Oklahoma § 70-1210.508 - Statewide student assessment system

§ 70-1210.508. Statewide student assessment system

A. 1. By no later than December 31, 2016, the State Board of

Education shall adopt a statewide system of student assessments in

compliance with the Elementary and Secondary Education Act of 1965

Oklahoma Statutes - Title 70. Schools

(ESEA), as reauthorized and amended by P.L. No. 114-95, also known

as the Every Student Succeeds Act (ESSA).

2. The statewide student assessment system adopted by the Board

pursuant to this subsection shall be aligned with the Oklahoma

Academic Standards as adopted by the Board and which prepare

students for college and careers.

B. 1. The Board shall issue a request for proposals for the

selection of assessments to be administered to students in grades

three through twelve as a part of the statewide student assessment

system adopted by the Board pursuant to this section.

2. The Board shall adopt assessments from the selected

proposals that were submitted pursuant to paragraph 1 of this

subsection. The adopted assessments shall be administered by the

Board for a period that is in coordination with the six-year subject

area textbook adoption cycle unless the vendor does not fulfill the

terms of the contract or fails to comply with or violates the terms

of the contract. The Board shall administer the assessments

beginning with the 2017-2018 school year.

C. The statewide student assessment system adopted by the Board

pursuant to this section shall include assessments that:

1. Are aligned with the Oklahoma subject matter standards as

adopted by the Board;

2. Provide a measure of comparability among other states;

3. Yield both norm-referenced scores and criterion-referenced

scores;

4. Have a track record of statistical reliability and accuracy;

and

5. For assessments administered in high school, provide a

measure of future academic performance.

D. For the 2016-2017 school year, the Board shall administer

assessments in:

1. English Language Arts or reading and mathematics in grades

three through eight and at least once in high school, during the

grade span of nine through twelve;

2. Science not less than once during each grade span of three

through five, six through nine, and ten through twelve; and

3. United States History not less than once during the grade

span of nine through twelve.

E. 1. Beginning with the 2017-2018 school year, the statewide

student assessment system shall include assessments in:

a.

English Language Arts and mathematics in grades three

through eight and at least once in high school, during

the grade span of nine through twelve,

b.

science not less than once during each grade span of

three through five, six through nine, and ten through

twelve, and

Oklahoma Statutes - Title 70. Schools

c.

United States History, with an emphasis on civics, not

less than once during the grade span of nine through

twelve.

2. Beginning with the 2017-2018 school year, the statewide

student assessment system may include:

a.

assessments in reading, writing, and mathematics in

certain grades as determined by the Board, and

b.

contingent upon the availability of funds, an

additional nationally recognized college- and careerreadiness assessment or assessments as recommended by

the State Department of Education which will be

administered to students in high school at no cost to

the student.

F. 1. Beginning with students entering the ninth grade in the

2017-2018 school year, each student shall take the assessment or

assessments included in the statewide student assessment system

adopted by the Board pursuant to subsection A of this section in

order to graduate from a public high school with a standard diploma.

All students shall take the assessment or assessments prior to

graduation, unless otherwise exempt by law.

2. Beginning with students entering the ninth grade in the

2017-2018 school year, each student, in addition to taking the

assessment or assessments included in the statewide student

assessment system adopted by the Board pursuant to subsection A of

this section, shall meet any other high school graduation

requirements adopted by the Board pursuant to Section 5 of Enrolled

House Bill No. 3218 of the 2nd Session of the 55th Oklahoma

Legislature in order to graduate from a public high school with a

standard diploma.

3. For students who start the ninth grade prior to or during

the 2016-2017 school year, school districts shall adopt a plan that

establishes the assessment or assessments those students are

required to take in order to graduate from a public high school with

a standard diploma. The plan may also include any or all of the

other high school graduation requirements adopted by the Board

pursuant to Section 5 of Enrolled House Bill No. 3218 of the 2nd

Session of the 55th Oklahoma Legislature that those students will be

required to meet in order to graduate from a public high school with

a standard diploma.

4. The Board shall promulgate rules to ensure that students who

transfer into an Oklahoma school district from out-of-state after

the junior year of high school shall not be denied the opportunity

to be awarded a standard diploma due to differing testing

requirements.

G. In order to provide an indication of the levels of

competency attained by the student in a permanent record for

potential future employers and institutions of higher education,

Oklahoma Statutes - Title 70. Schools

school districts shall report on the high school transcript of the

student the highest-achieved score on the assessment or assessments

included in the statewide student assessment system adopted by the

Board pursuant to subsection A of this section and any business- and

industry-recognized endorsements attained.

H. Students who do not perform at a proficiency level on

assessments shall be remediated as established in the assessment

requirements adopted by the Board pursuant to Section 5 of Enrolled

House Bill No. 3218 of the 2nd Session of the 55th Oklahoma

Legislature, subject to the availability of funding.

I. 1. All assessments required by this section shall measure

academic competencies in correlation with the subject matter

standards adopted by the Board pursuant to Sections 11-103.6 and 11103.6a of this title and referred to as the Oklahoma Academic

Standards. The State Board of Education shall evaluate the subject

matter standards to ensure the competencies reflect high standards,

are specific, well-defined, measurable, and challenging, and will

prepare elementary students for next-grade-level course work and

secondary students for postsecondary studies at institutions of

higher education or technology center schools without the need for

remediation. All subject matter standards shall reflect the goals

as set forth in Section 11-103.6 of this title and of improving the

state average of college entrance exam scores.

