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ENGROSSED SENATE
BILL NO. 1906 By: Pugh and Young of the
Senate
and
Baker of the House
[ legislative intent - reading assessments - reading
skills - reading instruction - screening instruments
- provisions - reading intervention plan –
notification - criteria - exemptions - reports -
funds - summer academies - effective date -
emergency ]
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. NEW LAW A new section of law to be codified
in the Oklahoma Statut es as Section 1210.508I of Title 70, unless
there is created a duplication in numbering, reads as follows:
A. There is hereby created in the State Treasury a revolving
fund for the Oklahoma State Regents for Higher Education to be
designated the “Statewide Literacy Revolving Fund ”. The fund shall
be a continuing fund, not subject to fiscal year lim itations, and
shall consist of all monies received by the State Regents from state
appropriations provided for the purpose of implementing the
provisions of subsection B of this section. All monies accruing to
the credit of the fund are hereby appropriated and may be budgeted
and expended by the State Regents for the purpose provided for in
this subsection. Expenditures from the fund shall be made upon
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warrants issued by the State Treasurer against claims filed as
prescribed by law with the Director of th e Office of Management and
Enterprise Services for approval and payment.
B. Subject to the availability of funding, the Oklahoma State
Regents for Higher Educa tion shall utilize the Statewide Literacy
Revolving Fund created in subsection A of this section to:
1. Implement training in the science of reading in teacher
preparation programs accredited by the Commission for Educational
Quality and Accountability. For the purposes of this section,
training in the science of reading includes providing explicit and
systematic instruction in phonological awareness, decoding, fluency,
vocabulary, and comprehension and implementing reading strategies
that research has sh own to be successful in improving reading among
students with reading difficulties. Beginning with students
entering a teacher preparation program accredited by the Commission
for Educational Quality and Accountability in the 2025 -2026 academic
year, completion of training required by this paragraph shall lead
to a micro-credential in the science of reading which shall be
reflected on teaching certificates awarded to such individuals; and
2. Support teacher preparation programs accredited by the
Commission for Educational Quality and Accountability in developing
and implementing a micro -credential in the science of reading for
certified teachers employed by school districts and charter schools
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in this state. A micro -credential awarded pursuant to this
paragraph shall be reflected on a teacher ’s certificate to teach.
SECTION 2. AMENDATORY 70 O.S. 2021, Section 1210.508A,
is amended to read as follows:
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 3. 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 each
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 system will
result in a significant increase in the number of children reading
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 third 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
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determined, in part, upon proficiency in reading, that school
district board of education policies facilitate reading instruction
and intervention services to address student reading needs, and 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. The
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 the instruction of
reading, writing, and mathematics. All teachers of reading in the
public schools in this state in kindergarten 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.
D. It is the intent of the Legislature that after the effective
date of this act, school districts and charter schools in this state
shall be prohibited from using the three -cueing system model of
teaching students to read. For the purposes of this section, the
“three-cueing system” means any model of teaching students to read
based on meaning, structure, syntax, and visual cues, which may also
be known as MSV, balanced litera cy, or whole language.
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SECTION 4. 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 g rade in a public school in 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 Education
comprehension. A screening instrument approved by the State B oard
of Education, in consultation with the Commission for Educational
Quality and Accountabilit y and the Secretary of Education, shall be
utilized for the purposes of this section. 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 minimizin g the impact on instructional time;
2. The timeliness in reporting screening instrument results to
teachers, administrators, and parents and legal guardians of
students; and
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3. The integration of the screening instrument 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 identified in the subject matter standards adopted
by the State Board of Education, monitor progress throughout the
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 student to acquire the
appropriate grade-level reading skills.
4. Classroom assistants, which may include parents,
grandparents, or other volunteers, shall be provided in kindergarten
classes to assist with the screening of students if a teacher aide
is not already employed to assist in a kinderg arten 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 for the acquisition of
reading skills including, but not limited to, phonemic awareness,
phonics, reading fluency, vocabulary, and comprehension.
