Oklahoma § 70-1210.904 - Mathematics competencies for special education

§ 70-1210.904. Mathematics competencies for special education

teachers — Mathematics training methods.

A. The Commission for Educational Quality and Accountability

shall ensure that the mathematics competencies for elementary

Oklahoma Statutes - Title 70. Schools

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 of early childhood

education, elementary education, and special education are provided

quality training in intervention, instruction, and remediation

strategies in mathematics to provide explicit and systematic

instruction in real-world problem-solving skills, procedural

fluency, conceptual understanding, and productive dispositions. The

Commission, in collaboration with the State Regents, shall also

implement mathematical strategies that research has shown to be

successful in improving mathematics understanding among students

with math difficulties. In addition, quality education for

prospective teachers shall be provided in research-based

instructional strategies for teaching, assessing, and intervening in

mathematics development for all students including advanced

learners, typically developing learners, and struggling learners who

face a range of challenges including, but not limited to, English

learners and students with disabilities or learning challenges, such

as dyscalculia. Quality training shall include guidance from

professional resources such as the National Council of Teachers of

Mathematics (NCTM) guidelines, Response to Intervention guidelines,

and professional organizations such as the Council for Exceptional

Children, National Association for the Education of Young Children,

and other relevant professional mathematics education bodies.

C. All institutions of higher education 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 key elements of mathematics instruction including

real-world problem-solving skills, procedural fluency, conceptual

understanding, and productive dispositions. Teacher candidates

shall study strategies including, but not limited to, instruction

that is explicitly taught, sequenced, multimodal (visual, auditory,

kinesthetic, etc.), interdisciplinary, and reflective to adapt for

individual learners.

D. Candidates applying for an alternative placement teaching

certificate or an emergency teaching certificate in elementary

education shall complete instruction in a scientifically researchbased math program as determined by the Commission for Educational

Quality and Accountability and the State Board of Education.

Added by Laws 2025, c. 492, § 6, eff. July 1, 2025.