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ENGROSSED SENATE AMENDMENTS
TO
ENGROSSED HOUSE
BILL NO. 2158 By: Lowe (Dick) and Dollens of
the House
and
Stanley of the Senate
An Act relating to schools; amending 70 O.S. 2021,
Section 11-103.6, as amended by Section 51, Chapter
228, O.S.L. 2022 (70 O.S. Supp. 2022, Section 11 -
103.6), which relates to subject matter standards;
modifying graduation requirement to complete a
personal financial literacy course; *** updating
statutory references; providing an effective date;
and declaring an emerg ency.
AMENDMENT NO. 1. Page 22, line 11, insert after the word “home”,
the word “including:” and the following:
“a. down payments, mortgage payments, and variable and
fixed interest rates,
b. various types of mortgage loans, and
c. escrow”
AMENDMENT NO. 2. Page 23, line 9, delete the years “2023-2024” and
insert the years ”2025-2026”
AMENDMENT NO. 3. Page 31, line 5, delete the year “2023” and insert
the year “2025”
AMENDMENT NO. 4. Page 31, line 6, delete Section 5
and amend the title to conform
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Passed the Senate the 23rd day of April, 2024.
Presiding Officer of the Senate
Passed the House of Representatives the ____ day of __________,
2024.
Presiding Officer of the House
of Representatives
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ENGROSSED HOUSE
BILL NO. 2158 By: Lowe (Dick) and Dollens of
the House
and
Stanley of the Senate
An Act relating to schools; amending 70 O.S. 2021,
Section 11-103.6, as amended by Section 51, Chapter
228, O.S.L. 2022 (70 O.S. Sup p. 2022, Section 11-
103.6), which relates to subject matte r standards;
modifying graduation requirement to complete a
personal financial literacy course; specifying grade-
level eligibility to fulfill requirement; amending 70
O.S. 2021, Section 11 -103.6h, which relates to
personal financial literacy education; mod ifying
areas of instruction ; requiring certain students to
complete certain financial literacy course to
graduate; mandating instruction to be provided in
separate semester course; allowing districts to
integrate instruction in certain grades with other
courses; deleting provision for identification of
online curricula; providing resources to ass ist
schools; identifying resources for certain students;
updating statutory citation; modifying how Department
may use certain funds; modifying requirements for
students who transfer in -state after certain grade
level; removing authorization to use certain online
assessment in certain circumstances; permitting
districts to develop certain asses sment; allowing
teachers with certain certifications to teach
personal financial literacy; amending 70 O.S. 2021,
Section 11-103.6h-1, which relates to the Personal
Financial Literacy E ducation Revolving Fund; updating
statutory references; providing an effective date;
and declaring an emergency.
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
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SECTION 1. AMENDATORY 70 O.S. 2021, Section 11 -103.6, as
amended by Section 51, Chapter 228, O.S.L. 2022 (70 O.S. Supp. 2022,
Section 11-103.6), is amended to read as follows:
Section 11-103.6 A. 1. The State Board of Education shall
adopt subject matter standards for instruction o f students in the
public schools of this state that are necessary to ensure there is
attainment of desired le vels of competencies in a variety of areas
to include language, m athematics, science, social studies,
communication, and health and physical educat ion.
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 th is section and in the
subject matter standards adopted by the State Board of Educa tion.
3. All students sha ll gain literacy at the elementary and
secondary levels. Students shall develop sk ills in reading,
writing, speaking, computing and critical thinki ng. 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 cul tures and environments -
their own and those of others with whom they share the earth. All
students shall receive the instruction needed to lead h ealthy and
physically active lifestyles. Students, therefore, shall study
social studies, literature, langua ges, the arts, health, mathematics
and science. Such curricula s hall provide for the teaching of a
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hands-on career exploration program in cooperat ion 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 this title, and shall be designed to prepare all
students for active citi zenship, employment and/or successful
completion of postsecondary education without the need for remedial
coursework at the postsecondary level.
5. The subject matter standa rds shall be designed with rigor as
defined in paragraph 3 of subsection G of this section.
6. The subject matter standards for English Language Arts shall
give Classic Literature and nonfic tion literature equal
consideration to other literature. In addi tion, emphasis shall be
given to the study of complete works of literature.
7. At a minimum, the subject ma tter standards for mathematics
shall require mastery of the 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 in clude study of important historical
documents, including the Unit ed States Constitution, Declaration of
Independence, Emancipation Proclamation, Fe deralist Papers and other
documents with significant history and heritage of the United
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States, and the conte nt of the United States naturalization test,
with an emphasis on the specific content of the test and the ideas
and concepts it references. Beginn ing with the 2022-2023 school
year, the United States naturalization test shall be administered in
accordance with subsection F of this section.