C. Any student enrolled in first, second or third grade who is
assessed and who is not meeting grade -level targets in reading shall
be provided a program of reading instruction designed to enable the
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student to acquire the appropriate grade level reading skills. The
program of reading instruction shall include provisions of the READ
Initiative adopted by the school district as provided for in
subsection P of this section. Throughout the year progress
monitoring shall continue, and diagnostic assessment, if determined
appropriate, shall be provided. Year -end reading skills shall be
measured to determine reading suc cess.
D. The State Board of Education shall approve no fewer than
five (5) screening instrument s 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 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 reliability of each assessment;
3. Can be used for identifying students who are at risk for
reading deficiency and progress monitoring throughout the school
year;
4. Can be used to assess students with disabili ties and English
language learners; and
5. Accompanied by a data management system that provides
profiles for of students, class, grade level , and school building.
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The profiles shall identify each student’s instructional point of
need and reading achieve ment level. The State Board shall also
determine other comparable reading assessments for diagn ostic
purposes to be used for students 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 program of reading
instruction designed to enable students to acquire the appropriate
grade-level reading skills. The program of reading instruction
required in subsections A and B of this section shall be based on
scientific reading research and align with the subject matte r
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 ,
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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 dia gnostic purposes and
periodic monitoring to measure 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 o f reading instruction ,
d. high-quality instructional materials grounded in
scientifically based reading research, and
e. a means of providing every family of a student in
prekindergarten, kindergarten, and first, second, and
third grade access to free onli ne evidence-based
literacy instruction resources to support the
student’s literacy development a t 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 meeting 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 su pports in reading until the student is
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determined by the results of a screening instrument to be meeting
grade-level targets in reading receive an individual reading
intervention plan no later than thirty (30) days after the
identification of the deficienc y 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 rec eive to remedy the
deficiency in reading,
b. provide explicit and systematic instruction in
phonological awareness, decoding, fluency, vocabulary,
and comprehension, as applicable,
c. monitor the reading progress of each student’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 based 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 paragraph 1 of this subsection.
3. The program of reading instruction intervention plan for
each student identified with a deficiency in reading shall be
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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 instructi on
and is assigned to teach in the next grade level of
the student, and
d. a certified reading specialist, if one is available.
4. A school district shall noti fy 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 administered pursuant to subsection A of this section.
The notification shal l occur no later than thirty (30) days after
the identification of the deficiency in reading.
F. The program of reading instruction shall continue until the
student is determined by the results of approved reading assessments
to be meeting grade-level targets.
G. D. 1. Every school district shall 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, and which s hall be
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submitted electronically to and approved by the State Board of
Education. The plan shal l be updated annually. School districts
shall not be required to electronically submit the annual updates to
the Board if the last plan 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 measures, summer school programs ,
and Saturday school programs. If any exp enditure for the program is
deleted or changed or any other type of expenditure for the program
is implemented, the school district shall be required to submit the
latest annual update to the Board for approval. The district
reading sufficiency strong readers plan shall include a plan for
each site which includes an analysis of the data provided by the
Oklahoma School Testing Program and other reading assessments
utilized as required in this 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 the
implementation and evaluation of the provisions of the Reading
Sufficiency Strong Readers Act. The evaluation shall include, but
not be limited to, an analysis of the data required 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 assessments administered
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pursuant to this section, a new program of read ing instruction,
including provisions of the READ Initiative adopted by the school
district as provided for in subsection P of this section, shall be
developed by a Student Reading Proficiency Team and implemented as
specified in subsection E of this secti on. In addition to 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
which meets the acquisition of reading sk ills criteria approved
pursuant to subsection B of this section shall not be subject to
retention pursuant to this section require a program of reading
instruction or an individual reading intervention plan . 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 thi s section Strong Readers Act. The
district shall continue to monitor the student in the next
successive grade level to ensure he or she maintains proficiency.
2. If Beginning with the 2024 -2025 school year, if a third-
grade student is identified at any point of the academic year as
having a significant reading deficiency, which shall be defined as
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not meeting grade-level targets on a screening instrument which
meets the acquisition of reading skills criteria administered
pursuant to subsection B A of this section, the district shall
immediately begin a student reading portfolio as provided by
subsection L of this section and shall provide notice to the parent
of the deficiency pursuant to subsection J of this section provide
the student with intensive 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
Reading Proficiency Team . Intensive intervention services shall
continue until the student demonstrates proficiency at his or her
grade level based on a screening instrument administered pu rsuant to
subsection A of this section.
