The bill amends the Strong Readers Act to improve reading proficiency among elementary school students in Oklahoma, particularly those in kindergarten through third grade. It prohibits the use of the three-cueing systems model for reading instruction starting in the 2025-2026 school year and mandates that public schools screen students for reading deficiencies at the beginning, middle, and end of each school year. Students identified with deficiencies must receive tailored intervention plans, and parents must be notified of their child's status and the services provided. The legislation also establishes an Oklahoma Reading Panel to recommend alternative assessments and outlines reporting requirements for school districts and the State Department of Education regarding student performance and intervention services.

Additionally, the bill introduces new requirements for teacher training, ensuring that prospective educators receive instruction on effective reading methodologies, particularly the science of reading. It sets criteria for reading proficiency assessments that students must meet to obtain a driver’s license, including the option for alternative testing methods. The bill emphasizes parental involvement in monitoring student progress and mandates that schools provide resources to support literacy development at home. Overall, the amendments aim to create a structured approach to improving reading skills, ensuring that students are equipped to meet grade-level expectations by the end of third grade, while also linking educational outcomes to licensing requirements for individuals under eighteen.

Statutes affected:
Introduced: 70-1210.508A, 70-1210.508B, 70-1210.508C, 70-1210.508F