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1 STATE OF OKLAHOMA
1
2 2nd Session of the 60th Legislature (2026)
2
3 SENATE BILL 1271 By: Bergstrom
3
4
4
5
5
6 AS INTRODUCED
6
7 An Act relating to the Strong Readers Act; amending
7 70 O.S. 2021, Section 1210.508C, as last amended by
8 Section 2, Chapter 297, O.S.L. 2025 (70 O.S. Supp.
8 2025, Section 1210.508C), which relates to reading
9 assessments; requiring a Student Reading Proficiency
9 Team to include certain coach, if assigned; removing
10 language allowing certain students to demonstrate
10 proficiency on certain screening instruments;
11 requiring retention of certain third-grade students
11 who do not meet certain grade-level targets on
12 certain statewide assessment and do not qualify for
12 certain exemption; directing certain performance
13 levels to ensure students are meeting certain
13 criteria; requiring school districts to include
14 certain information in annual report; providing good-
14 cause exemptions for promotion of certain students;
15 providing process for evaluation of good-cause
15 exemption requests; directing certain intervention
16 services to be provided to certain students subject
16 to retention; allowing a school district to provide
17 an intensive acceleration class for retained third-
17 grade students; requiring the State Department of
18 Education to employ literacy coaches; providing
18 qualifications for literacy coach; providing for
19 assignment and duties of literacy coaches; updating
19 statutory language; updating statutory references;
20 amending 70 O.S. 2021, Section 1210.508D, as amended
20 by Section 6, Chapter 411, O.S.L. 2024 (70 O.S. Supp.
21 2025, Section 1210.508D), which relates to Strong
21 Readers Act funding; directing allocation for certain
22 retained students; amending 70 O.S. 2021, Section
22 1210.508E, as amended by Section 7, Chapter 411,
23 O.S.L. 2024 (70 O.S. Supp. 2025, Section 1210.508E),
23 which relates to summer academies; updating statutory
24 language; requiring, rather than allowing, a teacher
24
Req. No. 2219 Page 1
1 to recommend a summer academy for students in certain
1 grades; requiring school districts beginning in
2 certain summer to provide a summer academy or other
2 program to certain students; requiring administration
3 of certain alternative assessment by certain date;
3 providing for promotion of students who attend
4 certain academy or other program; requiring school
4 districts to notify the State Department of Education
5 by certain date regarding offering of summer academy
5 or other program; providing an effective date; and
6 declaring an emergency.
6
7
7
8 BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
8
9 SECTION 1. AMENDATORY 70 O.S. 2021, Section 1210.508C,
9
1 0 as last amended by Section 2, Chapter 297, O.S.L. 2025 (70 O.S.
10
1 1 Supp. 2025, Section 1210.508C), is amended to read as follows:
11
12 Section 1210.508C. A. To identify students who have a
12
1 3 deficiency in reading or who have characteristics of dyslexia that
13
1 4 lead to or cause reading difficulty, each student enrolled in
14
1 5 kindergarten and first, second, and third grade in a public school
15
1 6 in this state shall be screened at the beginning, middle, and end of
16
1 7 each school year for reading skills including, but not limited to,
17
1 8 phonological awareness, decoding, fluency, vocabulary, and
18
1 9 comprehension. A screening instrument approved by the State Board
19
2 0 of Education, in consultation with the Commission for Educational
20
2 1 Quality and Accountability and the Secretary of Education, shall be
21
2 2 utilized for the purposes of this section. In determining which
22
2 3 screening instrument to approve, the State Board of Education, the
23
2 4 Commission for Educational Quality and Accountability, and the
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Req. No. 2219 Page 2
1 Secretary of Education shall take into consideration at a minimum
1
2 the following factors:
2
3 1. The time required to conduct the screening instrument with
3
4 the intention of minimizing the impact on instructional time;
4
5 2. The timeliness in reporting screening instrument results to
5
6 teachers, administrators, and parents and legal guardians of
6
7 students; and
7
8 3. The integration of the screening instrument into reading
8
9 curriculum.
9
10 B. Beginning in the 2025-2026 school year, the State Board of
10
1 1 Education shall approve no fewer more than three screening
11
1 2 instruments for use at the beginning, middle, and end of the school
12
1 3 year for monitoring of progress and for measurement of reading
13
1 4 skills as required in subsection A of this section. The screening
14
1 5 instruments shall meet the following criteria:
15
16 1. Assess for phonological awareness, decoding, fluency,
16
1 7 vocabulary, and comprehension;
17
18 2. Document the validity and reliability of each assessment;
18
19 3. Can be used for identifying students who are at risk for
19
2 0 reading deficiency and progress monitoring throughout the school
20
2 1 year;
21
22 4. Can be used to assess students with disabilities and English
22
2 3 language learners; and
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24
24
Req. No. 2219 Page 3
1 5. Accompanied by a data management system that provides
1
2 profiles of each student, class, grade level, and school building.