3. If a student has not yet satisfied 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 administer ed as provided for in subsection B of this
section, has not accumulated evidence of third -grade proficiency
through a student portfolio as provided in subsection 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 not be eligible
for automatic promotion to fourth grade.
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4. The minimum criteria for grade -level performance of third -
grade students pursuant to the Reading Sufficiency Act shall be that
students are able to read and c omprehend 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 only 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 performance levels established by
the Commission for Educat ional Quality and Accountability pursuant
to Section 1210.508 of this title shall ensure that st udents meeting
the performance-level criteria are performing at grade level on the
reading foundations and vocabulary portions of the statewide third -
grade assessment.
5. a. A student not eligible for automatic promotion as
provided for under paragraph 3 of this subsection and
who does not meet the criteria established by the
Commission for Educational Quality and Accountability
on the reading portion of the stat ewide third-grade
assessment administered pursuant to Section 1210.508
of this title may be eval uated for probationary
promotion by the Student Reading Proficiency Team
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which was created for the student pursuant to
subsection E of this section.
b. The student shall be promoted to the fourth grade if
the team members unanimously recommend probationary
promotion to the school principal and the school
district superintendent and the principal and
superintendent approve the recommendation that
promotion is the best option for the student. If a
student is allowed a probationary promotion, the team
shall continue to review the reading performance of
the student and repeat the requirements of this
paragraph each academic year until the student
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 locally 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 establ ished by the Commission for
Educational Quality and Accountability on the reading portion of the
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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 subsecti on 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 sec tion.
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 students promoted to a
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 num ber of students per grade
level who exhibited improved reading proficiency after completion of
intensive intervention services, and the number of students per
grade level who are still in need of intensive intervention
services. The State Department of Ed ucation shall publicly report
the aggregate and district -specific number of students promoted
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numbers submitted pursuant to this subsection on their its website
and shall provide electronic copies of the report to the Governor,
Secretary of Education, Pres ident Pro Tempore of the Senate, Speaker
of the House of Representatives, and to the respective chairs of the
committees with responsibility for common education policy in each
legislative chamber.
J. G. The parent of any student who is found to have a re ading
deficiency and is not meeting grade -level reading targets and has
been provided a program of reading instruction as provided for in
paragraph 1 of subsection B C of this section shall be notified in
writing of the following:
1. That the student has been 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 model such that a
reader and a text are placed on the same scale subsection C of this
section;
3. A description of the proposed supplemental instructional
intensive intervention services and supports that will be provided
to the student that are designed to remediate the 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 the end of the
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third grade, unless the student is otherwise promoted as provided
for in subsection I o f 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 helping 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 an d assessments are available; and
8. The specific criteria and policies of the school district
for midyear promotion implemented as provided for in paragraph 4 of
subsection O of this section .
K. H. No student may be assigned to a grade level based solely
on age or other factors that constitute social promotion.
L. For those students who do not mee t the academic requirements
for promotion and who are not otherwise 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;
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2. Students with disabilities wh ose individualized education
program (IEP), consistent with state law, indicates that the studen t
is to be assessed with alternate achievement standards through the
Oklahoma Alternate Assessment Program (OAAP);
3. Students who demonstrate an acceptable le vel of performance
on an alternative standardized reading assessment approved 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 level;
5. Students with disabilities who participate in the statewide
assessments administered pursuant to Section 1210.508 of this title
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 intensive remediation in reading
through a program of reading instructio n 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 Department of Education.
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M. A student who is otherwise promoted as provided for 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 strat egies 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 research 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 subsection
L of this section shall be made using the following process:
1. Documentation submitted from t he teacher of the student to
the school principal that indicates the student meets one of the
good-cause exemptions and promotion of the student is appropriate.
