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STATE OF OKLAHOMA
2nd Session of the 59th Legislature (2024)
COMMITTEE SUBSTITUTE
FOR
SENATE BILL 1906 By: Pugh and Young of the
Senate
and
Baker of the House
COMMITTEE SUBSTITUTE
An Act relating to the Reading Sufficiency Act ;
amending 70 O.S. 2021, Section 1210.508A , which
relates to short title; renaming act the Strong
Readers Act; amending 70 O.S. 2021, Section
1210.508B, which relates to legislative intent;
modifying intent; updating statutory language ;
amending 70 O.S. 2021, Section 1210.508C, which
relates to reading assessments; requiring students in
certain grades to be screened for certain reading
skills with certain frequency; directi ng approval of
certain screening instrument to be done with certain
consultation; directing certain factors to be
considered in approving certain screening instrument;
removing language regarding students in kindergarten
who are at risk for reading difficulties or are not
meeting grade-level targets; removing language
requiring provision of c ertain classroom assistants;
removing language requiring certain program of
reading instruction to include ce rtain initiative;
requiring certain screening instruments to be
approved for use in the middle of the school year;
modifying criteria for screening ins truments;
modifying purpose of program of reading instruction;
requiring, rather than allowing, program of reading
instruction to include certain provisions; directing
an individual reading intervention plan to be
provided within certain time period to certain
students; requiring the plan t o include certain
provisions; requiring notification of a parent or
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legal guardian within certain time period of
identification of certain deficiency; removing
requirement for development of new program of reading
instruction; providing certain exemption for certain
students who demonstrate proficiency in reading;
requiring continued monitoring of such student;
requiring intensive intervention servic es to be
provided to certain students beginning in certain
school year; removing language prohibiting automatic
promotion of certain students; removing language
regarding minimum criteria for grade-level
performance; removing language allowing probationary
promotion; removing language requiring retention of
certain third grade s tudents; requiring certain
report to be submitted electronically to additional
recipients; expanding co ntents of report; removin g
language establishing good-cause exemptions for
promotion; removing language regarding exemptions to
retention; removing language requiring school
districts to conduct certain review of certain
program; removing language directing school districts
to establish a Reading Enhancement and Acceleration
Development (READ) Initiative ; requiring certain
reports to be submitted electroni cally to additional
recipients; modifying contents of report s; amending
70 O.S. 2021, Section 1210.508D , which relates to
Reading Sufficiency Act funding; allowing funds to be
allocated for students in certain grade; removing
allocation for certain retained students; amending 70
O.S. 2021, Section 1210.508E , which relates to summer
academies; expanding grade levels for which summer
academies may be provided; modifying reason for which
a student may partic ipate in an academy; removing
requirement to retain certain student for not
completing certain academy; updating sta tutory
language; updating statutory refe rences; providing an
effective date; and declaring an emergency .
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. AMENDATORY 70 O.S. 2021, Section 1210.508A,
is amended to read as follows:
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Section 1210.508A. Sections 1210.508A through 1210.508E of this
title shall be known and may be cited as the “Reading Sufficiency
Act” “Strong Readers Act”.
SECTION 2. AMENDATORY 70 O.S. 2021, Section 1210.508B,
is amended to read as follows:
Section 1210.508B. A. The Legislature finds that it is
essential for children in the public schools to read early and well
in elementary school. The Legislature further finds that clear and
visible goals, assessments to determine the reading level at ea ch
elementary school, annual use of a scientifically based and
researched methodology in reading instruction in addition to regular
and periodic measurements of elementary school reading improvement,
and accountability in each level of the educational syst em will
result in a significant increase in the number of children read ing
at or above grade level.
B. The purpose of the Reading Sufficiency Act Strong Readers
Act is to ensure that each child attains the necessary reading
skills by completion of the thi rd grade which will enable that
student to continue development of reading skills and to succeed
throughout school and life progression from one grade to another is
determined, in part, upon proficiency in reading, that school
district board of education p olicies facilitate reading instruction
and intervention services to add resses student reading needs, and
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that each student and his or her parent or legal guardian be
informed of that student ’s reading progress.
C. Each public school district in this state shall ensure that
all students receive a well -rounded education that is focused on
building deep foundations in reading , writing, and mathematics. Th e
State Board of Education shall encourage school districts to
integrate the teaching of the other curricular areas in the subject
matter standards adopted by the Board with th e instruction of
reading, writing, and mathematics. All teach ers of reading in the
public schools in this state in kind ergarten through third grade
shall incorporate into instruction the five elements of reading
instruction which are phonemic phonological awareness, phonics
decoding, reading fluency, vocabulary, and comprehension.