2
3 The profiles shall identify each student's instructional point of
3
4 need and reading achievement level. The State Board shall also
4
5 determine other comparable reading assessments for diagnostic
5
6 purposes to be used for students at risk of reading failure.
6
7 C. 1. Exemptions to the screening requirements of this section
7
8 may be provided to students who have documented evidence that they
8
9 meet at least one of the following criteria as related to the
9
1 0 provision of classroom instruction:
10
11 a. the student participates in the Oklahoma Alternate
11
12 Assessment Program (OAAP) and is taught using
12
13 alternate methods,
13
14 b. the student's primary expressive or receptive
14
15 communication is sign language,
15
16 c. the student's primary form of written or read text is
16
17 Braille, or
17
18 d. the student's primary expressive or receptive language
18
19 is not English, the student is identified as an
19
20 English learner using a state-approved identification
20
21 assessment, and the student has had less than one (1)
21
22 school year of instruction in an English-learner
22
23 program.
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24
24
Req. No. 2219 Page 4
1 2. A public school that grants an exemption pursuant to
1
2 paragraph 1 of this subsection shall provide ongoing evidence of
2
3 student progression toward English language acquisition with the
3
4 same frequency as administration of screening assessments. Evidence
4
5 may include, but not be limited to, student progression toward OAAP
5
6 reading essential elements, proficiency in sign language and reading
6
7 comprehension, and proficiency in Braille and reading comprehension.
7
8 D. 1. Students who are administered a screening instrument
8
9 pursuant to subsection A of this section and are found not to be
9
1 0 meeting grade-level targets shall be provided a program of reading
10
1 1 instruction designed to enable students to acquire the appropriate
11
1 2 grade-level reading skills. The program of reading instruction
12
1 3 shall be based on scientific reading research and align with the
13
1 4 subject matter standards adopted by the State Board of Education. A
14
1 5 program of reading instruction shall include:
15
16 a. sufficient additional in-school instructional time for
16
17 the acquisition of phonological awareness, decoding,
17
18 fluency, vocabulary, and comprehension,
18
19 b. if necessary and if funding is available, tutorial
19
20 instruction after regular school hours, on Saturdays,
20
21 and during summer; however, such instruction may not
21
22 be counted toward the one-hundred-eighty-day one-
22
23 hundred-eighty-one-day or one-thousand-eighty-hour
23
24
24
Req. No. 2219 Page 5
1 one-thousand-eighty-six-hour school year required in
1
2 Section 1-109 of this title,
2
3 c. assessments identified for diagnostic purposes and
3
4 periodic monitoring to measure the acquisition of
4
5 reading skills including, but not limited to,
5
6 phonological awareness, decoding, fluency, vocabulary,
6
7 and comprehension, as identified in the student's
7
8 program of reading instruction,
8
9 d. high-quality instructional materials grounded in
9
10 scientifically based reading research, and
10
11 e. a means of providing every family of a student in
11
12 prekindergarten, kindergarten, and first, second, and
12
13 third grade access to free online evidence-based
13
14 literacy instruction resources to support the
14
15 student's literacy development at home.
15
16 2. A student enrolled in kindergarten or first, second, or
16
1 7 third grade who exhibits a deficiency in reading at any time based
17
1 8 on the screening instrument administered pursuant to subsection A of
18
1 9 this section shall receive an individual reading intervention plan
19
2 0 no later than thirty (30) days after the identification of the
20
2 1 deficiency in reading. The reading intervention plan shall be
21
2 2 provided in addition to core reading instruction that is provided to
22
2 3 all students. The reading intervention plan shall:
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24
24
Req. No. 2219 Page 6
1 a. describe the research-based reading intervention
1
2 services the student will receive to remedy the
2
3 deficiency in reading,
3
4 b. provide explicit and systematic instruction in
4
5 phonological awareness, decoding, fluency, vocabulary,
5
6 and comprehension, as applicable,
6
7 c. monitor the reading progress of each student's reading
7
8 skills throughout the school year and adjust
8
9 instruction according to the student's needs, and
9
10 d. continue until the student is determined to be meeting
10
11 grade-level targets in reading based on screening
11
12 instruments administered pursuant to subsection A of
12
13 this section or assessments identified for diagnostic
13
14 purposes and periodic monitoring pursuant to
14
15 subparagraph c of paragraph 1 of this subsection.