9. The subject matter standa rds for United States Government
shall include an emphasis on civics, the structur e and relationship
between the national, state, county and local governments and
simulations of the democrati c 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 t hose governments
work.
10. The subject matter standards for health and physical
education shall include but not be limited to the domains of
physical, emotional, social and intellectual health. Health
literacy shall include the ability to obtain, process and understand
basic health information and services needed to make appropriate
health decisions. Health sh all also include the importance of
proper nutrition and exercise, mental health and wellness, substance
abuse, coping skills for understanding and managing trauma,
establishing and maintaining positive relationships and responsible
decision making. Physic al literacy shall include the ability to
move with competence and confidence in a wide variety of physical
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activities in multiple environments that benefit the healthy
development of the whole person.
B. Subject to the provisions of subsection C of this s ection,
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 college prep aratory/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 course approved for
college admission requirements;
2. Three units or sets of competencies of mathematics, limited
to Algebra I, Algebra II, Geo metry, Trigonometry, Math Analysis,
Calculus, Advanced Placement Statistics, or any mathematics course
with content and/or rigor above Algebra I an d approved for college
admission requirements;
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 physica l
science, life science or earth and space science such that the
content and rigor is above Biology I or Phy sical Science;
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4. Three units or sets of competencies of history and
citizenship skills, including one unit of American History, one -half
unit of Oklahoma History, one -half unit of United States Government
and one unit from the subjects of History, Govern ment, Geography,
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 units of computer technology approved for
college admission requirements, whether taught at a high school or a
technology center school, includi ng computer programming, hardware,
and business computer applicat ions, 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
7. One-half (1/2) unit or set of competenc ies of personal
financial literacy, as provided 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 technology center
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school by a teacher certified in a relevant secondary subject area
and taken in the tenth, elev enth, or twelfth 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 sp eech.
C. In lieu of the requirements of subsection B of this section
which requires a college preparatory/w ork ready curriculum, a
student may enroll in the core c urriculum as provided in subsection
D of this section upon written app roval 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. T he 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 complet ing the college preparatory/work
ready curriculum as provided for in s ubsection 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 Bo ard of Education with a standard diploma,
students shall complete the following core curriculum units or sets
of competencies at the secondary level:
1. Language Arts – Four units or sets of competencies, to
consist of one unit or set of competencies of g rammar and
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composition, and three 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 w ith content and/or rigor equal
to or above grammar and composition;
2. Mathematics – Three units or sets of competencies to consist
of one unit or set of competencies of Algebra I or Algebra I taught
in a contextual methodology, and two units or sets of c ompetencies
which may include, but are not limited to, the following c ourses:
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 full-time, three-hour
career and technology program leading to an industry
credential/certificate or co llege credit. The State
Board of Career and Technology Education shall
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promulgate rules to define the provisions of this
section related to the acc epted industry-valued
credentials which are industry -endorsed or industry -
aligned. The list of accepted ind ustry-valued
credentials shall be reviewed annually and updated at
least every three (3) years by the Board,
h. (1) contextual mathematics courses w hich enhance
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 tech nology center
school by a teacher certified in the secondary subject
area when taken in the tenth, eleve nth or twelfth
grade upon approval of the State Board of Education
and the independent district board of education, or
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j. any other mathematics course w ith content and/or rigor
equal to or above Algebra I;
3. Science – Three units or sets of competencies to consist of
one unit or set of competencies of Biology I or Biology I taught in
a contextual methodology, and two units or sets of competencies in
the areas 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
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(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 school, or
(b) technology center school when taken in the
tenth, eleventh or tw elfth grade, taught by
a certified teacher, and approved by the
State Board of Education and the indepen dent
district board of education,
p. science courses taught at a technology center scho ol
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 – Three units or sets of competencies, to
consist of one unit or set of competencies of United States History,
one-half (1/2) to one unit or set of competencies of United States
Government, one-half (1/2) unit or set of competencies of Oklahoma
History, and one-half (1/2) to one unit or set of competencies which
may include, but are not limited to, the following courses:
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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 – One unit or set of competencies which m ay include,
but is not limited to, courses in Visual Arts and General Music; and
6. One-half (1/2) unit or set of competencies of personal
financial literacy, as provided in the Passport to Financial
Literacy Act, whether taught as an elective course or w hen 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 technology center
school by a teacher certified in a relevant secondary subject area
and taken in the tenth, eleventh, or twelfth grade; and
7. Computer Education or World Language - One unit or set of
competencies of computer technology, whether taught at a high school
or a technology center school, including computer progra mming,
hardware and business computer applications, such as word
processing, databases, spreadsheets and graphics, excluding
keyboarding or typing c ourses, or one unit or set of competencies of
world or non-English language.