SECTION 3. AMENDATORY 70 O.S. 2021, Section 1210.508C,
is amended to read as follows:
Section 1210.508C. A. 1. Each To identify students who have a
reading deficiency including identifying students with
characteristics of dyslexia, each student enrolled in kindergarten
and first, second, and third grade in a public school i n this state
shall be screened at the beginning, middle and end of each school
year for reading skills including, but not limited to, phonemic
phonological awareness, letter recognition decoding, fluency,
vocabulary, and oral language skills as identified in the subject
matter standards adopted by the State Board of Educa tion
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comprehension. A screening instrument approved by the State Board
of Education, in consultation with the Commission for Educational
Quality and Accountability and the Secretary of Ed ucation, shall be
utilized for the purposes of this sect ion. In determining which
screening instrument to approve, the State Board of Education, the
Commission for Educational Quality and Accountability, and the
Secretary of Education shall take into consideration at a minimum
the following factors:
1. The time required to conduct the screening instrument with
the intention of minimizing the impact on instructional time;
2. The timeliness in reporting screening instrument results to
teachers, administrat ors, and parents and legal guardians of
students; and
3. The integration of the screening inst rument into reading
curriculum.
2. For those kindergarten children at risk for reading
difficulties at the beginning of the year, teachers shall emphasize
reading skills as id entified in the subject matter standards adopted
by the State Board of Education, monitor progress throughout th e
year and measure mid -year and year-end reading progress.
3. Kindergarten students who are not meeting grade -level
targets by mid-year in reading shall be provided a program of
reading instruction designed to enable the st udent to acquire the
appropriate grade-level reading skills.
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4. Classroom assistants, which may include parents,
grandparents, or other volunteers, shall be provided in kinder garten
classes to assist with the screening of studen ts if a teacher aide
is not already employed to assist in a kindergarten classroom.
B. Each student enrolled in first, second and third grade of
the public schools of this state shall be assessed at the beginning,
middle and end of each school year using a screening instrument
approved by the State Board of Education f or the acquisition of
reading skills including, but not limited to, phonemic awareness,
phonics, reading fluency, vocabulary, and comprehe nsion.
C. Any student enrolled in first, second or t hird grade who is
assessed and who is not meeting grade -level targets in reading sha ll
be provided a program of reading instruction designed to enable the
student to acquire the appropriat e grade level reading skills. The
program of reading in struction shall include provisions of t he READ
Initiative adopted by the scho ol district as provided for in
subsection P of this section. Throughout the year progress
monitoring shall continue, and diagnostic asses sment, if determined
appropriate, shall be provided. Year-end reading skills shall be
measured to determine rea ding success.
D. The State Board of Education shall approve screening
instruments for use at the beginning middle and end of the school
year, for monitoring of progress , and for measurement of reading
skills at the end of the school year as required in subsections
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subsection A and B of this section; provided, at least one of the .
The screening instruments shall meet the following criteria:
1. Assess for phonemic phonological awareness, phonics
decoding, reading fluency, vocabulary, and comprehension;
2. Document the validity and rel iability of each assessment;
3. Can be used for identifying students who are at ris k for
reading deficiency and progress monitoring throughout the school
year;
4. Can be used to assess stude nts with disabilities and English
language learners; an d
5. Accompanied by a data management system that provides
profiles for of students, class, grade level , and school building.
The profiles shall identify each student ’s instructional point of
need and reading achievement level. Th e State Board shall also
determine other comparable reading assessments for diagnostic
purposes to be used for stude nts at risk of reading failure. The
State Board shall ensure that any assessments approved are in
alignment with the subject matter standards adopted by the State
Board of Education.
E. C. 1. Students who are administered a screening instrument
pursuant to subsection A of this section and are found not to be
meeting grade-level targets shall be provided a pro gram of reading
instruction designed to enable students to acquire the appropriate
grade-level reading skills. The program of reading instruction
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required in subsections A and B of this section shall be based on
scientific reading research and align with the subject matter
standards adopted by the State Board of Education and shall include
provisions of the READ Initiative adopted by the school district as
provided for in subsection P of this section . A program of reading
instruction may include, but is not limited to shall include:
a. sufficient additional in -school instructional time for
the acquisition of phonemic phonological awareness,
phonics decoding, reading fluency, vocabulary, and
comprehension,
b. if necessary and if funding is available , tutorial
instruction after regular school hours, on Saturdays ,
and during summer; however, such instruction may not
be counted toward the one -hundred-eighty-day or one-
thousand-eighty-hour school year required in Section
1-109 of this title, and
c. assessments identified for diagnostic purpose s and
periodic monitoring to mea sure the acquisition of
reading skills including, but not limited to, phonemic
phonological awareness, phonics decoding, reading
fluency, vocabulary, and comprehension, as identified
in the student’s program of reading instruction ,
d. high-quality instructional materials grounded in
scientifically based reading research, and
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e. a means of providing every family of a student in
prekindergarten, kindergarten, and first, second, and
third grade access to free online evid ence-based
literacy instruction resource s to support the
student’s literacy development at home .