15
16 3. The reading intervention plan for each student identified
16
1 7 with a deficiency in reading shall be developed by a Student Reading
17
1 8 Proficiency Team and shall include supplemental instructional
18
1 9 services and supports. Each team shall be composed of:
19
20 a. the parent parent(s) or legal guardian guardian(s) of
20
21 the student,
21
22 b. the teacher assigned to the student who had
22
23 responsibility for reading instruction in that
23
24 academic year,
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Req. No. 2219 Page 7
1 c. a teacher who is responsible for reading instruction
1
2 and is assigned to teach in the next grade level of
2
3 the student, and
3
4 d. a certified reading specialist or an individual with
4
5 advanced training or specialization in literacy
5
6 instruction, if one is available, and
6
7 e. the literacy coach assigned to the school district in
7
8 accordance with the provisions of subsection O of this
8
9 section, if one is assigned.
9
10 4. A school district shall notify the parent parent(s) or legal
10
1 1 guardian guardian(s) of any student in kindergarten or first,
11
1 2 second, or third grade who exhibits a deficiency in reading at any
12
1 3 time based on the screening instrument administered pursuant to
13
1 4 subsection A of this section. The notification shall occur no later
14
1 5 than thirty (30) days after the identification of the deficiency in
15
1 6 reading.
16
17 E. 1. Every school district shall adopt and implement a
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1 8 district strong readers plan which has had input from school
18
1 9 administrators, teachers, and parents and legal guardians and if
19
2 0 possible a reading specialist, and which shall be submitted
20
2 1 electronically to and approved by the State Board of Education. The
21
2 2 plan shall be updated annually. School districts shall not be
22
2 3 required to electronically submit the annual updates to the Board if
23
2 4 the last plan submitted to the Board was approved and expenditures
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Req. No. 2219 Page 8
1 for the program include only expenses relating to individual and
1
2 small group tutoring, purchase of and training in the use of
2
3 screening and assessment measures, summer school programs, and
3
4 Saturday school programs. If any expenditure for the program is
4
5 deleted or changed or any other type of expenditure for the program
5
6 is implemented, the school district shall be required to submit the
6
7 latest annual update to the Board for approval. The district strong
7
8 readers plan shall include a plan for each site which includes an
8
9 analysis of the data provided by the Oklahoma School Testing Program
9
1 0 and other reading assessments utilized as required in this section,
10
1 1 and which outlines how each school site will comply with the
11
1 2 provisions of the Strong Readers Act.
12
13 2. The State Board of Education shall adopt rules for the
13
1 4 implementation and evaluation of the provisions of the Strong
14
1 5 Readers Act. The evaluation shall include, but not be limited to,
15
1 6 an analysis of the data required in subsection L P of this section.
16
17 F. 1. Any first-grade, second-grade, or third-grade student
17
1 8 who demonstrates proficiency in reading through a grade-level
18
1 9 appropriate screening instrument approved pursuant to subsection B
19
2 0 of this section shall not require a program of reading instruction
20
2 1 or an individual reading intervention plan. After a student has
21
2 2 demonstrated proficiency through a screening instrument, the
22
2 3 district shall provide notification to the parent or legal guardian
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2 4 of the student that he or she has satisfied the requirements of the
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Req. No. 2219 Page 9
1 Strong Readers Act. The district shall continue to monitor the
1
2 student in the next successive grade level to ensure he or she
2
3 maintains proficiency.
3
4 2. Beginning with the 2025-2026 school year, if a third-grade
4
5 student is identified at any point of the academic year as having a
5
6 significant reading deficiency, which shall be defined as not
6
7 meeting grade-level targets on a screening instrument administered
7
8 pursuant to subsection A of this section, the district shall provide
8
9 the student with intensive intervention services for the appropriate
9
1 0 amount of the instructional day consistent with the individual
10
1 1 reading intervention plan developed pursuant to paragraph 2 of
11
1 2 subsection D of this section and as determined by the Student
12
1 3 Reading Proficiency Team. Intensive intervention services shall
13
1 4 continue until the student demonstrates proficiency at his or her
14
1 5 grade level based on a screening instrument administered pursuant to
15
1 6 subsection A of this section.
