complete a personal
financial literacy course - effective date –
emergency ]
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. AMENDATORY 70 O.S. 2021, Section 1 1-103.6, is
amended to read as follows:
Section 11-103.6 A. 1. The State Board of Education shal l
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, m athematics, science, social stud ies,
communication and health and physical education.
2. School districts shall develop and implement curriculum,
courses and instruction in order to ensur e that students meet the
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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, com puting and critical thi nking. 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 shall learn about cultures and environments -
their own and those of others wi th whom they share t he earth. All
students shall receive the instruction needed to lead healthy and
physically active lifestyles. Students, therefore, shall study
social studies, literature, la nguages, the arts, health, mathematics
and science. Such cur ricula 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 designed to teach the
competencies for which students shall be tested as provided in
Section 1210.508 of thi s title and shall be designed to prepare all
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 matte r standards shall be designed with rigor as
defined in paragraph 3 of subsection F of this section.
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6. The subject matter standards for English Language Arts shall
give Classic Literature and no nfiction literature equal
consideration to other literature. In addition, emphasi s 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 the standard algorithms in mathematics,
which is the most logical, efficient way of solving a problem tha t
consistently works, and for students to attain fluency in Euclidian
geometry.
8. The subject matter standards for history, social studies and
United States Government shal l include the content of the United
States naturalization tes t, with an emphasis o n the specific content
of the test and the ideas and concepts it references. The United
States naturalization test shall be made available in physical and
electronic online formats as an optional assessment tool for
teachers.
9. The subject matter standa rds for United States Government
shall include an emphasis on civics. 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.
10. The subject matter sta ndards for health and physical
education shall include but not be limited to the domains of
physical, emotional, social and intellectual health. Health
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literacy shall includ e the ability to obtain, process and u nderstand
basic health information and servi ces needed to make appropriate
health decisions. Health shall also include the importance of
proper nutrition and exercise, mental health and wellness, substance
abuse, coping skills for understanding and managi ng trauma,
establishing and maintaining posi tive relationships and responsible
decision making. Physical literacy shall include the ability to
move with competence and confidence in a wide variety of physical
activities in multiple environments that benef it the healthy
development of the whole pers on.
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 standard d iploma, students shall
complete the following college prepara tory/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 English cour se approved for
college admission requ irements;
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 appr oved for college
admission requirements;
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3. Three units or sets of competencies of laboratory science
approved for college admission requirements including one unit or
set of competencies of life science meeting 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 space scien ce such that the
content and rigor is above Biology I or Phys ical Science;
4. Three units or sets of competencies of history and
citizenship skills including one unit of American History, 1/2 unit
of Oklahoma History, 1/2 unit of United States Government and one
unit from the subjects of His tory, Government, Geogr aphy, Economics,
Civics, or non-Western culture and approved for college admission
requirements;
5. Two units or sets of competencies of the same world or non-
English language or two uni ts of computer technology approved for
college admission requ irements, whether taught at a hi gh school or a
technology center school, including computer programming, hardware,
and business computer applications, such as word processing,
databases, spreadsheets, and graphics, excluding keyboard ing or
typing courses;
6. One additional unit or set o f competencies selected from
paragraphs 1 through 5 of this subsection or career and technology
education courses, concurrently enrolled cou rses, Advanced Placemen t
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courses or International Baccalaurea te courses approved for college
admission requirements; and
7. One-half unit or set of com petencies of personal financial
literacy, as set forth in the Passport to Financial Literacy Act ,
whether taught as an elective course or when taught during
instruction as provided in and subject to the standards of paragraph
A of Section 11-103.6h of this title in coursework offered by the
school district or partnering career technology center by a teacher
certified in a relevant secondary subject area when taken in the
tenth, eleventh, or twel fth grade; and
8. 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 prep aratory/work ready curriculum, a
student may enroll in the core curriculum as provided in subsection
D of this section upon written approval of the pa rent or legal
guardian of the student. For students under th e 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 Depart ment of
Education shall develop and distribute to school dist ricts a form
suitable for this purpose, which shall inc lude information on the
benefits to students of completing the college preparatory/work
ready curriculum as provided for in subsection B of this section.