2. A student enrolled in kindergarten or first or, second,
grades or third grade who has been assessed as provided for in
subsection B of this section and found not to be me eting grade-level
targets in reading, exhibits a deficiency in reading at any time
based on the screening instrument administered pursuant to
subsection A of this section shall be entitled to supplemental
instructional services and s upports in reading until the student is
determined by the results of a sc reening instrument to be meeting
grade-level targets in reading receive an individual reading
intervention plan no later than thirty (30) days after th e
identification of the deficiency in reading . The reading
intervention plan shall be provided in addition to core reading
instruction that is provided to all students . The reading
intervention plan shall:
a. describe the research-based reading intervention
services the student will re ceive to remedy the
deficiency in reading,
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b. provide explicit and system atic instruction in
phonological awareness, decoding, fl uency, vocabulary,
and comprehension, as applicable,
c. monitor the reading progress of each st udent’s reading
skills throughout the school year and adjust
instruction according to the student’s needs, and
d. continue until the student is determined to be meeting
grade-level targets in reading ba sed on screening
instruments administered pursuant to subsection A of
this section or assessments identified for diagnostic
purposes and periodic monitoring pursuant to
subparagraph c of par agraph 1 of this subsection.
3. The program of reading instruction intervention plan for
each student identified with a deficiency in reading shall be
developed by a Student Reading Proficiency Team and shall include
supplemental instructional services and supports. Each team shall
be composed of:
a. the parent or guardian of the student,
b. the teacher assigned to the student who had
responsibility for reading instruction in that
academic year,
c. a teacher who is responsible for reading instruction
and is assigned to teach in t he next grade level of
the student, and
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d. a certified reading specialist, if one is available.
4. A school district shall notify the parent or legal guardian
of any student in kindergarten or first, second, or third grade who
exhibits a deficiency in reading at any time based on the screening
instrument administe red pursuant to subsection A of this section .
The notification shall occur no later than fifteen (15) days after
the identification of the deficiency in reading.
F. The program of readin g instruction shall continue un til the
student is determined by the results of approved reading assessments
to be meeting grade-level targets.
G. D. 1. Every school district shal l adopt, and implement a
district reading sufficiency strong readers plan which has had input
from school administrators, teachers, and parents and legal
guardians and if possible a reading specialist, a nd which shall be
submitted electronically to and approv ed by the State Board of
Education. The plan shall be updated annually. School districts
shall not be required to electronically submit the annual updates to
the Board if the last p lan submitted to the Board was approved and
expenditures for the program include only expenses relating to
individual and small group tutoring, purchase of and training in the
use of screening and assessment measur es, summer school programs,
and Saturday school programs. If any expenditure for the program is
deleted or changed or any other type of expenditure for the program
is implemented, the sch ool district shall be required to su bmit the
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latest annual update to t he Board for approval. The district
reading sufficiency strong readers plan shall include a plan for
each site which includes an analysis of the data provi ded by the
Oklahoma School Testing Program and other reading assessments
utilized as required in t his section, and which outlines how each
school site will comply with the provisions of the Reading
Sufficiency Strong Readers Act.
2. The State Board of Education shall adopt rules for t he
implementation and evaluation of the provisions of the Reading
Sufficiency Strong Readers Act. The evaluation s hall include, but
not be limited to, an analysis of the data requ ired in subsection S
K of this section.
H. For any third-grade student found not to be meeting grade -
level targets as determined by reading ass essments administered
pursuant to this section, a new progr am of reading instruction,
including provisions of the R EAD Initiative adopted by the school
district as provided for in subsecti on P of this section, shall be
developed by a Student Reading Proficiency Team and implemente d as
specified in subsection E of this section. In addition t o other
requirements of the Reading Sufficiency Act, the plan may include
specialized tutoring.
I. E. 1. Any first-grade, second-grade, or third-grade student
who demonstrates end of year proficiency in reading at the third-
grade level through a grade-level appropriate screening instrument
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which meets the acquisition of reading skills criteria approved
pursuant to subsection B of this section shall not be subject to
retention pursuant to this s ection require a program of reading
instruction or an individual reading intervention p lan. After a
student has demonstrated proficiency through a screening instrument,
the district shall provide notification to the parent or legal
guardian of the student that they have he or she has satisfied the
requirements of the Reading Sufficiency Act and will not be subject
to retention pursuant to this section Strong Readers Act. The
district shall continue to monitor the student in the next
successive grade level to ensure he or she maintains prof iciency.
2. If Beginning with the 2024 -2025 school year, if a third-
grade student is identified a t any point of the academic year as
having a significant reading deficiency, which shall be define d as
not meeting grade-level targets on a screening instrument which
meets the acquisition of reading skills criter ia administered
pursuant to subsection B A of this section, the district shall
immediately begin a student re ading portfolio as provided by
subsection L of this section and shall provide notice to the parent
of the deficiency pursuant to subsectio n J of this section provide
the student with intensi ve intervention services for the appropriate
amount of the instructional day consistent with the individual
reading intervention plan developed pursuant to paragraph 2 of
subsection C of this section and as determined by the Student
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Reading Proficiency Team. Intensive intervention ser vices shall
continue until the stude nt demonstrates proficiency at his or her
grade level based on a screening instrument administered pu rsuant to
subsection A of this sectio n.