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E. 1. In addition to the curr iculum requirements of either
subsection B or D of this section, in order to gradua te from a
public high school accredited by the State Board of Edu cation
students shall complete the requirements for a personal financial
literacy passport as set forth in t he Passport to Financial Literacy
Act and any additional course requirements or rec ommended elective
courses as may be established by the State Boar d of Education and
the district school board. School districts shall strongly
encourage students to complet e two units or sets of competencies of
world languages and two units or sets of com petencies 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 s hall 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. 1. In addition to the c urriculum requirements of either
subsection B or D of this sectio n, beginning with ninth graders in
the 2021-22 school year, in order to graduate from a public high
school accredited by the State Board of Education, students shall
pass the United States na turalization test pursuant to the
provisions of this subsection.
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2. School districts shall offer the United States
naturalization test to students at least once per school year,
beginning as early as eighth grade at the discretion of the school
district; provided, any student may retake the exam upon request,
and as often as desired, until earning a passing score. For
purposes of this subsection, a passing score shall be 60 out of 100
questions.
3. School districts shall exempt students with disabilities
whose individualized education program (IEP), consistent with st ate
law, indicates that the student is to be assessed with alternate
achievement standards through the Oklah oma Alternate Assessment
Program (OAAP).
G. 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 k nowledge;
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. Qual ified
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
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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 Board of 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.
H. 1. The State Board of Education shall adopt a plan to
ensure that rigor is maintained in the content, teaching
methodology, level of expectations for student achievement, an d
application of learning in all the courses taught to meet the
graduation requirements as specified in this section.
2. The State Board of Educati on 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 St ate Department of Education shall work with
school districts in r eviewing and approving courses taught by
districts that are not specifically listed in subsections B and D o f
this section. Options may include, but shall not be limited to,
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courses taken by concurrent enrollment, advanced placement, or
correspondence, or courses bearing different titles.
3. The State Board of Education shall approve an advanced
placement computer science course to meet the requirements of course
competencies listed in parag raph 2 of subsection B of this 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 b oard 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, credit 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 concurrent course, the school
district shall not be responsible for any costs incurred for that
course, unless the school district d oes 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
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requirements of this section. If th e school district does not offer
the necessary course selection d uring the student's secondary grade
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 providing
for transportation t o and from the institution to the school site.
It is the intent of the Legislature that for students enrolle d
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 pro cedures for that
student. It is further the intent of the Legislature that fees fo r
student activities and student service facilities, including th e
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 secti on shall be given when such units or
sets of competencies are tak en 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 competenc ies 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
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ninth grade, the student may take any othe r mathematics courses or
sets of competencies to fulfill the requ irement to complete three
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. The one-half (1/2) unit or set of competencies in person al
financial literacy r equired in subsection B or D of this section
shall be completed in the tenth , eleventh, or twelfth grade to
fulfill the requirements for graduation.
9. All units or sets of competencies requ ired for graduation
may be taken in any se quence recommended by t he school district.
I. 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 th e equivalent in block
scheduling or other scheduling structure th at 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 education classes.
J. 1. Academic and vocational-technical courses designed to
offer sets of competencies integrated or embedded within the courses
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, ma y, upon approval of the Board, in
consultation with the Oklahoma Department of Career and Techn ology
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Education if the courses are offered at a technology center school
district, be counted fo r 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 certified teacher and provide for the teaching
and learning of the appropriate skills an d 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
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 profes sional organizations and
are taught by certified teachers.
4. Courses offered by a supplemental education organization
that is accredited by a national accredit ing 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 educat ion, be counted for academic
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credit and toward meeting the graduation requirements of this
section.
K. The State Board of Education shall provide an option for
high school graduation based u pon 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.
L. The State Board of Education shall prescribe, adopt and
approve a promotion system based on the attainment by s tudents of
specified levels of competencies in each area of the core
curriculum.
M. Children who have individualized education programs pursuant
to the Individuals with Disabilities Educatio n Act (IDEA), and who
satisfy the graduati on requirements through the individualized
education program for that student shall be awarded a standard
diploma.