2. The State Department of Education shall annually evaluate

the results of the assessments. The State Board of Education shall

ensure that preliminary results for all statewide assessments are

reported to districts no later than June 20 of each year and are

presented in a manner that yields detailed, diagnostic information

for the purpose of guiding instruction and student remediation. As

improvements are made to the assessments required by this section,

the Board shall seek to increase the depth of knowledge assessed for

each subject. The State Board of Education shall seek to ensure

that data yielded from the assessments required in this section are

utilized at the school district level to inform instruction,

professional development, school improvement, and remediation for

students.

3. The Commission for Educational Quality and Accountability

shall determine the cut scores for the performance levels on all

statewide assessments. The Commission shall conduct an ongoing

review to compare the statewide assessment content and performance

descriptors with those of other states. Upon receipt of the review,

the Commission may adjust the cut scores as necessary.

4. The State Board of Education, for the purposes of conducting

reliability and validity studies, monitoring contractor adherence to

professionally accepted testing standards, and providing

recommendations for testing program improvement, shall retain the

services of an established, independent agency or organization that

Oklahoma Statutes - Title 70. Schools

is nationally recognized for its technical expertise in educational

testing but is not engaged in the development of aptitude or

achievement tests for elementary or secondary level grades. These

national assessment experts shall annually conduct studies of the

reliability and validity of the statewide assessments administered

pursuant to this section. Validity studies shall include studies of

decision validity and concurrent validity.

J. 1. The State Board of Education shall promulgate rules

setting the assessment window dates for each statewide assessment so

that the assessments are administered according to recommended

testing protocols and so that the assessment results are reported

back to school districts in a timely manner. The vendor shall

provide a final electronic data file of all school site, school

district, and state results to the State Department of Education and

the Office of Educational Quality and Accountability prior to August

20 of each year. The Department shall forward the final data files

for each school district and each school site in that district to

the school district. The Board shall ensure the contract with the

vendor includes a provision that the vendor report assessment

results directly to the Office of Educational Quality and

Accountability at the same time it is reported to the Board.

2. State, district, and site level results of all assessments

required in this section shall be disaggregated by gender, race,

ethnicity, disability status, migrant status, English proficiency,

and status as economically disadvantaged, except that such

disaggregation shall not be required in a case in which the number

of students in a category is insufficient to yield statistically

reliable information or the results would reveal personally

identifiable information about an individual student. Each school

site shall notify the student’s parents or legal guardians of the

school’s performance levels in the Oklahoma School Testing Program

as reported in the Oklahoma Educational Indicators Program at the

end of each school year.

K. The State Board of Education shall be responsible for the

field-testing and validation of the statewide assessment system

required in subsection A of this section.

L. The State Board of Education shall develop, administer, and

incorporate as a part of the Oklahoma School Testing Program other

assessment programs or procedures including appropriate

accommodations for the assessment of students with disabilities as

required by the Individuals with Disabilities Education Act (IDEA),

20 U.S.C., Section 1400 et seq.

M. For purposes of developing and administering alternate

assessments for students with the most significant cognitive

disabilities, the State Board of Education shall not be subject to

subsections D and E of Section 11-103.6a of this title.

Oklahoma Statutes - Title 70. Schools

N. By December 15, 2026, and annually thereafter, the State

Board of Education shall electronically submit a report to the

Legislature containing data collected for the most recently

completed school year on the number and demographics of students who

were eligible for advanced mathematics courses, the number and

demographics of students who were placed in advanced mathematics

courses, the number and demographics of students placed in

mathematics intervention courses, and the number and demographics of

students not placed in advanced mathematic courses or mathematic

intervention courses. The report shall include information on the

type and format of advanced mathematic courses and the type and

format of mathematic intervention courses.

O. The State Board of Education shall provide guidance on how

to best develop programming and courses to ensure all impacted

students receive rigorous, academically appropriate instruction in

mathematics.

Added by Laws 1985, c. 329, § 7, emerg. eff. July 30, 1985. Amended

by Laws 1986, c. 259, § 42, operative July 1, 1986; Laws 1989, c.

335, § 10, eff. July 1, 1989; Laws 1989, 1st Ex. Sess., c. 2, § 19,

emerg. eff. April 25, 1990; Laws 1992, c. 292, § 1, eff. July 1,

1992; Laws 1993, c. 361, § 12, eff. July 1, 1993; Laws 1995, c. 188,

§ 2, eff. July 1, 1995; Laws 1997, c. 343, § 6, eff. July 1, 1997;

Laws 1998, c. 5, § 25, emerg. eff. March 4, 1998; Laws 1999, c. 356,

§ 2, eff. July 1, 1999; Laws 2000, c. 306, § 1, eff. July 1, 2000;

Laws 2001, c. 33, § 130, eff. July 1, 2001; Laws 2001, c. 413, § 4,

eff. July 1, 2001; Laws 2003, c. 428, § 2, eff. July 1, 2003; Laws

2006, c. 289, § 4, eff. July 1, 2006; Laws 2009, c. 162, § 1, eff.