3. If a student has not yet sa tisfied the proficiency
requirements of this section prior to the completion of third grade
and still has a significant reading deficiency, as identified based
on assessments administered as provided for in subsection B of this
section, has not accumulated evidence of thi rd-grade proficiency
through a student portfolio as provided in subs ection L of this
section, or is not subject to a good -cause exemption as provided in
subsection L of this section, then the student shall no t be eligible
for automatic promotion to fourth grade.
4. The minimum criteria for grade -level performance of third -
grade students pursuant to the Reading Suff iciency Act shall be that
students are able to read and comp rehend grade-level text. To
determine the promotion and retention of third -grade students
pursuant to the Reading Sufficiency Act, the State Board of
Education shall use onl y the scores for the standards for reading
foundations/processes and vocabulary portions of the statewide
third-grade assessment administered pursuant to Section 1210.508 of
this title and shall not use the scores from the other language arts
portions of the assessment. The pe rformance levels established by
the Commission for Education al Quality and Accountability pursuant
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to Section 1210.508 of this title shall ensur e that students meeting
the performance-level criteria are performin g at grade level on th e
reading foundations and vocabulary portions of the statewide third -
grade assessment.
5. a. A student not eligible fo r automatic promotion as
provided for under paragraph 3 of this subsection and
who does not meet the criteria established by the
Commission for Educational Qual ity and Accountability
on the reading portion of the statewi de third-grade
assessment administered purs uant to Section 1210.508
of this title may be evaluated for probationary
promotion by the Student Reading Pro ficiency Team
which was created for the student pursuant to
subsection E of this section.
b. The student shall be promoted to the fourth gra de if
the team members unanimous ly recommend probationary
promotion to the school principal and the school
district superintendent and the principal and
superintendent approve the recommendation that
promotion is the bes t option for the student. If a
student is allowed a probationary promotion, the tea m
shall continue to review the reading performance of
the student and repeat the requireme nts of this
paragraph each academic year until the student
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demonstrates grade-level reading proficiency, as
identified through a screening instrument which meets
the acquisition of reading skills criteria pursuant to
subsection B of this section, for the corresponding
grade level in which the student is enrolled or
transitions to a loca lly designed remediation plan
after the fifth grade which shall have the goal of
ensuring that the student is on track to be college
and career ready.
6. Beginning with the 2017-2018 school year, students who do
not meet the performance criteria established by the Commission for
Educational Quality and Accountability on t he reading portion of the
statewide third-grade assessment administered pursuant to Section
1210.508 of this title, who are not subject to a good cause
exemption as provided in subsection L of this section, and who do
not qualify for promotion or probationary promotion as provided in
this subsection, shall be retained in the third grade and provided
intensive instructional services and supports as provided for in
subsection O of this section.
7. F. Each school district shall annually report in an
electronic format to the State Department of Education , the Office
of Educational Quality and Accountability, and the Secretary of
Education the number of students promoted to the fourth grade
pursuant to this subsection and the number of s tudents promoted to a
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subsequent grade pursuant to the provisions in paragraph 5 of this
subsection in kindergarten through third grade per grade level who
exhibit grade-level reading proficiency, the number of students per
grade level who received intensive intervention services pursuant to
paragraph 2 of subsection E of this section, the number of students
per grade level who attended a summer academy as provided for in
Section 1210.508E of this title, the numbe r of students per grade
level who exhibited improved reading proficiency after completion of
intensive intervention services, and the number of studen ts per
grade level who are still in need of intensive intervention
services. The State Department of Education shall publicly report
the aggregate and district-specific number of students promoted
numbers submitted pursuant to this subsection on their its website
and shall provide electroni c copies of the report to the Governor,
Secretary of Education, Presid ent Pro Tempore of the Senate, Speaker
of the House of Representatives, and to the re spective chairs of the
committees with responsibility for common education policy in eac h
legislative chamber.
J. G. The parent of any student who is found to have a reading
deficiency and is not meeting grade -level reading targets and ha s
been provided a program of reading instruction as provided for in
paragraph 1 of subsection B C of this section shal l be notified in
writing of the following:
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1. That the student has be en identified as having a substantial
deficiency in reading;
2. A description of the current services that are provided to
the student pursuant to a conjoint measurement mo del such that a
reader and a text are placed on the same scale subsection C of this
section;
3. A description of the propos ed supplemental instruction al
intensive intervention services and supports that will be provided
to the student that are de signed to remediate th e identified area of
reading deficiency as provided for in paragraph 2 of subsection E of
this section;
4. That the a student will not be who is promoted to the fourth
grade if the reading deficiency is not remediated by t he end of the
third grade, unless the student is otherwise promoted as provided
for in subsection I of this section or is exempt for good cause as
set forth in subsection L of this section shall receive supplemental
intensive intervention services ;
5. Strategies for parents to use in hel ping their child succeed
in reading proficiency; and
6. The grade-level performance scores of the student ;
7. That while the results of the statewide assessments
administered pursuant to Section 1210.508 of this title are the
initial determinant, they are not the sole determiner of promotion
and that portfolio reviews and assessments are available; and
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8. The specific criteria and policie s of the school district
for midyear promotion implemented as provided for in paragraph 4 of
subsection O of this sect ion.