N. Students who enter the ninth grade in or prior to the 2007-
08 school year who are enrolled in a n alternative education program
and meet the requirements of thei r plans leading to high school
graduation developed pursuant to Section 1210.568 of this title
shall be awarded a standard diploma.
O. Any student who completes the curriculum requirements o f the
International Baccalaureate Diploma Program shall be awarde d a
standard diploma.
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P. 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.
Q. 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 Educ ation for admission to
an institution within The Oklahoma State System of Higher Education.
R. Students who have been denied a standard diploma by the
school district in which the student is or was enrolled for fa iling
to meet the requirements of this sec tion 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 com plete the
curriculum units or sets of comp etencies required by th is 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 requi rements of Section 1-
111 of this title and the six-period enrollment requirements of this
section.
S. The State Department of Education shall collect and repor t
data by school site and district on the number of students who
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enroll in the core curriculum a s 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 o f this state. Personal
financial literacy education shall includ e, but is not limited to,
the following areas of instruction:
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 retirement
accounts (IRAs), plans established under Sec tion 401(k) of the
Internal Revenue Code of 1986, as amended, and other avenues for
saving and investing for retirement ;
5. Bankruptcy;
6. Banking and financial servi ces;
7. Managing a bank account including online banking features ;
8. Understanding credit scores, credit reports, and what
factors affect an individual's credit score;
9. Understanding the Free Application for Federal Student Aid
(FAFSA), loans and borrowing money, including predatory lending and
payday loans;
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9. 10. Understanding insurance;
10. 11. Identity fraud and theft;
11. 12. Charitable giving;
12. 13. Understanding the financial impact and consequenc es of
gambling;
13. 14. Earning an income; and
14. 15. Understanding state and federal income taxes.
B. In Beginning with students entering the ninth grade in the
2023-2024 school year, in order to graduate from a public high
school accredited by the St ate Board of Education with a standard
diploma, students shall fu lfill the requirements for requirement by
satisfactorily completing a personal financial l iteracy passport
course or coursework containing the areas of instructio n for
personal financial lite racy 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 persona l
financial literacy as liste d in subsection A of this section during
grades seven through twelve or demonstration of satisfactory
knowledge as provided for in subsection E of this sec tion.
C. School districts shall provide instruction in personal
financial literacy to students durin g grades seven through twelve.
School districts shall have the option of determining when each area
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of instruction listed in subsection A of this section shall be
presented to students.
D. Personal financial literacy instruct ion shall be integrated
into one or more existing courses of study or provided in a separate
one-half (1/2) unit personal financial literacy course. School
districts shall have the option of determining into which course or
courses each area of instructio n listed in subsection A of t his
section shall be integrated may integrate or embed personal
financial literacy instruction within o ne or more courses offered by
the district to be co unted toward meeting the graduation
requirements of this section. Courses offered at a technology
center school through an agreement between the school district and
the Oklahoma Department of Career and Tec hnology Education which
integrate or embed personal fina ncial literacy may, upon the
approval of the Board, be counted toward meet ing the graduation
requirements of this section. School districts shall have the
option of determining if a separate, one-half (1/2) unit personal
financial literacy course will be offered as an elective, in
addition to any courses offered by the school district or a
partnering technology center school which integrate or embed the
required personal financial literacy instruction .
E. D. Students with the most significant cognitive disabil ities
(MSCD) who have an Individualized Education Program (IEP) that
directs that the student is to be assessed with alternate
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achievements standards throu gh the Oklahoma Alternative Assessment
Program may demonstrate satisfactory knowledge in each area of
instruction listed in subsection A of this section upon a
determination, supported by documentation, by the school district
that the student has met the f ollowing criteria:
1. Receives substantive and substantial instruction in life -
skills curriculum; an d
2. Demonstrates the acquired knowledge of the student with MSCD
by alternate measures as required by the IEP.