Nov. 1, 2009; Laws 2009, c. 456, § 8, eff. July 1, 2009; Laws 2010,

c. 251, § 1, eff. July 1, 2010; Laws 2011, c. 162, § 1, eff. Nov. 1,

2011; Laws 2012, c. 223, § 13, eff. July 1, 2013; Laws 2012, c. 354,

§ 8; Laws 2013, c. 403, § 1; Laws 2014, c. 430, § 8, emerg. eff.

June 5, 2014; Laws 2016, c. 360, § 4, eff. July 1, 2016; Laws 2018,

c. 67, § 2, eff. July 1, 2018; Laws 2019, c. 479, § 1, emerg. eff.

May 28, 2019; Laws 2025, c. 277, § 4, eff. July 1, 2025; Laws 2025,

c. 492, § 10, eff. July 1, 2025.

NOTE: Laws 1989, c. 315, § 55 repealed by Laws 1989, 1st Ex. Sess.,

c. 2, § 121, operative July 1, 1990. Laws 1997, c. 341, § 1

repealed by Laws 1998, c. 5, § 29, emerg. eff. March 4, 1998.

§70-1210.508-1.

2016.

Repealed by Laws 2016, c. 360, § 11, eff. July 1,

§70-1210.508-2. Students exempt from mandated tests.

The State Board of Education shall promulgate rules providing

for limited exemptions from the mandated tests administered pursuant

to the provisions of the Oklahoma School Testing Program Act for

students facing exceptional emergency circumstances which prevent

Oklahoma Statutes - Title 70. Schools

the student from being assessed during the testing window. For

purposes of this section, exceptional emergency circumstance shall

be defined to include situations involving serious accidents or

medical emergency events involving the student, a parent or guardian

of the student or a sibling of the student.

Added by Laws 2014, c. 344, § 1, emerg. eff. May 28, 2014.

§70-1210.508-3.

Exemptions for MSCD students.

The State Board of Education, in consultation with experts

in the education and assessment of students with the

most significant cognitive disabilities (MSCD), shall

promulgate rules providing for exemptions from the

mandated tests administered pursuant to the Oklahoma

School Testing Program Act for students with MSCD on an

individualized education program (IEP) that directs that

the student is to be assessed with alternate achievement

standards through the Oklahoma Alternate Assessment

Program (OAAP) who otherwise demonstrates

satisfactory knowledge in that subject.

Added by Laws 2015, c. 201, § 1, eff. July 1, 2015.

§70-1210.508-4. Individual Career Academic Plan (ICAP).

A. As used in this section, "Individual Career and Academic

Plan (ICAP)" means an individualized plan developed by the student

and the student's parent or legal guardian, in collaboration with

their school counselors, school administrators, teachers and other

school personnel, that is used to help establish personalized

academic and career goals, explore postsecondary career

opportunities, including, but not limited to, military careers,

apprenticeship programs, career and technology programs leading to

certification or licensure, educational opportunities, align

coursework and curriculum, apply to postsecondary institutions,

secure financial aid and ultimately enter the workforce.

B. As part of the multimeasures approach to high school

graduation recommended by the State Board of Education, pursuant to

Section 5 of House Bill No. 3218 passed by the Legislature in the

2nd Session of the 55th Legislature, the Board shall adopt a new

statewide system of college and career planning tools which shall be

Oklahoma Statutes - Title 70. Schools

known as the "Individual Career Academic Plan (ICAP)". The Board

shall work cooperatively with school districts to incorporate the

ICAP into graduation requirements.

1. Beginning with students entering the ninth grade in the

2019-2020 school year, each student shall be required to complete

the process of an ICAP in order to graduate from a public high

school with a standard diploma. Each year thereafter, students

shall annually update their ICAP. The ICAP shall include, but not

be limited to:

a.

career- and college-interest surveys,

b.

written postsecondary and workforce goals and

information of progress toward these goals,

c.

intentional sequence of courses that reflect progress

toward the postsecondary goal,

d.

the student's academic progress, including courses

taken, assessment scores, any remediation or credit

recovery and any Advanced Placement, International

Baccalaureate, concurrent or dual enrollment credits

earned and/or career certificate(s), certification(s),

or endorsements, and

e.

experience in-service learning and/or work environment

activities.

2. The ICAP system shall be implemented according to the

following schedule:

a.

for the 2017-2018 school year, the Oklahoma State

Department of Education shall work with school

districts, the Oklahoma State Regents for Higher

Education and the Oklahoma State Board of Career and

Technology Education to develop individual career

academic planning tools for students in grades six

through twelve,

b.

for the 2018-2019 school year, the Department shall

incorporate the ICAP as described in paragraph 1 of

this subsection on a pilot program basis, and

c.

for the 2019-2020 school year, and each school year

thereafter, school districts shall fully incorporate

and put into operation the ICAP as described in

paragraph 1 of this subsection for all students

entering the ninth grade.

C. Nothing in this section shall be construed to prevent a

district from implementing the ICAP for students in earlier grades.

D. ICAPs for students with disabilities, as defined in the

Individuals with Disabilities Education Act (IDEA), P.L. No. 105-17,

shall take into account and work in cooperation with the student's

individualized education program (IEP) or Section 504 Plan as

defined by the Rehabilitation Act of 1973, P.L. No. 93-112.