16
17 G. Beginning with the 2027-2028 school year, if a student has
17
1 8 not met grade-level performance based on scores for the standards
18
1 9 for reading foundations and processes and the vocabulary portions of
19
2 0 the statewide third-grade assessment administered pursuant to
20
2 1 Section 1210.508 of this title or is not subject to a good-cause
21
2 2 exemption as provided for in subsection K of this section, he or she
22
2 3 shall be retained in the third grade and provided intensive
23
2 4 intervention services and supports as provided for in subsection M
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Req. No. 2219 Page 10
1 of this section. The performance levels established by the
1
2 Commission for Educational Quality and Accountability pursuant to
2
3 Section 1210.508 of this title shall ensure that students meeting
3
4 the performance level criteria are performing at grade level on the
4
5 reading foundations and processes and the vocabulary portions of the
5
6 statewide third-grade assessment.
6
7 H. Each school district shall annually report in an electronic
7
8 format to the State Department of Education, the Office of
8
9 Educational Quality and Accountability, and the Secretary of
9
1 0 Education the number of third-grade students retained pursuant to
10
1 1 this section, the number of third-grade students promoted to the
11
1 2 fourth grade due to a good-cause exemption as provided for in
12
1 3 subsection K of this section by each category of good cause, the
13
1 4 number of students in kindergarten through third grade per grade
14
1 5 level who exhibit grade-level reading proficiency, the number of
15
1 6 students per grade level who received intensive intervention
16
1 7 services pursuant to paragraph 2 of subsection F of this section,
17
1 8 the number of students per grade level who attended a summer academy
18
1 9 as provided for in Section 1210.508E of this title, the number of
19
2 0 students per grade level who exhibited improved reading proficiency
20
2 1 after completion of intensive intervention services, and the number
21
2 2 of students per grade level who are still in need of intensive
22
2 3 intervention services. The State Department of Education shall
23
2 4 publicly report the aggregate and district-specific numbers
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Req. No. 2219 Page 11
1 submitted pursuant to this subsection on its website and shall
1
2 provide electronic copies of the report to the Governor, Secretary
2
3 of Education, President Pro Tempore of the Senate, Speaker of the
3
4 House of Representatives, and to the respective chairs of the
4
5 committees with responsibility for common education policy in each
5
6 legislative chamber.
6
7 H. I. The parent parent(s) or legal guardian(s) of any student
7
8 who is found to have a reading deficiency and is not meeting grade-
8
9 level reading targets and has been provided a program of reading
9
1 0 instruction as provided for in paragraph 1 of subsection D of this
10
1 1 section shall be notified in writing of the following:
11
12 1. That the student has been identified as having a substantial
12
1 3 deficiency in reading;
13
14 2. A description of the current services that are provided to
14
1 5 the student pursuant to subsection D of this section;
15
16 3. A description of the proposed intensive intervention
16
1 7 services and supports that will be provided to the student that are
17
1 8 designed to remediate the identified area of reading deficiency as
18
1 9 provided for in paragraph 2 of subsection F of this section;
19
20 4. That a student who is shall not be promoted to the fourth
20
2 1 grade if he or she has not met grade-level performance based on
21
2 2 scores for the standards for reading foundations and processes and
22
2 3 the vocabulary portions of the statewide third-grade assessment
23
2 4 administered pursuant to Section 1210.508 of this title unless the
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Req. No. 2219 Page 12
1 student qualifies for a good-cause exemption as provided for in
1
2 subsection K of this section. A student who is promoted due to a
2
3 good-cause exemption shall receive supplemental intensive
3
4 intervention services;
4
5 5. Strategies for parents to use in helping their child succeed
5
6 in reading proficiency; and
6
7 6. The grade-level performance scores of the student.
7
8 I. J. No student may be assigned to a grade level based solely
8
9 on age or other factors that constitute social promotion.
9
10 J. K. For those students who have not met grade-level
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1 1 performance based on scores for the standards for reading
11
1 2 foundations and processes and the vocabulary portions of the
12
1 3 statewide third-grade assessment administered pursuant to Section
13
1 4 1210.508 of this title, a school district may promote the student
14
1 5 for good cause only. Good-cause exemptions for promotion shall be
15
1 6 limited to the following:
16
17 1. English language learners who have had fewer than two (2)
17
1 8 years of instruction in an English language learner program;
18
19 2. Students with disabilities whose individualized education
19
2 0 program (IEP), consistent with state law, indicates that the student
20
2 1 is to be assessed with alternate achievement standards through the
21
2 2 OAAP;
22
23 3. Students who demonstrate an acceptable level of performance
23
2 4 on an alternative standardized reading assessment approved by the
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Req. No. 2219 Page 13
1 State Board of Education. A student shall be provided one
1
2 opportunity during the school year and one opportunity during the
2
3 summer pursuant to the provisions of Section 1210.508E of this title
3
4 to demonstrate an acceptable level of performance on an alternative
4
5 standardized reading assessment;
5
6 4. Students with disabilities who participate in the statewide
6
7 assessments administered pursuant to Section 1210.508 of this title
7
8 and who have an IEP that reflects that the students have received
8
9 intensive remediation in reading and have made adequate progress in
9
1 0 reading pursuant to the student's IEP; and
10
11 5. Students who have received intensive remediation in reading
11
1 2 through a program of reading instruction for two (2) or more years
12
1 3 but still demonstrate a deficiency in reading and who were
13
1 4 previously retained in third grade.