In order to minimize paperwork requirements, the documentation shall
consist only of the alternative assessment results or student
portfolio work and the individual education plan (IEP), as
applicable;
2. The principal of the school shall review and dis cuss the
documentation with the teacher and, if applicable, the other members
of the Student Reading Proficiency Team as described in subsection E
of this section. If the principal determines that the student meets
one of the good-cause exemptions and sho uld be promoted based on the
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documentation provided, the principal shall make a recommendation in
writing to the school district superintendent; and
3. After review, the school district superintendent shall
accept or reject the recommendation of the princ ipal in writing.
O. Each school district shall:
1. Conduct a review of the program of reading instruction for
all students who do not meet the performance criteria established by
the Commission for Educational Quality and Accountability on the
reading portion of the statewide assessment administered pursuant to
Section 1210.508 of this title and did not meet the criteria for one
of the good-cause exemptions as set forth in subsection L of this
section. The review shall address additional supports and ser vices,
as described in this subsection, needed to remediate the identified
areas of reading defi ciency. 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 supports to remediate
the identified areas of reading deficiency, including a minimum of
ninety (90) minutes of daily, uninterrupted, scient ific-research-
based reading instruction. Retained students shall be provided
other strategies prescribed by the school district, which may
include, but are not limited to:
a. small group instruction,
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b. reduced teacher-student ratios,
c. more frequent progress monitoring,
d. tutoring or mentoring,
e. transition classes containing third - and fourth-grade
students,
f. extended school day, week, or year, and
g. summer reading academies as provided for in Section
1210.508E of this title, if available;
3. Provide written notification to the parent or guardian of
any student who is to be retained as set f orth in subsection I of
this section that the student has not met the performance criteria
required for promotion and was not otherwise promoted and the
reasons the student is not eligible for a good -cause exemption. The
notification shall include a description of proposed interventions
and intensive instructional supports that will be provided to the
student to remediate the identified areas of reading deficien cy;
4. Implement a policy for the midyear promotion of a retained
student who can demonstrate t hat 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 any retained student may include
screening assessments, alternative assessments, and portfolio
reviews, in accordance with rules of the State Board of Education.
Retained students may only be promoted midyear prio r to November 1
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and only upon demonstrating that the student has met the performance
criteria established by the Commission for Educational Quality and
Accountability on the reading portion of the statewide third -grade
assessment administered pursuant to S ection 1210.508 of this title,
or upon demonstrating proficiency in reading at the third -grade
level through a screening instrument administered pursuant to
subsection B of this section, and upon showing progress sufficient
to master appropriate fourth -grade-level skills, as determined by
the school. A midyear promotion shall be made only upon agree ment
of the parent or guardian of the student and the school principal;
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 a ddition to the regular reading
block, including tutoring before or after school,
b. a parent-guided “Read at Home” assistance plan, as
developed by the State De partment of Education, the
purpose of which is to encourage regular parent -guided
home reading, or
c. a mentor or tutor with specialized reading training.
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P. Beginning with the 2011 -2012 school year, each school
district shall establish a Reading Enhancem ent and Acceleration
Development (READ) Initiative. 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 p romotion 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 third -grade students
at risk of retention as identified by the assess ments administered
pursuant to the Reading Sufficiency 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 instr uction;
3. Provide a reading curriculum that, at a minimum, meets the
following specifications:
a. assists students assessed as exhibiting a reading
deficiency in developing the ability to read at grade
level,
b. provides skill development in phonemic awa reness,
phonics, reading fluency, vocabulary, and
comprehension,
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c. provides a scientific -research-based and reliable
assessment,
d. provides initial and ongoing analysis of the 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 administered pursuant to Section
1210.508 of this title. The focus of the Intensive Acceleration
Class shall be to increase the reading level of a child at least two
grade levels in one (1) school year. The Int ensive Acceleration
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 Accountability
on the reading portion of the statewide assessments
and who was retained in the third grade the prior year
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
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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 monitoring measures to ensure
progress is being made;
5. Provide reports to the State Board 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 still
not ready for grade promotion, as determined by the 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 education shall
annually publish on the school website , and report in writing
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electronically to the State Board Department of Education, the
Office of Educational Quality and Accountability, and the Secretary
of Education by September 1 of each year, the following information
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 inc lude expenditures
related to implementing the provisions of this
section, the number of staff implementing the
provisions of this section, and average daily
classroom time devoted to implementing the provisions
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 the 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 administered pursuant to
subsection A of this sec tion,
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c. by grade, the number and percentage of all students
retained in grades three through ten in kindergarten
through third grade who have been enrolled in the
district for fewer than two (2) years ,
d. information on the total number and percentage of
students who were promoted for good cause, by each
category of good cause as specified above, an d by
grade, the number and percentage of students in
kindergarten through third grade who demonstrated
grade-level proficiency based 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 from the prior year
by grade, the number and percentage of students in
kindergarten through third grade who are on an
individualized education program (IEP) in accordance
with the Individuals with Disabi lities Education Act
(IDEA) and who demonstrated grade -level proficiency
based on a screening instrument administered pursuant
to subsection A of this section o r an alternative
assessment prescribed by the student’s IEP .