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D. For those students subject to the requireme nts of subsection
C of this section, in order to gradua te from a public high school
accredited by the State Board of Education with a standard diploma,
students shall complete the following core curriculum units or set s
of competencies at the secondary lev el:
1. Language Arts – 4 units or sets of competencies to consist
of 1 unit or set of competencies of grammar and composition, and 3
units or sets of competencies which may include, but are not limited
to, the following courses:
a. American Literature,
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 units or sets of competencies to consist of
1 unit or set of compe tencies of Algebra I or Algebra I taught in a
contextual methodology, and 2 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,
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e. Calculus,
f. Statistics and/or Probability,
g. Computer Science or acceptance and successful
completion of one (1) year of a full-time, three-hour
career and technology progr am leading to an industry
credential/certificate or college c redit. The State
Board of Career and Technology Education shall
promulgate rules to define the provisions of this
section related to the accepted industry-valued
credentials which are industry-endorsed or industry-
aligned. The list of accepted indust ry-valued
credentials shall be reviewed annually and updated a t
least every three (3) years by the Board,
h. (1) contextual mathematics courses which enhance
technology preparati on, or
(2) a science, technology, engineering and math
(STEM) block course mee ting the requirements for
course competencies listed in paragr aph 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
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State Board of Education and t he independent
district board of education,
i. mathematics 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
j. any other mathematics course with content and/or rigor
equal to or above Algebra I;
3. Science – 3 units or sets of competencies to consist of 1
unit or set of competencies of Biology I or Biology I tau ght in a
contextual methodology, and 2 units or sets of competencies in the
areas of life, physical, or earth scienc e or technology which may
include, but are not limited to, the following cour ses:
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,
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k. Applied Biology/Chem istry,
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
course competencies listed in paragraph 3 of
subsection B of this section, whether taught at
a:
(a) comprehensive high scho ol, 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,
p. science courses taught at a technology c enter 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 b oard of education, or
q. other science courses with content and /or rigor equal
to or above Biology I;
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4. Social Studies – 3 units or sets of competencies to consist
of 1 unit or set of competencies of United States History, 1/2 to 1
unit or set of compet encies of United States Government, 1/2 unit or
set of competencies of Oklahoma History, and 1/2 to 1 unit or set of
competencies which may include, but are not limited to, the
following courses:
a. World History,
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 unit or set of competencies which may include, but
is not limited to, courses in Visual Ar ts and General Music; and
6. One-half unit or set of competencies of personal financial
literacy, as set forth in the Passport to Financial Literacy Act,
whether taught as an elective course or when taught during
instruction as provided in and subject to the standards of
subsection A of Section 11-103.6h of this title in coursework
offered by the school district or partnering career technology
center by a teacher certified in a relevant secondary subject area
when taken in the tenth, eleventh, or twelfth grade; and
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7. Computer Education or World Langua ge - 1 unit or set of
competencies of computer technology, whether taught at a high school
or a technology center sc hool, including computer programming,
hardware and business computer applica tions, such as word
processing, databases, spreadsheets and grap hics, excluding
keyboarding or typing courses, or 1 unit or set of competencies of
world or non-English language.
E. 1. In addition to the curriculum requirements of either
subsection B or D of this sectio n, 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 competen cies of
world 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 r equirements 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
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sufficient courses to allow a student to meet the graduation
requirements during the secondary gra de years of the student.
F. For purposes of this section:
1. "Contextual methodology " means academic 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 Board 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 Scien ce, 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;
3. "Rigor" means a level 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 Boa rd of Education and other skills and
competencies adopted by the Board, without regard to specified
instructional time; and
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5. "Unit" means a Carnegie Unit as defi ned by the North Central
Association's Commission on Schools.
G. 1. The State Board of E ducation 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 th is section.
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 int ent of providing these courses. To accomplish
this purpose, the State Department of Educ ation shall 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 , advanced placement, or
correspondence, or courses bearing different titles.
3. The State Board of Educa tion shall approve an advanced
placement computer science cou rse to meet the requirements of course
competencies listed in paragraph 2 of subsection B of this section
if the course is taken in a student's senior year and the student is
concurrently enrolle d in or has successfully completed Algebra II.