Oklahoma Statutes - Title 70. Schools

Added by Laws 2017, c. 181, § 1, eff. Nov. 1, 2017.

2018, c. 49, § 1, eff. Nov. 1, 2018.

Amended by Laws

§70-1210.508-5. Armed Services Vocational Aptitude Battery (ASVAB)

test.

A. Beginning in the 2021-2022 school year, each public school

district and public charter school shall provide students in grades

ten through twelve an opportunity to take the Armed Services

Vocational Aptitude Battery (ASVAB) test and consult with a military

recruiter.

B. The ASVAB test shall be scheduled during normal school day

hours at a time that limits conflicts with extracurricular

activities.

C. Each public school district and public charter school shall

provide each student in grades ten through twelve and his or her

parent or legal guardian with the date, time and location of the

scheduled administration of the ASVAB test.

D. A public school district and public charter school may elect

not to provide the ASVAB test if the district or charter school

provides an alternative test that:

1. Assesses a student's aptitude for success in a career field

other than a career field that requires postsecondary education;

2. Is free to administer;

3. Requires minimal training and support of district or charter

school faculty and staff to administer the test; and

4. Provides the student with a professional interpretation of

the test results that allows the student to explore occupations that

are consistent with his or her interests and skills and to develop

strategies to attain career goals.

Added by Laws 2021, c. 290, § 1, eff. July 1, 2021.

§70-1210.508-6. FAFSA submission required to graduate.

A. Except as provided for in subsection B of this section,

beginning with the 2024-2025 school year, in order to graduate from

a public high school accredited by the State Board of Education,

students shall complete and submit a Free Application for Federal

Student Aid (FAFSA).

B. A student shall not be required to comply with the

provisions of subsection A of this section if:

1. The student’s parent or legal guardian submits a signed form

authorizing the student to opt out of the requirement of subsection

A of this section;

2. A student age eighteen (18) or older submits a signed form

authorizing him or her to opt out of the requirement of subsection A

of this section; or

3. A school counselor authorizes a student to opt out of the

requirement of subsection A of this section.

Oklahoma Statutes - Title 70. Schools

C. The State Department of Education shall develop and publish:

1. Materials for students, parents, and legal guardians

explaining the requirements to complete the FAFSA, the benefits to

completing the FAFSA, and the opt-out provisions described in

subsection B of this section; and

2. An opt-out form to be used by school districts, charter

schools, and virtual charter schools for the purposes outlined in

subsection B of this section.

D. The superintendent of each school district in this state

shall designate a school employee to collect information regarding

student compliance with subsection A or B of this section. The

collection and storage of the information shall comply with the

Family Educational Rights and Privacy Act of 1974 (FERPA).

E. The State Board of Education shall promulgate rules to

implement the provisions of this section, which shall address the

method by which a student is to provide proof to a school district,

public charter school, or virtual charter school that the student

has completed and submitted the FAFSA as required by subsection A of

this section.

Added by Laws 2023, c. 206, § 1, eff. July 1, 2023.

§70-1210.508-7. Classic Learning Test (CLT).

A. As used in this title:

1. “Classic Learning Test” or “CLT” means the Classic Learning

Test administered by Classic Learning Initiatives, LLC; and

2. “Testing site” means an independently run testing center

operated by the assessment company and any physical location where

means of education are provided including public school districts,

charter schools, private schools, institutions of higher education

within The Oklahoma State System of Higher Education, and private

institutions of higher education in this state.

B. Students in this state who take the Classic Learning Test

(CLT) shall only take the test in a brick-and-mortar testing site.

Added by Laws 2025, c. 277, § 5, eff. July 1, 2025.

§70-1210.508A. Short title — Strong Readers Act.

Sections 1210.508A through 1210.508H of this title shall be

known and may be cited as the “Strong Readers Act”.

Added by Laws 1997, c. 349, § 1, eff. July 1, 1997. Amended by Laws

1999, c. 176, § 1, eff. July 1, 1999; Laws 2005, c. 385, § 1; Laws

2024, c. 411, § 3, eff. July 1, 2024.

§70-1210.508B. Legislative findings — Purpose.

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, use of a

Oklahoma Statutes - Title 70. Schools

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 Strong Readers Act is to ensure that

progression from one grade to another is 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 phonological awareness, decoding, fluency,

vocabulary, and comprehension.

D. It is the intent of the Legislature that beginning with the

2025-2026 school year, 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 meaning, structure, and visual (MSV), balanced literacy,

or whole language.

Added by Laws 1997, c. 349, § 2, eff. July 1, 1997. Amended by Laws

2001, c. 421, § 1, eff. July 1, 2001; Laws 2004, c. 197, § 1, eff.

July 1, 2004; Laws 2005, c. 431, § 2, eff. Sept. 1, 2005; Laws 2006,

c. 16, § 78, emerg. eff. March 29, 2006; Laws 2006, c. 146, § 1,

emerg. eff. May 12, 2006; Laws 2009, c. 456, § 9, eff. July 1, 2009;

Laws 2011, c. 100, § 1; Laws 2014, c. 430, § 9, emerg. eff. June 5,

2014; Laws 2016, c. 360, § 6, eff. July 1, 2016; Laws 2019, c. 289,

§ 1, eff. July 1, 2019; Laws 2024, c. 411, § 4, eff. July 1, 2024.

