Oklahoma schools would use math screenings and intervention plans

The State Department of Education would create an Office of Mathematics Improvement, and math teachers would have access to evidence-based training. The office would focus on math instruction for kindergarten through fifth grade, while the training provision covers all public school math teachers. The Superintendent of Public Instruction would appoint the office director. The director would need experience in administration, elementary math teaching, and elementary math specialization or coaching. The office would be created within 90 days after the act's effective date.

Public schools would screen students in grades two through five for math proficiency and provide advanced learning or intervention services based on the results. The rules cover public school students in second through fifth grade, with listed exemptions for some students using alternate methods, sign language, Braille, or newly learning English. Students below grade-level targets would receive additional math instruction and an individual intervention plan within 30 days of identification. Students above grade-level targets would receive approved advanced math opportunities and could not be removed without informed written parental consent. After beginning-of-year screening, students not meeting grade-level targets would be screened for dyscalculia, a math-related learning difficulty; parents, teachers, or counselors could also request screening. Extra tutoring outside regular hours would depend on available funding. Districts would begin using the required math screening instrument in the 2027-2028 school year, and dyscalculia screening would begin on the same schedule for students not meeting grade-level targets.

The State Board of Education would distribute math funding through base allocations, supplemental payments for intensive intervention, and improvement incentives. Public school districts could receive funding for core math supports and for documented intervention beyond core instruction for identified students. Funding would depend on money being appropriated for the math program. Districts would need approved plans, student counts, records, and electronic reports to qualify for applicable payments. Supplemental funds could be used only for added instructional time, smaller groups, materials, educator pay, and related training. The State Board would set funding methods, documentation rules, and eligibility expectations. The act states that it takes effect July 1, 2026, but also declares an emergency requiring it to take effect after passage and approval; the supplied text does not resolve that conflict.