K. H. No student may be assigned to a grade lev el based solely
on age or other factors that constitute socia l promotion.
L. For those students who do not meet the academic requirements
for promotion and who are not o therwise promoted as provided for in
subsection I of this section, a school district may promote the
student for good cause only. Good -cause exemptions for promotion
shall be limited to the following:
1. English language learners who have had less than two (2)
years of instruction in an English language learner program;
2. Students with disabilities w hose individualized education
program (IEP), consistent with state law, indicates that the student
is to be assessed with alternate achievement standards th rough the
Oklahoma Alternate Assessment Program (OAAP);
3. Students who demonstrate an acceptable level of performance
on an alternative standa rdized reading assessment a pproved by the
State Board of Education;
4. Students who demonstrate, through a student portfolio, that
the student is reading on grade level as evidenced by demonstration
of mastery of the state standards beyond the retention leve l;
5. Students with disabilities who participate in the statewide
assessments administered pursuant to Secti on 1210.508 of this title
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and who have an individualized education program that reflects that
the student has received intensive remediation in reading and has
made adequate progress in reading pursuant to the student ’s
individualized education program;
6. Students who have received inte nsive remediation in reading
through a program of reading instructi on for two (2) or more years
but still demonstrate a deficiency in reading and who were
previously retained in prekindergarten for academic reasons,
kindergarten, first grade, second grade, or third grade; and
7. Students who have been granted an exemption for medical
emergencies by the State Depar tment of Education.
M. A student who is otherwise promoted as provided fo r in
subsection I of this section or is promoted for good cause as
provided for in subsection L of this section shall be provided
intensive reading instruction that includes specialized diagnostic
information and specific reading strategies for each student until
the student meets grade -level targets in reading. The school
district shall assist schools and teachers to implement reading
strategies for the promoted students that resear ch has shown to be
successful in improving reading among low -performing readers.
N. Requests to exempt students from the retention requirements
based on one of the good-cause exemptions as described in subsectio n
L of this section shall be made using the fol lowing process:
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1. Documentation submitted from the teacher of the student to
the school principal that indi cates the student me ets one of the
good-cause exemptions and promotion of the student is appropriate.
In order to minimize paperwork requiremen ts, the documentation shall
consist only of the alternative assessment res ults or student
portfolio work and the individual education plan (IEP), as
applicable;
2. The principal of the school shall review and di scuss the
documentation with the teacher and, i f applicable, the other members
of the Student Reading Proficiency Team as described in subsection E
of this section. If the pri ncipal determines that the student meets
one of the good-cause exemptions and should be promoted based on the
documentation provided, the principal shall make a recommendation in
writing to the school district superintendent; and
3. After review, the school district s uperintendent shall
accept or reject the recommendation of the prin cipal in writing.
O. Each school district shal l:
1. Conduct a review of the program of reading instruction for
all students who do not meet the performanc e criteria establish ed by
the Commission for Educational Quality and Accountability on the
reading portion of the statewide assessment administe red pursuant to
Section 1210.508 of this title and did not meet the criter ia for one
of the good-cause exemptions as set forth in subsection L of this
section. The review shall address additional supports and se rvices,
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as described in this subsection, needed to remediate the identified
areas of reading deficiency. The school district shall require a
student portfolio to be completed for each retained student;
2. Provide to students who have been retained as set forth in
subsection I of this section with intensive interventions in
reading, intensive instructional services and s upports to remediate
the identified areas of reading deficiency, includ ing a minimum of
ninety (90) minutes of daily, uninterrupted, scien tific-research-
based reading instruction. Reta ined students shall be provided
other strategies prescribed by the school district, which may
include, but are not limited to:
a. small group instruction,
b. reduced teacher-student ratios,
c. more frequent progress monitoring,
d. tutoring or mentoring,
e. transition classes cont aining third- and fourth-grade
students,
f. extended school day, week, or year, and
g. summer reading academies as pro vided for in Section
1210.508E of this title, if available;
3. Provide written notification to the parent or guar dian of
any student who is to be retained as set forth in subsection I of
this section that the student has n ot met the performan ce criteria
required for promotion and was not otherwise promoted and the
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reasons the student is not eligible for a good -cause exemption. The
notification shall include a description of proposed in terventions
and intensive instructional supports that will be provided to the
student to remediate the identified areas of reading deficiency;
4. Implement a policy for the midyear pro motion of a retained
student who can demonstrate that the student is a successful and
independent reader, is reading at or above grade-level targets, and
is ready to be promoted to the fourth grade. Tools that school
districts may use in reevaluating a ny retained student may inc lude
screening assessments, alternative assessm ents, and portfolio
reviews, in accordance with rules of the State Boar d of Education.