NOTE: Laws 2005, c. 385, § 2 repealed by Laws 2006, c. 16, § 79,

emerg. eff. March 29, 2006.

§70-1210.508C. Reading screenings — Exemptions — Reading programs.

A. To identify students who have characteristics of dyslexia

that lead to or cause reading difficulty, each student enrolled in

kindergarten and first, second, and third grade in a public school

in this state shall be screened at the beginning, middle, and end of

Oklahoma Statutes - Title 70. Schools

each school year for reading skills including, but not limited to,

phonological awareness, decoding, fluency, vocabulary, and

comprehension. A screening instrument approved by the State Board

of Education, in consultation with the Commission for Educational

Quality and Accountability and the Secretary of 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 minimizing the impact on instructional time;

2. The timeliness in reporting screening instrument results to

teachers, administrators, and parents and legal guardians of

students; and

3. The integration of the screening instrument into reading

curriculum.

B. Beginning in the 2025-2026 school year, the State Board of

Education shall approve no fewer than three screening instruments

for use at the beginning, middle, and end of the school year for

monitoring of progress and for measurement of reading skills as

required in subsection A of this section. The screening instruments

shall meet the following criteria:

1. Assess for phonological awareness, decoding, 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 disabilities and English

language learners; and

5. Accompanied by a data management system that provides

profiles of each student, class, grade level, and school building.

The profiles shall identify each student’s instructional point of

need and reading achievement level. The State Board shall also

determine other comparable reading assessments for diagnostic

purposes to be used for students at risk of reading failure.

C. 1. Exemptions to the screening requirements of this section

may be provided to students who have documented evidence that they

meet at least one of the following criteria as related to the

provision of classroom instruction:

a.

the student participates in the Oklahoma Alternate

Assessment Program (OAAP) and is taught using

alternate methods,

b.

the student’s primary expressive or receptive

communication is sign language,

Oklahoma Statutes - Title 70. Schools

c.

the student’s primary form of written or read text is

Braille, or

d.

the student’s primary expressive or receptive language

is not English, the student is identified as an

English learner using a state-approved identification

assessment, and the student has had less than one (1)

school year of instruction in an English-learner

program.

2. A public school that grants an exemption pursuant to

paragraph 1 of this subsection shall provide ongoing evidence of

student progression toward English language acquisition with the

same frequency as administration of screening assessments. Evidence

may include, but not be limited to, student progression toward OAAP

reading essential elements, proficiency in sign language and reading

comprehension, and proficiency in Braille and reading comprehension.

D. 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

shall be based on scientific reading research and align with the

subject matter standards adopted by the State Board of Education. A

program of reading instruction shall include:

a.

sufficient additional in-school instructional time for

the acquisition of phonological awareness, decoding,

fluency, vocabulary, and comprehension,

b.

if necessary and if funding is available, tutorial

instruction after regular school hours, on Saturdays,

and during summer; however, such instruction may not

be counted toward the one-hundred-eighty-day or onethousand-eighty-hour school year required in Section

1-109 of this title,

c.

assessments identified for diagnostic purposes and

periodic monitoring to measure the acquisition of

reading skills including, but not limited to,

phonological awareness, decoding, fluency, vocabulary,

and comprehension, as identified in the student’s

program of reading instruction,

d.

high-quality instructional materials grounded in

scientifically based reading research, and

e.

a means of providing every family of a student in

prekindergarten, kindergarten, and first, second, and

third grade access to free online evidence-based

literacy instruction resources to support the

student’s literacy development at home.

2. A student enrolled in kindergarten or first, second, or

third grade who exhibits a deficiency in reading at any time based

Oklahoma Statutes - Title 70. Schools

on the screening instrument administered pursuant to subsection A of

this section shall receive an individual reading intervention plan

no later than thirty (30) days after the identification of the

deficiency in reading. The reading intervention plan shall be

provided in addition to core reading instruction that is provided to

all students. The reading intervention plan shall:

a.

describe the research-based reading intervention

services the student will receive 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 reading intervention plan for each student identified

with a deficiency in reading shall be developed by a Student Reading

Proficiency Team and shall include supplemental instructional

services and supports. Each team shall be composed of:

a.

the parent or legal guardian of the student,

b.

the teacher assigned to the student who had

responsibility for reading instruction in that

academic year,

c.

a teacher who is responsible for reading instruction

and is assigned to teach in the next grade level of

the student, and

d.

a certified reading specialist or an individual with

advanced training or specialization in literacy

instruction, if one is available.

4. A school district shall notify the parent or legal guardian

of any student in kindergarten or first, second, or third grade who

exhibits a deficiency in reading at any time based on the screening

instrument administered pursuant to subsection A of this section.

The notification shall occur no later than thirty (30) days after

the identification of the deficiency in reading.

E. 1. Every school district shall adopt and implement a

district strong readers plan which has had input from school

administrators, teachers, and parents and legal guardians and if

possible a reading specialist, and which shall be submitted

electronically to and approved by the State Board of Education. The

plan shall be updated annually. School districts shall not be

Oklahoma Statutes - Title 70. Schools

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 expenditure 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 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 Strong Readers Act.

2. The State Board of Education shall adopt rules for the

implementation and evaluation of the provisions of the Strong

Readers Act. The evaluation shall include, but not be limited to,

an analysis of the data required in subsection L of this section.