2. The State Department of Education shall establish a uniform
format for school districts to report the information required in
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this subsection. The format shall be developed with input from
school districts and shall be provided not later than ninety (90)
days prior to the annual due da te. The Department shall annually
compile the information required, along with state -level summary
information, and electronically report the information to th e
public, the Governor, the Secretary of Education, the President Pro
Tempore of the Senate, and the Speaker of the House of
Representatives.
R. J. The State Department of Education shall provide technical
assistance as needed to aid school districts in a dministering 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, students with
disabilities, and English language learners, as app ropriate for the
following:
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1. The statewide aggregate number and percentage of students in
kindergarten through third grade determined to be at risk for
reading difficulties compared to the total number of students
enrolled in each grade;
2. The statewide aggregate number and percentage of students in
kindergarten who continue to be at risk for re ading difficulties as
determined by the year -end measurement of reading progress
administration of the screening instrument required subsection A of
this section;
3. The statewide aggregate number and percentage of 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 of 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 Educa tional Quality and
Accountability on the reading portion 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 meetin g proficiency on a screening instrument as
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provided for in subsection I of this section, the number of 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 through probationary promotion
as provided for in subsection I of this section for each elementary
site;
6. Data tracking the progre ssion of students promoted through
each of the good-cause exemptions as provided for in subsecti on L of
this section and students promoted through probationary promotion or
students who are retained in third grade as provided for in
subsection I of this se ction. 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 interpretation 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 practices 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 appropriate grade level
by third grade in kindergarten and first through third grade;
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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 grad e 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.
The State Department of Education may contract with an
independent entity for the re porting and analysis requirements 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 5. 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 be all ocated 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
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distributed to each school district 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
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 teacher s
teaching prekindergarten through grade five. The professional
development shall include training:
1. Training in the science of how students learn to read as
well as instructional materials required for implementation ; and
2. Training in Language Esse ntials for Teachers of Reading and
Spelling (LETRS) for certified personnel designated as reading
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coaches. Completion of LETRS training pursuant to this paragraph
shall be reflected on the reading coach’s certificate to teach .
C. By June 30, 2022, the De partment shall approve and publish a
list of professional development 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 elementary 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
the cost for a substitute teach er, based on the amount of funds
allocated.
SECTION 6. 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 second quarter of the
school year, the parent or guardian of the student shall be notified
of:
1. The reading level of the student;
2. The program of reading instruction for the student as
required pursuant to the Reading Sufficiency Strong Readers Act; and
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3. The potential need for the student to participate in a
summer academy or other progr am 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 pare nt 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 competencies for reading by the student
at complete a summer academy or other program. If the student does
not participate in the 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 programs 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 academy reading program
shall be a program that incorporates the content of a scientifically
research-based professional development program adminis tered by the
Oklahoma Commission for Teacher Preparation Commission for
Educational Quality and Accountability or a scientifically research -
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based reading program administered by the State Board of Education
and is taught by teachers who have successfully c ompleted
professional development in the reading program or who are certified
as reading specialists.