Retained students may only be promoted midyear pri or to November 1
and only upon demonstrating th at the student has met the performance
criteria established by the Commission for Educational Quality and
Accountability on the r eading portion of the statewide third -grade
assessment administered pursuant to Section 1210.508 of this title,
or upon demonstrating proficiency in re ading at the third-grade
level through a screen ing instrument administered pursuant to
subsection B of this section, a nd upon showing progress sufficient
to master appropriate fourth -grade-level skills, as determined by
the school. A midyear promotion shall be made only upon agreement
of the parent or guardian of the student and the schoo l principal;
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5. Provide students who are retained with a high -performing
teacher who can address the needs of the student, based on student
performance data and above-satisfactory performance appraisals; and
6. In addition to required reading enhancement and acceleration
strategies, provide students who are retained with at least one of
the following instructional options:
a. supplemental tutoring in scientific-research-based
reading services in addition to the regular reading
block, including tutoring be fore or after school ,
b. a parent-guided “Read at Home” assistance plan, as
developed by the State Department of Education, the
purpose of which is to encourage regular pa rent-guided
home reading, or
c. a mentor or tutor with specialized reading training.
P. Beginning with the 2011 -2012 school year, each school
district shall establish a Reading Enhance ment and Acceleration
Development (READ) Initia tive. The focus of the READ Initiative
shall be to prevent the retention of third -grade students by
offering intensive accelerated reading instruction to third -grade
students who failed to meet standards for promotion to fourth grade
and to kindergarten through third-grade students who are exhibiting
a reading deficiency. The READ Initiative shall:
1. Be provided to all kindergarten through t hird-grade students
at risk of retention as identified by the asses sments administered
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pursuant to the Reading Suf ficiency Act. The assessment used shall
measure phonemic awareness, phonics, reading fluency, vocabulary,
and comprehension;
2. Be provided during regular school hours in addition to the
regular reading instruction;
3. Provide a reading curriculum th at, at a minimum, meets the
following specifications:
a. assists students assessed as exhibiting a reading
deficiency in developing the ability t o read at grade
level,
b. provides skill development in phonemic aw areness,
phonics, reading fluency, vocabulary, and
comprehension,
c. provides a scientific -research-based and reliable
assessment,
d. provides initial and o ngoing analysis of t he reading
progress of each student , and
e. is implemented during regular school hours ,;
4. Establish at each school, where applicable, an Intensive
Acceleration Class for retained third -grade students who
subsequently do not meet the performance criteria established by the
Commission for Educational Quality and Accountability on the reading
portion of the statewide assessment ad ministered pursuant to Section
1210.508 of this title. The focus of the Intensive Acceleration
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Class shall be to increase the re ading level of a child at least two
grade levels in one (1) school year. The Intensive A cceleration
Class shall:
a. be provided to any student in the third grade who does
not meet the performance criteria established by the
Commission for Educational Quality and Accou ntability
on the reading portion of the statewide assessments
and who was retained in the third grade the prior ye ar
because of not meeting the performance criteria on the
reading portion of the statewide assessments,
b. have a reduced teacher -student ratio,
c. provide uninterrupted reading instruction for the
majority of student contact time each day and
incorporate opportunities to master the fourth-grade
state standards in other core subject areas,
d. use a reading program that is scientific -research-
based and has proven results in accelerating student
reading achievement within the same school year,
e. provide intensive language and vocabulary instruction
using a scientific-research-based program, including
use of a speech-language therapist, and
f. include weekly progress mo nitoring measures to ensure
progress is being made;
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5. Provide reports to the State Boar d of Education, upon
request, on the specific intensive reading interventions and
supports implemented by the school district. The State
Superintendent of Public Instruction shall annually prescribe the
required components of the reports; and
6. Provide to a student who has been retained in the third
grade and has received intensive instructional services but is s till
not ready for grade promotion, as determined by th e school district,
the option of being placed in a transitional instructional setting.
A transitional setting shall specifically be designed to produce
learning gains sufficient to meet fourth -grade performance standards
while continuing to remediate the areas of reading deficiency.