14
15 L. 1. To request a good-cause exemption as provided for in
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1 6 subsection K of this section, a third-grade student's teacher shall
16
1 7 submit documentation to the school principal that indicates the
17
1 8 promotion of the student is appropriate and is based on the
18
1 9 student's record. The documentation shall consist of the specific
19
2 0 good-cause exemption being requested and shall clearly prove that
20
2 1 the student is eligible for the exemption.
21
22 2. The principal shall review and discuss the recommendation
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2 3 with the teacher and the third-grade student's parent(s) or legal
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24
24
Req. No. 2219 Page 14
1 guardian(s) and shall make a recommendation in writing to the school
1
2 district superintendent as to whether the student shall be promoted.
2
3 3. After review, the school district superintendent shall
3
4 accept or reject the recommendation of the principal in writing.
4
5 4. The parent(s) or legal guardian(s) of a third-grade student
5
6 who is eligible for a good-cause exemption may choose that the
6
7 student be retained for one (1) year even if the school district
7
8 superintendent accepts a recommendation for a good-cause exemption
8
9 pursuant to this subsection.
9
10 M. Third-grade students who are subject to retention pursuant
10
1 1 to the provisions of this section shall receive a minimum of ninety
11
1 2 (90) minutes each school day of scientifically research-based
12
1 3 intensive intervention services that include instruction in
13
1 4 phonological awareness, decoding, fluency, vocabulary, and
14
1 5 comprehension and other strategies prescribed by a school district
15
1 6 which may include, but are not limited to:
16
17 1. Small group instruction;
17
18 2. Reduced teacher-to-student ratios;
18
19 3. Tutoring in scientifically research-based reading services
19
2 0 in addition to the ninety (90) minutes required by this subsection;
20
21 4. The option of transition classes;
21
22 5. Extended school day, week, or year;
22
23 6. Summer reading academies, as provided for in Section
23
2 4 1210.508E of this title; and
24
Req. No. 2219 Page 15
1 7. Placement of the student in a classroom with a teacher rated
1
2 superior or highly effective in accordance with the Oklahoma Teacher
2
3 and Leader Effectiveness Evaluation System.
3
4 N. Each school district may provide an intensive acceleration
4
5 class for retained third-grade students. The focus of the intensive
5
6 acceleration class shall be to increase the reading level of a
6
7 student at least two grade levels in one school year. The intensive
7
8 acceleration class shall provide reading instruction and
8
9 intervention for the majority of student contact each school day and
9
1 0 incorporate opportunities to master fourth-grade subject matter
10
1 1 standards in core academic areas.
11
12 O. 1. The State Department of Education shall employ literacy
12
1 3 coaches to assist in implementing the provisions of this act. Each
13
1 4 literacy coach shall:
14
15 a. (1) hold a master's degree in education with three
15
16 (3) years of documented successful experience
16
17 teaching reading, or
17
18 (2) hold a bachelor's degree with five (5) years of
18
19 documented successful experience teaching reading
19
20 with a minimum of three (3) years of literacy
20
21 experience at the state, district, or school
21
22 level,
22
23 b. have a valid certificate to teach issued by the State
23
24 Board of Education,
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Req. No. 2219 Page 16
1 c. have experience delivering professional development
1
2 specific to literacy instruction, mentoring and
2
3 coaching classroom teachers, leading others in a
3
4 collaborative process, and analyzing and using student
4
5 performance data for instructional purposes, and
5
6 d. be trained and be competent to train others in
6
7 science-of-reading-based literary instruction
7
8 including, but not limited to, phonological awareness,
8
9 decoding, fluency, vocabulary, and comprehension.
9
10 2. The State Department of Education shall assign literacy
10
1 1 coaches to school districts that are identified by the Department
11
1 2 based on the number and percentage of students scoring in the lowest
12
1 3 two performance levels on the standards for reading foundations and
13
1 4 processes and the vocabulary portions of the statewide third-grade
14
1 5 assessment administered pursuant to Section 1210.508 of this title.
