Okla. Stat. tit. 70, § 70-1210.541

A. The Commission for Educational Quality and Accountability

shall determine and adopt a series of student performance levels and

the corresponding cut scores pursuant to the Oklahoma School Testing

Program Act.

B. The Commission for Educational Quality and Accountability

shall have the authority to set cut scores using any method which

the State Board of Education was authorized to use in setting cut

scores prior to July 1, 2013.

C. The performance levels shall be set by a method that

indicates students are ready for the next grade, course, or level of

education, as applicable. The Commission for Educational Quality

and Accountability shall establish panels to review and revise the

performance level descriptors for each subject and grade level. The

Commission shall ensure that the assessments developed and

administered by the State Board of Education pursuant to the

Oklahoma School Testing Program Act in grades three through eight

and at the secondary level are vertically aligned by content across

grade levels to ensure consistency, continuity, alignment and

clarity. The Commission shall adopt performance levels that are

labeled and defined as follows:

1. Advanced, which shall indicate that students demonstrate

superior performance on challenging subject matter;

2. Proficient, which shall indicate that students demonstrate

mastery over challenging grade-level subject matter, can analyze and

apply such knowledge to real-world situations, that students are

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ready for the next grade, course, or level of education and that

students are on track to be ready for college or career;

3. Basic, which shall indicate that students demonstrate

partial mastery of the essential knowledge and skills that are

foundational for proficient work at their grade level or course and

that students are not on track to be ready for college or career;

and

4. Below basic, which shall indicate that students have not

performed at least at the basic level.

D. The State Board of Education shall develop and implement in

accordance with the Elementary and Secondary Education Act of 1965

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

as the Every Student Succeeds Act (ESSA), an accountability system

as provided for in 20 U.S.C., 6311 and any related federal

regulations. The accountability system shall be implemented

beginning with the 2002-2003 school year and shall be based on the

data as established pursuant to Section 1210.545 of this title and

as modified to meet the mandates of the ESEA. For the 2002-2003

school year and every year thereafter the State Board of Education

shall publish and ensure that each local education agency is

provided with data annually by site so that the local education

agency can make determinations to identify schools for rewards, and

supports and interventions. The State Board of Education shall

establish a system of recognition, rewards, interventions and

technical assistance, as required by state law and the Elementary

and Secondary Education Act of 1965 (ESEA) as reauthorized and

amended by P.L. No. 114-95, also known as the Every Student Succeeds

Act (ESSA).

E. A school that is identified as in need of improvement by the

State Board of Education pursuant to this section, because of

failure to meet either an academic performance target or an

attendance or graduation performance target, or both, and is

identified as in need of improvement pursuant to the Elementary and

Secondary Education Act of 1965 (ESEA), as reauthorized and amended

by P.L. No. 114-95, also known as the Every Student Succeeds Act

(ESSA), shall utilize the assistance of a school support team or

other similar team formed by the State Department of Education to

provide support for schools in need of improvement, subject to

school support team capacity. The school support team shall review
Secondary Education Act of 1965 (ESEA), as reauthorized and amended

by P.L. No. 114-95, also known as the Every Student Succeeds Act

(ESSA), shall utilize the assistance of a school support team or

other similar team formed by the State Department of Education to

provide support for schools in need of improvement, subject to

school support team capacity. The school support team shall review

and analyze all facets of operation of the school including the

design and operation of the instructional program. The school

support team shall assist the school in:

1. Incorporating strategies based on scientifically based

research that will strengthen the core academic subjects in the

school and address the specific academic issues that caused the

school to be identified for school improvement;

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2. Incorporating strategies to promote high quality

professional development; and

3. Training teachers to analyze classroom and school-level data

and use the data to inform instruction.