4. Technology center school districts may offer programs
designed in cooperation with institutions o f higher education which
have an emphasis on a focused field of career study upon approval of
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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, and 7 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, credi t for units 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 concurre nt course, the school
district shall not be responsible for any costs incurred for tha t
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
years, it shall be responsible for the cost of resident tuition at
an institution in The Oklahom a State System of Higher Education,
fees, and books for the concurrent enrollment cour se, and providing
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 enroll ment 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
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the concurrent enrollment course and enrollment procedures for that
student. It is further the intent of the Legislature that fees for
student activities and s tudent service 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 su ch 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 ri gor 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 c ompletes any
required courses or sets of competencies in math ematics prior to
ninth grade, the student may take any other mathematics courses or
sets of competencies to fulfill the requirement to complete three
units or sets of competencies in grades nine through twelve after
the student has satisfied the requiremen ts of subsection B or D of
this section.
8. The half unit or set of competencies in personal financial
literacy required in subsection B or D of this section shall be
completed in the tenth through twel fth grades to fulfill the
requirements for graduation.
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9. All units or sets of competencies required for graduation
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 stu dents 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 e ach day, which may include arts, vocal and
instrumental music, speech classes, and physical education classes.
I. 1. Academic and vocational-technical courses designed to
offer sets of competencies integrated or embedded within the course
that provide for the teaching and learning of the appropriate skills
and knowledge in the subject matter 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 academic 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 certifi ed 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 independent district board of education, be counted for
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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 b e
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 organiza tions and
are taught by certified teachers.
4. Courses offered by a supplemental education 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 appropria te 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 attainment of the desired levels
of competencies as required in tests pursuant to the provisions of
Section 1210.508 of this title. Such option shall be in lieu of the
amount of course credits earned.
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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 individ ualized 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 alternative 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 off ered 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.
P. For purposes of this section, the courses ap proved for
college admission requirements shall be courses which are approved
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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 stand ard 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 requirements 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 provided in subsection D of this
section.
SECTION 2. AMENDATORY 70 O.S. 2021, Section 11-103.6h,
is amended to read as follows:
Section 11-103.6h A. Personal financial literacy education
shall be taught in the public schools of this state. Per sonal
financial literacy education shall include, but is not limited to,
the following areas of instruction:
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1. Understanding interest, credit card debt, and online
commerce;
2. Rights and responsibilities of renting or buying a home;
3. Savings and investing;
4. Planning for retirement including individual retirem ent
accounts (IRAs), plans established under Section 401(k) of the
Internal Revenue Code of 1986, as amen ded, and other avenues for
saving and investing for retirement;
5. Bankruptcy;
6. Banking and financial services;
7. Managing a bank account including online banking features;
8. Understanding credit scores , credit reports, and what
affects an individual's credit score;
9. Understanding the Free Application for Fede ral Student Aid
(FAFSA), loans and borrowing m oney, including predatory lending and
payday loans;
9. 10. Understanding insurance;
10. 11. Identity fraud and theft;
11. 12. Charitable giving;
12. 13. Understanding the financial impact and consequences o f
gambling;
13. 14. Earning an income; and
14. 15. Understanding state and federal income taxes.
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B. In Beginning with students entering the ninth grade in t he
2022-2023 school year, in order to graduate from a public high
school accredited by the State Board of Education with a standard
diploma, students shall fulfill the requirements for a
satisfactorily complete a personal financial literacy passport
course or coursework containing the areas of instruction for
personal financial literacy as provided in subsection A of this
section during the tenth, eleventh, or twelfth grade. The
requirements for a personal financial literacy passport shall be
satisfactory completion in all areas of instruction in personal
financial literacy as listed in subsection A of this section during
grades seven through twelve or demonstration of sat isfactory
knowledge as provided for in subsection E of this section.
C. School districts shall provide instruction in personal
financial literacy to students during grades seven through twelve.
School districts shall have the option of determining when e ach area
of instruction listed in subsection A of this section shall be
presented to students.