15
16 3. Literacy coaches assigned to school districts pursuant to
16
1 7 the provisions of this subsection shall:
17
18 a. provide daily technical support to teachers
18
19 responsible for reading instruction and reading
19
20 specialists,
20
21 b. assist administrators, teachers responsible for
21
22 reading instruction, and reading specialists in
22
23 addressing grade-specific curriculum,
23
24
24
Req. No. 2219 Page 17
1 c. design and conduct professional development to meet
1
2 the needs of teachers responsible for reading
2
3 instruction and reading specialists,
3
4 d. provide clear, practical, timely, and candid written
4
5 and oral feedback to teachers responsible for reading
5
6 instruction and reading specialists, and
6
7 e. meet regularly with teachers responsible for reading
7
8 instruction, reading specialists, and principals to
8
9 review data and make recommendations for adjustments
9
10 in instructional practices.
10
11 P. 1. Each school district board of education shall annually
11
1 2 publish on the school website and report electronically to the State
12
1 3 Department of Education, the Office of Educational Quality and
13
1 4 Accountability, and the Secretary of Education by September 1 of
14
1 5 each year the following information on the prior school year:
15
16 a. the policies and procedures adopted by the school
16
17 district board of education to implement the
17
18 provisions of this section. The information submitted
18
19 shall include expenditures related to implementing the
19
20 provisions of this section, the number of staff
20
21 implementing the provisions of this section, and
21
22 average daily classroom time devoted to implementing
22
23 the provisions of this section,
23
24
24
Req. No. 2219 Page 18
1 b. by grade, the number and percentage of all students in
1
2 kindergarten through third grade who did not meet
2
3 grade-level targets based on a screening instrument
3
4 administered pursuant to subsection A of this section,
4
5 c. by grade, the number and percentage of all students in
5
6 kindergarten through third grade who have been
6
7 enrolled in the district for fewer than two (2) years,
7
8 d. by grade, the number and percentage of students in
8
9 kindergarten through third grade who demonstrated
9
10 grade-level proficiency based on a screening
10
11 instrument administered pursuant to subsection A of
11
12 this section, and
12
13 e. by grade, the number and percentage of students in
13
14 kindergarten through third grade who are on an
14
15 individualized education program (IEP) in accordance
15
16 with the Individuals with Disabilities Education Act
16
17 (IDEA) and who demonstrated grade-level proficiency
17
18 based on a screening instrument administered pursuant
18
19 to subsection A of this section or an alternative
19
20 assessment prescribed by the student's IEP.
20
21 2. The State Department of Education shall establish a uniform
21
2 2 format for school districts to report the information required in
22
2 3 this subsection. The format shall be developed with input from
23
2 4 school districts and shall be provided not later than ninety (90)
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Req. No. 2219 Page 19
1 days prior to the annual due date. The Department shall annually
1
2 compile the information required, along with state-level summary
2
3 information, and electronically report the information to the
3
4 public, the Governor, the Secretary of Education, the President Pro
4
5 Tempore of the Senate, and the Speaker of the House of
5
6 Representatives.
6
7 K. Q. The State Department of Education shall provide technical
7
8 assistance as needed to aid school districts in administering the
8
9 provisions of the Strong Readers Act.