Q. I. 1. Each school district board of educati on shall
annually publish on the school website , and report in writing
electronically to the State Board Department of Education, the
Office of Educational Quality and Accountabil ity, and the Secretary
of Education by September 1 of each year , the following informatio n
on the prior school year:
a. the provisions of this section relating to public
school student progression and the policies and
procedures of adopted by the school district on
student retention and promotion board of education to
implement the provisions of this section. The
information submitted shall include expenditures
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related to implement ing the provisions of this
section, the number of staff implementing the
provisions of this section, and average daily
classroom time devoted to implementing the pro visions
of this section,
b. by grade, the number and percentage of all students in
grade three that did not meet the performance criteria
established by the Commission for Educational Quality
and Accountability on t he reading portion of the
statewide assessment administered pursuant to Section
1210.508 of this title kindergarten through third
grade who did not meet grade-level targets based on a
screening instrument adm inistered pursuant to
subsection A of this section,
c. by grade, the number and percentag e of all students
retained in grades three through ten in kindergarten
through third grade who have been enrolled in the
district for fewer tha n two (2) years,
d. information on the total number and percentage of
students who were promoted for go od cause, by each
category of good cause as specified above, and by
grade, the number and percentage of students in third
grade who demonstrated grade-level proficiency based
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on a screening instrument administered pursuant to
subsection A of this section, and
e. any revisions to the policies of the school district
on student retention and promotion fro m the prior year
by grade, the number and percentage of stu dents in
third grade who are on an individualized educatio n
program (IEP) in accordance with the Individua ls with
Disabilities Education Act (IDEA) and who demonstrated
grade-level proficiency based on a screening
instrument administered pursuant to subsection A of
this section or an alternative assessment prescribed
by the student’s IEP.
2. The State Department of Edu cation shall establish a uniform
format for school districts to report the information required in
this subsection. The format shall be developed with input from
school districts and shall be provi ded not later than ninety (90)
days prior to the annual du e date. The Department shall annually
compile the information required, along with state -level summary
information, and electronically report the information to the
public, the Governor, the Secretary of Education, the President Pro
Tempore of the Senate, and the Speaker of the House of
Representatives.
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R. J. The State Department of Education shall provide technical
assistance as needed to aid school districts in administering the
provision provisions of the Reading Sufficiency Strong Readers Act.
S. K. On or before January 31 of each year, the State
Department of Education shall issue electronically submit to the
Governor, the President Pro Tempore of the Senate, the Speaker of
the House of Representatives , and members of the Senate and House of
Representatives Education Committees committees with responsibility
over common education in both houses of the Legislature a Reading
Sufficiency Strong Readers Report which shall include, but is not
limited to, trend data detailing three (3) years of data,
disaggregated by student subgroups to include economically
disadvantaged, major racial or ethnic groups, studen ts with
disabilities, and English languag e learners, as appropriate for the
following:
1. The statewide aggregate number and percentage of stu dents in
kindergarten through third grade determined to be at risk for
reading difficulties compared to the total number of students
enrolled in each gra de;
2. The statewide aggregate number and percentage of students in
kindergarten who continue to be at risk fo r reading difficulties as
determined by the year -end measurement of reading progress
administration of th e screening instrument required subsection A of
this section;
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3. The statewide aggregate number and percentage o f students in
kindergarten through third grade who have successfully completed
their program of reading instruction and are reading on grade level
as determined by the results o f screening instruments approved
reading assessments administered pursuant to subsection A of this
section;
4. The statewide aggregate and district -specific number and
percentage of students that meet or do not meet the performance
criteria established by the Commission for Educational Q uality and
Accountability on the reading porti on of the statewide third-grade
assessment administered pursuant to Section 1210.508 of this title
grade-level targets for reading based on screening instruments
administered pursuant to subsection A of this section;
5. The number of students tested, the number of students
promoted through meeting proficiency on a screening instrument as
provided for in subsection I of this section, the number o f students
promoted through each of the good -cause exemptions as provided for
in subsection L of this section and the number of students retained
and the number of students promoted th rough probationary promotion
as provided for in subsection I of this section for each elementary
site;
6. Data tracking the progression of students pr omoted through
each of the good-cause exemptions as provided for in subs ection L of
this section and stu dents promoted through probationary promotion or
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students who are retaine d in third grade as provided for in
subsection I of this section. The data shall include but not be
limited to information regarding whether students graduate on time;
7. The amount of funds for reading remediation received by each
district for implementation of the Strong Readers Act;
8. 6. An evaluation and narrative interpretat ion of the report
data analyzing the impact of the Reading Sufficiency Strong Readers
Act on students’ ability to read at grade level;
9. 7. The type of reading instruction pra ctices and methods
currently being used by school districts in the state;
10. 8. Socioeconomic information, access to reading resources
outside of school, and screening for and identification of learning
disabilities for students not reading at the appr opriate grade level
by third grade in kindergarten and first through third grade;
11. The 9. By grade level, the types of intensive remediation
intervention efforts being conducted by school districts to identify
best practices for students that who are not on an IEP and who are
not reading at the appropriate grade level and are not retained
under the provisions of this section and for students who are on an
IEP and who are not reading at the appropriate grade level ; and
12. 10. Any recommendations for improvements or amendments to
the Reading Sufficiency Strong Readers Act.
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The State Department of Education may contract with an
independent entity for t he reporting and analysis requ irements of
this subsection.
T. L. Copies of the results of the assessments screening
instruments administered pursuant to subsection A of this section
shall be made a part of the permanent record of each student.