D. Personal financial literacy instruction shall be integrated
into one or more existing courses of study or provided in a separate
1/2 unit personal financial literacy course. School districts shall
have the option of determining into which course or courses each
area of instruction listed in subsection A of this section shall be
integrated may integrate or embed personal financial literacy
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instruction within one or more courses offered by the district to be
counted toward meeting the graduation requirements of this sec tion.
Courses offered at a technology center through an agreement between
the local school district and the Oklahoma Department of Career and
Technology Education which integrate or embed personal financial
literacy may upon the approval of the Board, be counted toward
meeting the graduatio n requirements of this section. School
districts shall have the op tion of determining if a separate, 1/2
unit personal financial literacy course be offered as an elective ,
in addition to any courses offered by the local district or a
partnering career technology center which integrate or embed the
required personal financial literacy instruction.
E. D. Students with the most significant cognitive disabiliti es
(MSCD) who have an Individualized Education Progr am (IEP) that
directs that the student is to be assessed with alternate
achievements standards through the Oklahoma Alternative Assessment
Program may demonstrate satisfactory knowledge in each area of
instruction listed in subsection A of this section upo n a
determination, supported by docume ntation, by the school district
that the student has met the following criteria:
1. Receives substantive and subs tantial instruction in life-
skills curriculum; and
2. Demonstrates the acquired knowledge of the studen t with MSCD
by alternate measures as r equired by the IEP.
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F. E. The State Board of Education shall identify and adopt
curriculum standards for personal financial literacy instruction
that reflect the are as of instruction listed in subsection A of this
section. The standards shall be incorpor ated into the state
academic content standards adopted by the Board pursuant to Section
11-103.6 of this title.
G. F. The State Department of Education shall:
1. Develop guidelines and material designed to enable sch ools
to infuse personal financial lite racy within any course of study
currently offered by the school district or offer personal financial
literacy as a separate course and shall develop guidelines and
material designed to enable schools flexibility to integrate
personal financial literacy within coursework as determined by the
local district. The guidelines shall outline the areas of
instruction to be taught ba sed on the curriculum standards adopted
by the Board;
2. Develop professional development programs that are designed
to help teachers provide instruction in personal financial literacy
and incorporate the curriculum int o an existing course or courses or
develop curriculum for. Development programs should be designed to
help teachers provide instruction through a separate personal
financial literacy course. Professional development should
additionally be designed for teachers embedding personal fina ncial
literacy within their existing subject matter. Development of a
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bridge program designed for teachers seeking to transition from
embedded instruction to a separate personal financial literacy
course should be developed;
3. Provide and identify resources, including online curricula,
for integrating the teaching of personal financial literacy into an
existing course or courses of study or for to assist schools in
developing a separate personal financ ial literacy course. Any
online curricula provided or identified by the Department shall
include an assessment component for e ach area of instruction listed
in subsection A of this section and shall provide resources to
assist schools seeking to offer a separate person al financial
literacy course. The Department shall p rovide support to schools
seeking to determine the most appropriate coursework when embedded
instruction is necessary;
4. Provide and identify resources, including online curricula,
and materials designed to enable students identified as English
language learners to understan d and use the personal f inancial
literacy information presented and shall provide and identify
resources designed to enable students with specific learning
disabilities or individ ual educational needs to understand and use
the personal financial literacy information presented ; and
5. Utilize funds deposited into the Personal Financial Literacy
Education Revolving Fund created in Section 3 of this act 11-103.6h-
1 of this title for the purpose of and to fund the Passport to
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Financial Literacy Act. Such funds may be used for developing and
providing guidelines, materials , and resources for personal
financial literacy for students and teachers including, but not
limited to, online curricula, training and professional developmen t
for teachers in the area of personal financial literacy as required
in this subsection. The Department may u se such funds to contract
or work in conjunction with a third-party, Oklahoma-based not-for-
profit organization one or more Oklahoma-based, not-for-profit
organizations that has have proven expertise in the dev elopment of
standards and curricula as well as delivery of teacher professional
development in personal financial literacy. The Department may
further use a third-party organization to deliver profession al
development for teachers in the area of personal financial literacy
work with these organizations for the purposes of developing
personal financial literacy standards , curricula, and guidelines;
providing materials, and resources; and development of professional
teacher learning programs.