9
10 L. R. On or before January 31 of each year, the State
10
1 1 Department of Education shall electronically submit to the Governor,
11
1 2 the President Pro Tempore of the Senate, the Speaker of the House of
12
1 3 Representatives, and members of the committees with responsibility
13
1 4 over common education in both houses of the Legislature a Strong
14
1 5 Readers Report which shall include, but is not limited to, trend
15
1 6 data detailing three (3) years of data, disaggregated by student
16
1 7 subgroups to include economically disadvantaged, major racial or
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1 8 ethnic groups, students with disabilities, and English language
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1 9 learners, as appropriate for the following:
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20 1. The statewide aggregate number and percentage of students in
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2 1 kindergarten through third grade determined to be at risk for
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2 2 reading difficulties compared to the total number of students
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2 3 enrolled in each grade;
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1 2. The statewide aggregate number and percentage of students in
1
2 kindergarten who continue to be at risk for reading difficulties as
2
3 determined by the year-end administration of the screening
3
4 instrument required in subsection A of this section;
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5 3. The statewide aggregate number and percentage of students in
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6 kindergarten through third grade who have successfully completed
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7 their program of reading instruction and are reading on grade level
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8 as determined by the results of screening instruments administered
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9 pursuant to subsection A of this section;
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10 4. The statewide aggregate and district-specific number and
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1 1 percentage of students that meet or do not meet grade-level targets
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1 2 for reading based on screening instruments administered pursuant to
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1 3 subsection A of this section;
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14 5. The amount of funds received by each district for
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1 5 implementation of the Strong Readers Act;
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16 6. An evaluation and narrative interpretation of the report
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1 7 data analyzing the impact of the Strong Readers Act on students'
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1 8 ability to read at grade level;
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19 7. The type of reading instruction practices and methods
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2 0 currently being used by school districts in the state;
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21 8. Socioeconomic information, access to reading resources
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2 2 outside of school, and screening for and identification of learning
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2 3 disabilities for students not reading at the appropriate grade level
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2 4 in kindergarten and first through third grade;
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1 9. By grade level, the types of intensive intervention efforts
1
2 being conducted by school districts for students who are not on an
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3 IEP and who are not reading at the appropriate grade level and for
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4 students who are on an IEP and who are not reading at the
4
5 appropriate grade level; and
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6 10. Any recommendations for improvements or amendments to the
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7 Strong Readers Act.
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8 The State Department of Education may contract with an
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9 independent entity for the reporting and analysis requirements of
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1 0 this subsection.
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11 M. S. Copies of the results of the screening instruments
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1 2 administered pursuant to subsection A of this section shall be made
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1 3 a part of the permanent record of each student.
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14 SECTION 2. AMENDATORY 70 O.S. 2021, Section 1210.508D,
14
1 5 as amended by Section 6, Chapter 411, O.S.L. 2024 (70 O.S. Supp.
15
1 6 2025, Section 1210.508D), is amended to read as follows:
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17 Section 1210.508D. A. Contingent on the provision of
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1 8 appropriated funds designated for the Strong Readers Act, school
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1 9 districts may be allocated monies for each enrolled kindergarten
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2 0 student or first-, second-, and third-grade student of the current
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2 1 school year, including any student who has been retained in the
21
2 2 third grade pursuant to Section 1210.508C of this title, who is
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2 3 found to be in need of remediation or intensive intervention
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2 4 services in reading. The allocation shall be distributed to each
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Req. No. 2219 Page 22
1 school district upon approval of the strong readers plan for the
1
2 school district by the State Board of Education and the submittal of
2
3 a child-count report to the State Department of Education that
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4 details the number of students identified as needing remediation or
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5 intensive intervention services in reading. To determine a per-
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6 student allocation amount, the total amount of funds available for
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7 allocation each year shall be divided by the total number of
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8 students in the state identified as in need of remediation or
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9 intensive intervention services in reading as provided for in
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1 0 Section 1210.508C of this title. Each school district shall be
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1 1 allocated an amount equal to the per-student allocation amount
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1 2 multiplied by the number of identified students enrolled in the
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1 3 school district.
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14 B. Beginning with the 2022-2023 school year, districts
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1 5 receiving more than Two Thousand Five Hundred Dollars ($2,500.00)
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1 6 pursuant to subsection A of this section shall spend no less than
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1 7 ten percent (10%) to provide professional development for teachers
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1 8 teaching prekindergarten through grade five. The professional
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1 9 development shall include training in the science of reading
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2 0 including how students learn to read; training in providing explicit
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2 1 and systematic instruction in phonological awareness, decoding,
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2 2 fluency, vocabulary, and comprehension; implementing reading
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2 3 strategies that research has shown to be successful in improving
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1 reading among students with reading difficulties; and instructional
1
2 materials required for implementation.
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3 C. By June 30, 2022, the Department shall approve and publish a
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4 list of professional development programs that are evidence-based
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5 and directly address the cognitive science of how students learn to
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6 read for which districts are permitted to use the funds received
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7 under this section.
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8 D. If a teacher attends and completes a professional
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9 development institute in elementary reading approved by the
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1 0 Commission for Educational Quality and Accountability during the
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1 1 summer or when school is not in session, the teacher may receive a
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1 2 stipend equal to the amount of the cost for a substitute teacher,
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1 3 based on the amount of funds allocated.
13
14 SECTION 3. AMENDATORY 70 O.S. 2021, Section 1210.508E,
14
1 5 as amended by Section 7, Chapter 411, O.S.L. 2024 (70 O.S. Supp.