D. School districts may approve an option for students who are
unable to attend a summer academy. The optional program may
include, but is not limited t o, 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 the parent or
legal guardian the expectations of the program and any costs that
may be involved.
E. Subject to the availability 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 section shall prevent the State Board of
Education or a school district board of education from utilizing
private, local, or federal funds to imple ment this section.
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F. The State Board of Education shall adopt rules to implement
the provisions of this section which shall include requirements for
instructional time for summer school academy programs, teacher
qualifications, and evaluation of student achievement as a result of
summer academy programs or other optional programs.
SECTION 7. AMENDATORY 70 O.S. 2021, Section 1210.508F,
is amended to read as follows:
Section 1210.508F. A. The State Board of Education Commission
for Educational Quality and Accountability shall ensure that the
reading competencies for element ary teachers are included in the
competencies for special education teachers.
B. The State Board of Education and the Commission for
Educational Quality and Ac countability in collaboration with the
Oklahoma State Regents for Higher Education shall ensure that all
teachers of early childhood education, elementary education , and
special education are provided quality training in intervention,
instruction, and remediation strategies in order to meet the needs
of students in kindergarten through third grade wh o are determined
to be at risk of reading difficulties in the science of reading to
provide explicit and systematic instruction in phonological
awareness, decoding, fluency, vocabulary, and comprehension and
implement reading strategies that research has shown to be
successful in improving reading among students with reading
difficulties. In addition, quality education for prospective
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teachers shall be provided in research-based instructional
strategies for instruction, assessment , and intervention for
literacy development for all students , including advanced readers,
typically developing readers , and struggling readers who are coping
with a range of challenges , including, but not limited to, English
learners and learners with handicapping conditions and learning
disabilities (including dyslexia) , including dyslexia. Quality
training shall include guidance from professional resources such as
the Report of the Nat ional Reading Panel, Response to Intervention
guidelines, and professional organizations such as the Council for
Exceptional Children, International Dyslexia Association,
International Literacy Association, National Council of Teachers of
English, and National Association for the Education of Young
Children.
C. All institutions within The Oklahoma State System of Higher
Education that offer elementary, early childhood education , or
special education programs approved by the Commission for
Educational Quality and Accountability shall incorporate into those
programs the requirement that teacher candida tes study the five
elements of reading instruction which are phonemic phonological
awareness, phonics decoding, reading fluency, vocabulary, and
comprehension. Teacher candidates shall study strategies including,
but not limited to, instruction that is explicitly taught,
sequenced, multimodal (reading, writing, speaking, listening, hands -
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on, etc.), multidisciplinary , and reflective to adapt for individual
learners.
D. Effective July 1, 2010 2025, teacher candidates enrolled in
an institution within The Ok lahoma State System of Higher Education
in a special education , early childhood education, or elementary
education program approved by the Commission for Educat ional Quality
and Accountability shall pass, prior to graduation, a comprehensive
assessment to measure their teaching skills in the area of reading
instruction. The assessment shall be developed and administered by
the institutions that offer special edu cation, early childhood
education, and elementary education programs that lead to
certification. The assessment shall measure the knowledge and
understanding of the teacher candidate in the teaching of the five
elements of reading instruction which are phonemic phonological
awareness, phonics decoding, reading fluency, vocabulary, and
comprehension. The results of the assessment shall be
electronically reported annually by the institution to the
Commission for Educational Quality and Accountability as a p art of
the required annual report for the institution. The Commission
shall include the data in the annual report to the Oklahoma
Legislature as required pursuant to Section 6 -186 of this title. It
is the intent of the Legislature to ensure that teachers graduating
from institutions within The Oklahoma State System of Higher
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Education have the knowledge and skills to effectively teach reading
to all children.
SECTION 8. This act shall become effective July 1, 2024.
SECTION 9. It being immediately necessary for the preservation
of the public peace, health, or safety, an emergency is hereby
declared to exist, by reason whereof this act shall take effect and
be in full force from and after its passage and approval.
Passed the Senate the 14th day of March, 2024.
Presiding Officer of the Senate
Passed the House of Representatives the ____ day of __________,
2024.
Presiding Officer of the House
of Representatives