F. 1. Any first-grade, second-grade, or third-grade student

who demonstrates proficiency in reading through a grade-level

appropriate screening instrument approved pursuant to subsection B

of this section shall not 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 he or she has satisfied the requirements of the

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. Beginning with the 2025-2026 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 not

meeting grade-level targets on a screening instrument administered

pursuant to subsection A of this section, the district shall 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 D 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 pursuant to

subsection A of this section.

G. 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 in kindergarten through third grade

per grade level who exhibit grade-level reading proficiency, the

Oklahoma Statutes - Title 70. Schools

number of students per grade level who received intensive

intervention services pursuant to paragraph 2 of subsection F 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 number 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

Education shall publicly report the aggregate and district-specific

numbers submitted pursuant to this subsection on its website and

shall provide electronic copies of the report to the Governor,

Secretary of Education, President 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.

H. The parent of any student who is found to have a reading

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 D 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 subsection D of this section;

3. A description of the proposed 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 F of this section;

4. That a student who is promoted to the fourth grade 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.

I. No student may be assigned to a grade level based solely on

age or other factors that constitute social promotion.

J. 1. Each school district board of education shall annually

publish on the school website and report electronically to the State

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 policies and procedures adopted by the school

district board of education to implement the

provisions of this section. The information submitted

shall include expenditures related to implementing the

provisions of this section, the number of staff

implementing the provisions of this section, and

Oklahoma Statutes - Title 70. Schools

average daily classroom time devoted to implementing

the provisions of this section,

b.

by grade, the number and percentage of all students in

kindergarten through third grade who did not meet

grade-level targets based on a screening instrument

administered pursuant to subsection A of this section,

c.

by grade, the number and percentage of all students in

kindergarten through third grade who have been

enrolled in the district for fewer than two (2) years,

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.

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 Disabilities Education Act

(IDEA) and who demonstrated grade-level proficiency

based on a screening instrument administered pursuant

to subsection A of this section or an alternative

assessment prescribed by the student’s IEP.

2. The State Department of Education shall establish a uniform

format for school districts to report the information required in

this subsection. The format shall be developed with input from

school districts and shall be provided not later than ninety (90)

days prior to the annual due date. The Department shall annually

compile the information required, along with state-level summary

information, and electronically report the information to the

public, the Governor, the Secretary of Education, the President Pro

Tempore of the Senate, and the Speaker of the House of

Representatives.

K. The State Department of Education shall provide technical

assistance as needed to aid school districts in administering the

provisions of the Strong Readers Act.

L. On or before January 31 of each year, the State Department

of Education shall electronically submit to the Governor, the

President Pro Tempore of the Senate, the Speaker of the House of

Representatives, and members of the committees with responsibility

over common education in both houses of the Legislature a 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 appropriate for the following:

1. The statewide aggregate number and percentage of students in

kindergarten through third grade determined to be at risk for

Oklahoma Statutes - Title 70. Schools

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 reading difficulties as

determined by the year-end administration of the screening

instrument required in 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 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 grade-level targets

for reading based on screening instruments administered pursuant to

subsection A of this section;

5. The amount of funds received by each district for

implementation of the Strong Readers Act;

6. An evaluation and narrative interpretation of the report

data analyzing the impact of the Strong Readers Act on students’

ability to read at grade level;

7. The type of reading instruction practices and methods

currently being used by school districts in the state;

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

in kindergarten and first through third grade;

9. By grade level, the types of intensive intervention efforts

being conducted by school districts for students who are not on an

IEP and who are not reading at the appropriate grade level and for

students who are on an IEP and who are not reading at the

appropriate grade level; and

10. Any recommendations for improvements or amendments to the

Strong Readers Act.

The State Department of Education may contract with an

independent entity for the reporting and analysis requirements of

this subsection.

M. Copies of the results of the screening instruments

administered pursuant to subsection A of this section shall be made

a part of the permanent record of each student.

Added by Laws 1997, c. 349, § 3, eff. July 1, 1997. Amended by Laws

1998, c. 332, § 1, eff. July 1, 1998; Laws 1999, c. 176, § 2, eff.

July 1, 1999; Laws 2001, c. 421, § 2, eff. July 1, 2001; Laws 2004,

c. 197, § 2, eff. July 1, 2004; Laws 2005, c. 1, § 124, emerg. eff.

March 15, 2005; Laws 2005, c. 431, § 3, eff. Sept. 1, 2005; Laws

2011, c. 171, § 1; Laws 2012, c. 171, § 1, eff. July 1, 2012; Laws

2012, c. 250, § 1; Laws 2013, c. 15, § 96, emerg. eff. April 8,

2013; Laws 2014, c. 323, § 1, emerg. eff. May 21, 2014; Laws 2014,

Oklahoma Statutes - Title 70. Schools

c. 430, § 10, emerg. eff. June 5, 2014; Laws 2015, c. 54, § 35,

emerg. eff. April 10, 2015; Laws 2015, c. 364, § 1, eff. July 1,

2015; Laws 2016, c. 360, § 7, eff. July 1, 2016; Laws 2017, c. 213,

§ 1, emerg. eff. May 5, 2017; Laws 2019, c. 289, § 2, eff. July 1,

2019; Laws 2024, c. 411, § 5, eff. July 1, 2024; Laws 2025, c. 297,

§ 2, eff. July 1, 2025.

