Oklahoma § 70-1210.902 - Allocation of funds — Professional development for

§ 70-1210.902. Allocation of funds — Professional development for

teachers.

A. Contingent on the provision of appropriated funds designated

for the Oklahoma Math Achievement and Proficiency Act, public school

districts may be allocated monies for each enrolled second-, third-,

fourth-, and fifth-grade student of the current school year who is

found to be in need of remediation or intensive intervention

services in mathematics. The allocation shall be distributed to

each public school district upon approval of the strong math 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 mathematics. 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 mathematics as provided for in

Section 3 of this act. Each public school district shall be

allocated an amount equal to the per-student allocation amount

multiplied by the number of identified students enrolled in the

school district.

B. Public school 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. The professional development

shall include training in scientifically based math research

Oklahoma Statutes - Title 70. Schools

including how students learn mathematical concepts; training in

providing explicit and systematic instruction in real-world problemsolving skills, procedural fluency, conceptual understanding, and

productive dispositions; implementing math strategies that research

has shown to be successful in improving math proficiency among

students with math difficulties; courses leading to a microcredential in mathematics; and instructional materials required for

implementation.

C. The State Department of Education shall approve and publish

a list of professional development programs that are evidence-based

and directly address the cognitive science of how students learn

mathematics for which districts are permitted to use the funds

received pursuant to this section.

D. If a teacher attends and completes a professional

development institute in elementary math 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 2025, c. 492, § 4, eff. July 1, 2025.