15
1 6 2025, Section 1210.508E), is amended to read as follows:
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17 Section 1210.508E. A. If a teacher determines that a student
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1 8 in kindergarten or first through third grade is not reading at grade
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1 9 level by the end of the second quarter of the school year, the
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2 0 parent parent(s) or legal guardian guardian(s) of the student shall
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2 1 be notified of:
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22 1. The reading level of the student;
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23 2. The program of reading instruction for the student as
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2 4 required pursuant to the Strong Readers Act; and
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1 3. The potential need for the student to participate in a
1
2 summer academy or other program designed to assist the student in
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3 attaining grade-level reading skills.
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4 B. A teacher who determines a student in kindergarten or first
4
5 through third grade is not meeting grade-level targets for reading
5
6 may shall, after consultation with the parent parent(s) or legal
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7 guardian guardian(s) of the student, recommend that the student
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8 participate in and complete a summer academy or other program.
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9 C. Summer academy programs shall be designed to ensure that
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1 0 participating students successfully complete grade-level
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1 1 competencies in reading to enhance next-grade readiness. A summer
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1 2 academy reading program shall be a program that incorporates the
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1 3 content of a scientifically research-based professional development
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1 4 program administered by the Commission for Educational Quality and
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1 5 Accountability or a scientifically research-based reading program
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1 6 administered by the State Board of Education and is taught by
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1 7 teachers who have successfully completed professional development in
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1 8 the reading program or who are certified as reading specialists.
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19 D. School districts may approve an option for students who are
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2 0 unable to attend a summer academy. The optional program may
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2 1 include, but is not limited to, an approved private provider of
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2 2 instruction, approved computer- or Internet-based instruction, or an
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2 3 approved program of reading instruction monitored by the parent
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2 4 parent(s) or legal guardian guardian(s). School districts shall not
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1 be required to pay for the optional program but shall clearly
1
2 communicate to the parent parent(s) or legal guardian guardian(s)
2
3 the expectations of the program and any costs that may be involved.
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4 E. 1. Beginning with the summer following completion of the
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5 2027-2028 school year, each school district in this state shall
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6 provide an in-person summer academy or other program to students
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7 who:
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8 a. do not meet grade-level performance based on scores
8
9 for the standards for reading foundations and
9
10 processes and the vocabulary portions of the statewide
10
11 third-grade assessment administered pursuant to
11
12 Section 1210.508 of this title, and
12
13 b. do not demonstrate an acceptable level of performance
13
14 on an alternative standardized reading assessment when
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15 taken the first time during the student's third-grade
15
16 year in accordance with the provisions of paragraph 3
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17 of subsection K of Section 1210.508C of this title.
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18 2. Students who participate in a summer academy or other
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1 9 program pursuant to the provisions of this subsection shall be given
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2 0 an alternative standardized reading assessment approved by the State
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2 1 Board of Education pursuant to the provisions of paragraph 3 of
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2 2 subsection K of Section 1210.508C of this title prior to July 1. A
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2 3 student who demonstrates an acceptable level of performance on the
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2 4 assessment shall be promoted to the fourth grade.
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1 3. The summer academy or other program provided pursuant to
1
2 this subsection may be offered in cooperation with other school
2
3 districts or a public library or by contracting with a nonprofit
3
4 education organization. School districts shall notify the State
4
5 Department of Education by December 1, 2028, and each December 1
5
6 thereafter, of its plan to provide a summer academy or other
6
7 program.
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8 F. Subject to the availability of funds, beginning one (1) year
8
9 after implementation of this section, the requirements of subsection
9
1 0 B of this section may be expanded to apply to students in fourth
10
1 1 grade. Each year thereafter, the requirements may be expanded by
11
1 2 one grade level until the requirements apply to third-grade students
12
1 3 through eighth-grade students. Summer academy programs shall be
13
1 4 designed for each grade level. Nothing in this section shall
14
1 5 prevent the State Board of Education or a school district board of
15
1 6 education from utilizing private, local, or federal funds to
16
1 7 implement this section.
17
18 F. G. The State Board of Education shall adopt rules to
18
1 9 implement the provisions of this section which shall include
19
2 0 requirements for instructional time for summer academy programs,
20
2 1 teacher qualifications, and evaluation of student achievement as a
21
2 2 result of summer academy programs or other optional programs.
22
23 SECTION 4. This act shall become effective July 1, 2026.
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1 SECTION 5. It being immediately necessary for the preservation
1
2 of the public peace, health, or safety, an emergency is hereby
2
3 declared to exist, by reason whereof this act shall take effect and
3
4 be in full force from and after its passage and approval.
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Req. No. 2219 Page 28Every fact on this page links to its source, starting with the official bill record.