NOTE: HB 2625, Laws 2014, c. 323 was vetoed by the Governor on May

20, 2014. The veto was overridden on May 21, 2014.

NOTE: Laws 2004, c. 175, § 1 repealed by Laws 2005, c. 1, § 125,

emerg. eff. March 15, 2005. Laws 2012, c. 354, § 9 repealed by Laws

2013, c. 15, § 97, emerg. eff. April 8, 2013. Laws 2014, c. 344, §

2 repealed by Laws 2015, c. 54, § 36, emerg. eff. April 10, 2015.

Laws 2017, c. 210, § 1 repealed by Laws 2018, c. 304, § 21, emerg.

eff. May 10, 2018.

§70-1210.508D. Funding.

A. Contingent on the provision of appropriated funds designated

for the Strong Readers Act, school districts may be allocated monies

for each enrolled kindergarten student or first-, second-, and

third-grade student of the current school year who is found to be in

need of remediation or intensive intervention services in reading.

The allocation shall be distributed to each school district upon

approval of the strong readers plan for the school district by the

State 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 perstudent allocation amount multiplied by the number of identified

students enrolled in the school district.

B. Beginning with the 2022-2023 school year, districts

receiving more than Two Thousand Five Hundred Dollars ($2,500.00)

pursuant to subsection A of this section shall spend no less than

ten percent (10%) to provide professional development for teachers

teaching prekindergarten through grade five. The professional

development shall include training in the science of reading

including how students learn to read; training in providing explicit

and systematic instruction in phonological awareness, decoding,

fluency, vocabulary, and comprehension; implementing reading

strategies that research has shown to be successful in improving

reading among students with reading difficulties; and instructional

materials required for implementation.

Oklahoma Statutes - Title 70. Schools

C. By June 30, 2022, the Department 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

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 teacher,

based on the amount of funds allocated.

Added by Laws 1998, c. 332, § 2, eff. July 1, 1998. Amended by Laws

1999, c. 304, § 1, eff. July 1, 1999; Laws 2000, c. 289, § 4, eff.

July 1, 2000; Laws 2005, c. 242, § 21, eff. July 1, 2005; Laws 2008,

c. 387, § 1, eff. July 1, 2008; Laws 2011, c. 171, § 2; Laws 2012,

c. 171, § 2, eff. July 1, 2012; Laws 2021, c. 336, § 1; Laws 2024,

c. 411, § 6, eff. July 1, 2024.

§70-1210.508E. Parental notification - Summer academy programs Expansion of requirements.

A. If a teacher determines that a 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 legal

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 Strong Readers Act; and

3. The potential need for the student to participate in a

summer academy or other program designed to assist the student in

attaining grade-level reading skills.

B. A teacher who determines a student in kindergarten or first

through third grade is not meeting grade-level targets for reading

may, after consultation with the parent or legal guardian of the

student, recommend that the student participate in and complete a

summer academy or other program.

C. Summer academy programs shall be designed to ensure that

participating students successfully complete grade-level

competencies in reading 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 administered by the Commission for Educational Quality and

Accountability or a scientifically research-based reading program

administered by the State Board of Education and is taught by

teachers who have successfully completed 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

Oklahoma Statutes - Title 70. Schools

include, but is not limited to, an approved private provider of

instruction, approved computer- or Internet-based instruction, or an

approved program of reading instruction monitored by the parent or

legal guardian. School districts shall not be required to pay for

the optional program but shall clearly communicate to 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 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

implement this section.

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 academy programs, teacher

qualifications, and evaluation of student achievement as a result of

summer academy programs or other optional programs.

Added by Laws 1999, c. 320, § 54, eff. July 1, 1999. Amended by

Laws 2001, c. 201, § 7; Laws 2002, c. 212, § 2, eff. July 1, 2002;

Laws 2003, c. 434, § 25; Laws 2005, c. 385, § 3; Laws 2006, c. 146,

§ 2, emerg. eff. May 12, 2006; Laws 2008, c. 387, § 2, eff. July 1,

2008; Laws 2011, c. 171, § 3; Laws 2012, c. 171, § 3, eff. July 1,

2012; Laws 2024, c. 411, § 7, eff. July 1, 2024.

§70-1210.508F. Reading competencies for special education teachers

— Training requirements.

A. The Commission for Educational Quality and Accountability

shall ensure that the reading competencies for elementary teachers

are included in the competencies for special education teachers.

B. The Commission for Educational Quality and Accountability in

collaboration with the Oklahoma State Regents for Higher Education

shall ensure that all teachers and adjuncts of early childhood

education, elementary education, and special education are provided

quality training in intervention, instruction, and remediation

strategies 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 teachers shall be provided in research-based

instructional strategies for instruction, assessment, and

intervention for literacy development for all students including

Oklahoma Statutes - Title 70. Schools

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. Quality

training shall include guidance from professional resources such as

the Report of the National 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 candidates study the five

elements of reading instruction which are phonological awareness,

decoding, 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-on, etc.),

multidisciplinary, and reflective to adapt for individual learners.