F. E. The State Board of Education shall identify and adopt
curriculum standards for personal financial literacy instruction
that reflect the areas of instruction listed in subsection A of this
section. The standard s shall be incorporated 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 schools
to infuse personal financial literacy within any course of study
currently offered by the scho ol district or offer personal financial
literacy as a separate course and shall develop guidelines a nd
material designed to enable schools flexibility to integrate
personal financial literacy within coursework as determined by the
school district. The guidelines shall outline the areas of
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instruction to be taught based on the curriculum standards adopte d
by the Board;
2. Develop professional development programs that are desig ned
to help teachers provide instruction in personal financial literacy
and incorporate the curriculum into an existing course or courses or
develop curriculum for . Development programs shall be designed to
help teachers provide instruction through a separate personal
financial literacy course. Professional development shall
additionally be designed for teachers embedding personal financial
literacy within their existing subject m atter. Development of a
bridge program designed for teachers seeking to tra nsition from
embedded instruction to a separate personal financial literacy
course shall be developed;
3. Provide and identify resources, including online curricula,
for integrating the teaching of personal financial literacy into an
existing course or co urses 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 each area of instruction listed
in subsection A of this section and resources for schools seeking to
offer a separate personal financial literacy course. The Department
shall provide support to schools seeking to determine the mo st
appropriate coursework when embedded instruction is necessary ;
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4. Provide and identify resources, including online curricula,
and materials designed to enable students identified as English
language learners and students with specific learning disabil ities
or individual educational needs to understand and use the personal
financial literacy information presented; and
5. Utilize funds deposited into the P ersonal Financial Literacy
Education Revolving Fund created in Section 3 11-103.6h-1 of this
act title for the purpose of and to fund the Passport to Financial
Literacy Act. Such funds may be used for developing and providing
guidelines, materials and res ources for personal financial literacy
for students and teachers including, but not limited to, onl ine
curricula, training and professional development for teachers in the
area of personal financial literacy as required in this subsection.
The Department may use such funds to contract or work in conjunction
with a third-party, one or more Oklahoma-based not-for-profit
organization organizations that has have proven expertise in the
development 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
professional development for teachers in the area of 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.
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H. The Department may work wit h one or more not-for-profit
organizations that have proven expertise in the developm ent of
standards and curriculum and delivery of teacher professional
development in personal financ ial literacy for the purpose of
developing and providing guidelines, mat erials, resources, including
online curricula, and professional development.
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 eac h 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 instruction at a previous school 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 a ssessment, the school
district may exempt the student from completing instruct ion 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 Sta te Department of Education pursuant
to subsection G of this section to determi ne the personal financial
literacy knowledge level of the student. School dist ricts may also
use the online curricula to present an area of instruction to
transferred students w ho have not completed or who did not
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demonstrate satisfactory knowledge in one or more of the areas of
personal financial literacy instruction developed and provided by
the State Department of Education or the Department of Career and
Technology Education as approved by the Board. School districts may
develop personal financial lit eracy assessments for transfer
students as provided in this subsection.
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 req uirements
for a personal financial literacy passport course pursuant to the
provisions of Section 11-103.6 of this title. School districts
shall still encourage completion of instructi on in personal
financial literacy.
J. H. The State Textbook Committee created in Section 16-101 of
this title may, when selecting textbooks for mathema tics, economics,
or similar courses, select those textbooks wh ich contain substantive
provisions on personal finance.
K. I. In order to deliver high-quality consistent personal
financial literacy instruction, school School districts shall to the
extent possible may assign the responsibility for teaching personal
financial literacy to the same teacher or teachers with secondary
education certifications closely related to agricultural education,
business and information technology, economics, fam ily and consumer
sciences, history and social studies, marketing, or mathematics.
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Upon request of a school district, the State Department of Education
may review a teacher 's certification to de termine qualifications
under this subsection. School districts may assign the
responsibility for teaching personal financial literacy to one
teacher or group of teachers with approp riate qualifications on a
continuing basis.
L. J. Beginning with the 2020 -2021 school year, all teachers
who are assigned the responsibility for te aching personal financial
literacy shall complete ongoing p rofessional development training in
the areas of personal financial literacy instruction in accordance
with guidelines established b y 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 Departm ent of Education to
be designated the "Personal Financial Literac y Education Revolving
Fund". The fund shall be a continuing fund, not subject to fiscal
year limitations, and shall consist of all monies directed to be
deposited in the fund pursuant to Sec tion 30 3-211 of this act 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 may be budgete d and expended by the Department for
the purposes set forth in Se ction 11-103.6h of Title 70 of the
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Oklahoma Statutes this title. Expenditures from th e fund shall be
made upon warrants issued by the State Treasurer against cl aims
filed as prescribed by la w with the Director of the Office of
Management and Enterprise Se rvices for approval and payment.
SECTION 4. This act shall become effective July 1, 2023.
SECTION 5. It being immediately necessary for the preservation
of the public peace, health or safety, an emergency is hereby
declared to exist, by reason whereof thi s act shall take effect and
be in full force from and after its passage and approval.
Passed the House of Representatives the 28th day of February,
2023.
Presiding Officer of the House
of Representatives
Passed the Senate the ___ day of __________, 2023.
Presiding Officer of the Senate