SECTION 4. AMENDATORY 70 O.S. 2021, Section 1210.508D,
is amended to read as follows:
Section 1210.508D. A. Contingent on the provision of
appropriated funds designated for the Reading Sufficiency Strong
Readers Act, school districts may b e allocated monies for each
enrolled kindergarten student or first-, second-, and third-grade
student of the current school year, including any student who has
been retained in the third grade pursuant to Section 1210.508C of
this title, who is found to be in need of remediation or intensive
intervention services in reading. The allocation shall be
distributed to each school distric t upon approval of the reading
sufficiency strong readers plan for the school district by the State
Department Board of Education and the submittal of a child -count
report to the State Department of Education that details the number
of students identified as needing remediation or intensive
intervention services in reading. To determine a per-student
allocation amount, the total amount of funds available for
allocation each year shall be divided by the total number of
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students in the state identified as in need of remediation or
intensive intervention services in reading as provided for in
Section 1210.508C of this title. Each school district shall be
allocated an amount equal to the per -student allocation amount
multiplied by the number of identified students enrolled in the
school district.
B. Beginning with the 2022 -2023 school year, districts
receiving more than Two Thousand Five Hundred Dollars ($2,500.00)
pursuant to subsection A of this section shall spend no less than
ten percent (10%) to provide professional development for teachers
teaching prekindergarten through grade fi ve. The professional
development shall include training in the science of how students
learn to read as well as instructional materials requi red for
implementation.
C. By June 30, 2022, the Department shall approve and publish a
list of professional deve lopment programs that are evidence-based
and directly address the cognitive science of how students learn to
read for which districts are permitted to use the funds received
under this section.
D. If a teacher attends and completes a professional
development institute in elementar y reading approved by the Oklahoma
Commission for Teacher Preparation Commission for Educational
Quality and Accountability during the summer or when school is not
in session, the teacher may receive a stipend equal to the amount of
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the cost for a substitute teacher, based on th e amount of funds
allocated.
SECTION 5. AMENDATORY 70 O.S. 2021, Section 1210.508E,
is amended to read as follows:
Section 1210.508E. A. If a teacher determines that a third-
grade student in kindergarten or first through third grade is not
reading at grade level by the end of the secon d quarter of the
school year, the parent or gua rdian of the student shall be notified
of:
1. The reading level of the student;
2. The program of reading instructio n for the student as
required pursuant to the Reading Sufficiency Strong Readers Act; and
3. The potential need for the student to participate in a
summer academy or other program designed to assist the student in
attaining grade-level reading skills.
B. A teacher who determines a third-grade student in
kindergarten or first through third grade is unable to meet
competencies required not meeting grade-level targets for reading
for completion of third grade and promotion to fourth grade may,
after consultation with the parent or legal guardian of the student,
recommend that the promotion of the student to the fourth grade is
contingent upon the participation participate in and successful
completion of the required com petencies for reading by the student
at complete a summer academy or othe r program. If the student does
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not participate in t he summer academy or other program or does not
successfully complete the competencies in the summer academy or
other program, the student shall be retained in the third grade as
set forth in Section 1210. 508C of this title.
C. Summer academy program s shall be designed to ensure that
participating students successfully complete the grade-level
competencies necessary in reading for promotion to fourth grade and
to enhance next-grade readiness. A summer aca demy reading program
shall be a program that incorpo rates the content of a scientifically
research-based professional development program administered by the
Oklahoma Commission for Teacher Preparation Commission for
Educational Quality and Accountability or a scientifically research -
based reading program administered by the State Board of Education
and is taught by teachers who have successf ully completed
professional development in t he reading program or who are certified
as reading specialists.
D. School districts may approve an option for students who a re
unable to attend a summer academy. The optional p rogram may
include, but is not limited to, an approved private provider of
instruction, approved computer - or Internet-based instruction, or an
approved program of reading instruction monitored by the parent or
legal guardian. School districts shall not be required to pay for
the optional program, but shall clearly communicate to t he parent or
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legal guardian the expectations of the program and any costs that
may be involved.
E. Subject to the ava ilability of funds, beginning one (1) year
after implementation of this section, the requirements of subsection
B of this section may be expanded to apply to fourth-grade student
promotion to fifth students in fourth grade. Each year thereafter,
the requirements may be expanded by one grade level until the
requirements apply to third-grade students through eighth-grade
students. Summer academy programs shall be designed for each grade
level. Nothing in this se ction shall prevent the State Board of
Education or a school district board of education from utilizing
private, local, or federal funds to implement this section.
F. The State Board of Education sh all adopt rules to implement
the provisions of this secti on which shall include r equirements for
instructional time for summer school academy programs, teacher
qualifications, and evaluat ion of student achievement as a result of
summer academy programs or other optional programs.
SECTION 6. This act shall become effective July 1, 2024.
SECTION 7. 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.
59-2-3594 EB 2/27/2024 12:25:24 PM