D. Effective July 1, 2025, any person seeking initial

certification in a special education, early childhood education, or

elementary education program in this state shall be required to

successfully complete a comprehensive reading instruction assessment

approved by the Commission for Educational Quality and

Accountability as a condition for certification. The assessment

shall evaluate the certification applicant’s knowledge and

understanding of the five elements of reading instruction which are

phonological awareness, decoding, fluency, vocabulary, and

comprehension.

E. Candidates applying for adjunct positions, an alternative

placement teaching certificate, or an emergency teaching certificate

in elementary education shall complete instruction in the science of

reading as determined by the Commission for Educational Quality and

Accountability and the State Board of Education.

Added by Laws 2005, c. 431, § 4, eff. Sept. 1, 2005. Amended by

Laws 2009, c. 97, § 1, eff. July 1, 2009; Laws 2017, c. 60, § 1,

eff. July 1, 2017; Laws 2019, c. 208, § 1, eff. July 1, 2019; Laws

2024, c. 411, § 8, eff. July 1, 2024; Laws 2025, c. 297, § 3, eff.

July 1, 2025.

§70-1210.508G. Repealed by Laws 2017, c. 210, § 2, emerg. eff. May

5, 2017, and Laws 2017, c. 213, § 2, emerg. eff. May 5, 2017.

§70-1210.508H.

Literacy instructional team.

Oklahoma Statutes - Title 70. Schools

A. Beginning with the 2023-2024 school year, the State

Department of Education shall establish a three-year pilot program

to employ a literacy instructional team to support school districts

in implementation of the requirements of Section 1210.508C of this

title. The Department shall provide technical assistance for

literacy instruction, dyslexia, and related disorders, and serve as

a primary source of information and support for schools in

addressing the needs of students struggling with literacy, dyslexia,

and related disorders.

B. The Department shall employ a literacy instructional team

with team members who are placed regionally across the state. The

literacy instructional teams shall assist general education and

special education teachers in recognizing educational needs to

improve literacy outcomes for all students including those with

dyslexia or identified with the risk characteristics associated with

dyslexia. The role of the literacy instructional team shall also

include increasing professional awareness and instructional

competencies to meet the educational needs of all students including

those with dyslexia or identified with risk characteristics

associated with dyslexia. The Department shall prioritize supports

and interventions including enrollment in reading trainings and

professional development for schools which have the highest

percentage of students who do not demonstrate sufficient reading

skills as established by the State Board of Education.

C. Literacy instructional team members employed by the

Department shall have training in:

1. The science of how students learn to read including

phonological awareness, phonics, fluency, vocabulary, comprehension,

writing, and language;

2. Foundation of multisensory, explicit, systematic, and

structured reading instruction;

3. Identification of and the appropriate interventions,

accommodations, and teaching techniques for struggling students;

4. The requirements of the Strong Readers Act;

5. Special education laws and procedures; and

6. Appropriate interventions, accommodations, and assistive

technology supports for students with dyslexia or a related

disorder.

D. The literacy instructional team members employed by the

Department shall report to the Program Director for Literacy at the

Department and have:

1. A minimum of five regional literacy leads, at least one who

shall be designated by the Department as a dyslexia specialist to

provide school districts with support and resources that are

necessary to assist students with dyslexia. The Department shall

give preference to educators applying for regional literacy lead

who:

Oklahoma Statutes - Title 70. Schools

a.

have an endorsement or certification as a certified

structured literacy dyslexia specialist or certified

academic language therapist,

b.

are knowledgeable of multitiered systems of support,

and

c.

have been trained in the identification of and

intervention for dyslexia and related disorders

including best practice interventions and treatment

models for dyslexia; and

2. A minimum of ten literacy specialists. The Department shall

give preference to educators applying for literacy specialist who:

a.

have training in the science of reading,

b.

are knowledgeable of multitiered systems of support,

and

c.

have been trained in the identification of and

intervention for dyslexia and related disorders

including best practice interventions and treatment

models for dyslexia.

E. The State Department of Education shall electronically

submit a report to the Governor, the President Pro Tempore of the

Senate, and the Speaker of the House of Representatives by December

31, 2026, that includes an evaluation of the pilot program by school

districts, data on whether the program had an impact on increasing

the number of students who demonstrate proficiency in reading, and

recommendations for changes to the Strong Readers Act.

Added by Laws 2023, c. 288, § 2, eff. July 1, 2023. Amended by Laws

2024, c. 411, § 9, eff. July 1, 2024.

§70-1210.508I. Statewide Literacy Revolving Fund.

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 limitations, 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

warrants issued by the State Treasurer against claims filed as

prescribed by law with the Director of the Office of Management and

Enterprise Services for approval and payment.

B. Subject to the availability of funding, the Oklahoma State

Regents for Higher Education shall utilize the Statewide Literacy

Revolving Fund created in subsection A of this section to:

1. Implement training in the science of reading in early

childhood education, elementary education, and special education

Oklahoma Statutes - Title 70. Schools

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 shown to be successful in

improving reading among students with reading difficulties.

Beginning with students entering an early childhood education,

elementary education, or special education 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

in this state. A micro-credential awarded pursuant to this

paragraph shall be reflected on a teacher’s certificate to teach.

Added by Laws 2024, c. 411, § 1, eff. July 1, 2024. Amended by Laws

2025, c. 297, § 4, eff. July 1, 2025.