H. The Department may work with one or more not-for-profit
organizations that have proven expertise in the development of
standards and curriculum and delivery of teacher professional
development in personal financial literacy for the purpose of
developing and providing guidelines, materials, resources, including
online curricula, and professional development.
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I. G. 1. For students who transfer into an Oklahoma school
district from out of state after the seventh tenth grade, school
districts shall assess the knowledge of the student in each of the
areas of instruction listed in subsection A of this section. If the
school district determines that the transferred student has
successfully completed instruction in any or all of the areas of
personal financial literacy inst ruction at a previous sch ool in
which the student was enrolled or if the student demonstrates
satisfactory knowledge of any or all of the areas of personal
financial literacy instruction through an assess ment, the school
district may exempt the student fro m completing instruction in that
area of personal financial literary instruction literacy. School
districts may use the assessment contained in the online curricula
provided or identified by the State De partment of Education pursuant
to subsection G of th is section to determine t he personal financial
literacy knowledge level of the student. School districts may also
use the online curricula to present an area of instruction to
transferred students who ha ve not completed or who did not
demonstrate satisfac tory knowledge in one or more of the areas of
personal financial literacy instruction developed and provided by
the State Department of Edu cation or the Department of Career and
Technology Education as approved by the Board. Local districts may
develop personal financial literacy assessments for transfer
students under this subsection.
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2. For students who transfer into an Oklahoma school district
from out of state during or after the their junior year of high
school, school districts may make an exception to the requirements
for a personal financial literacy passport pursuant to the
provisions of Section 11-103.6 of this title. School districts
should still encourage completion of instruction in personal
financial literacy.
J. H. The State Textbook Commi ttee created in Section 16 -101 of
this title may, when selecting textbooks for mathe matics, economics,
or similar courses, select those textbooks which contain substantive
provisions on personal finance.
K. In order to deliver high -quality consistent pers onal
financial literacy instruct ion, school I. School districts shall to
the extent possible may assign the responsibility for teaching
personal financial literacy to the same teacher or teachers on a
continuing basis with secondary education certifications closely
related to agricultural education, business and information
technology, economics, family and consume r sciences, history and
social studies, marketing, or mathemati cs. Upon request of a local
district, the State Department of Ed ucation may review a teacher's
certification to determine qualifications under this subsection.
School districts determining it is best for their students may
assign the responsibility fo r teaching personal fina ncial literacy
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to one teacher or group of teachers with appropriate qualifications
on a continuing basis .
L. J. Beginning with the 2020-2021 school year, all teachers
who are assigned the responsibility for teaching personal financial
literacy shall complet e ongoing professional development training in
the areas of personal financial literacy instruction in accordance
with guidelines established by the State Department of Education.
SECTION 3. AMENDATORY 70 O.S. 2021, Section 11 -103.6h-1,
is amended to read as follows:
Section 11-103.6h-1 There is hereby created in the State
Treasury a revolving fund for the State Department of Education to
be designated the "Personal Financial Literacy Education Revolving
Fund". The fund shall be a cont inuing fund, not subject to fiscal
year limitations, and shall consist of all monies directed to be
deposited in the fund pursuant to Section 30 of this act Section 3-
211 of Title 14A of the Oklahoma Statutes and any other monies
received by the Department for such purpose from any other public or
private source. All monies accruing to the credit of the fund are
hereby appropriated and ma y be budgeted and expended by the
Department for the purposes set fo rth in Section 11-103.6h of Title
70 of the Oklahoma Statutes this title. Expenditures from th e fund
shall be made upon warrants issued by the State Treasurer against
claims filed as pres cribed by law with the Director of the Office of
Management and Enterprise Services for approval and payment.
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SECTION 4. This act shall become effectiv e July 1, 2022.
SECTION 5. It being immediately necessary for the prese rvation
of the public peace, health or safety, an emergency is hereb y
declared to exist, by reason whereof thi s act shall take effect and
be in full force from and afte r its passage and approval.
Passed the House of Representat ives the 21st day of March, 2022.
Presiding Officer of the House
of Representatives
Passed the Senate the ___ day of __________, 2022.
Presiding Officer of the Senate