Okla. Stat. tit. 70, § 70-1210.901

Advanced learning opportunities.

A. To identify students who have a math deficiency including

students with characteristics of dyscalculia, each student enrolled

in second, third, fourth, and fifth grade in a public school in this

state shall be screened at the beginning, middle, and end of each

school year for math proficiency including, but not limited to,

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

understanding, and productive dispositions. A screening instrument

approved by the State Board of Education shall be utilized for the

purposes of this section. In determining which screening instrument

to approve, the State Board of Education shall take into

consideration, at a minimum, the following factors:

1. The time required to conduct the screening instrument with

the intention of minimizing the impact on instructional time;

2. The timeliness in reporting screening instrument results to

teachers, administrators, and parents or legal guardians of

students; and

3. The integration of the screening instrument into the math

curriculum.

B. Beginning in the 2026-2027 school year, the State Board of

Education shall approve a list of screening instruments for use at

the beginning, middle, and end of the school year for monitoring

progress and measurement of math proficiency as required in

subsection A of this section. The screening instrument shall:

1. Assess mathematical proficiency, which is a combination of

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

understanding, and productive dispositions for the grade level as

defined by the state’s subject matter standards;

2. Document the validity and reliability of each assessment;

3. Be used for identifying students who are at risk for math

deficiencies and for progress monitoring throughout the school year;

4. Be used to assess students with disabilities and English

language learners; and

5. Be accompanied by a data management system that provides

profiles of students, class, grade level, and school building. The

profiles shall identify each student’s instructional point of need,

competency for advanced math coursework, and math proficiency level.

The State Board of Education shall also determine other comparable

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math assessments for diagnostic purposes to be used for students at

risk of math failure.

C. 1. Exemptions to the screening requirements required by

this section may be provided to students who have documented

evidence that they meet at least one of the following criteria as

related to the provision of classroom instruction:

a. the student participates in the Oklahoma Alternate

Assessment Program (OAAP) and is taught using

alternate methods,

b. the student’s primary expressive or receptive

communication is sign language,

c. the student’s primary form of written or read text is

Braille, or

d. the student’s primary expressive or receptive language

is not English, the student is identified as an

English learner using a state-approved identification

assessment, and the student has had less than one (1)

school year of instruction in an English-learner

program.

2. A public school that grants an exemption pursuant to

paragraph 1 of this subsection shall provide ongoing evidence of

student progression toward English language acquisition with the

same frequency as administration of screening assessments. Evidence

may include, but not be limited to, student progression toward OAAP

math essential elements, proficiency in sign language and

mathematical reasoning, and proficiency in Braille and mathematical

concepts.

D. 1. Students who are administered a screening instrument

pursuant to subsection A of this section and are found to be

exceeding grade-level targets shall be provided advanced learning

opportunities in mathematics approved for that student’s grade

level. No student who qualifies pursuant to this subsection shall
mathematical reasoning, and proficiency in Braille and mathematical

concepts.

D. 1. Students who are administered a screening instrument

pursuant to subsection A of this section and are found to be

exceeding grade-level targets shall be provided advanced learning

opportunities in mathematics approved for that student’s grade

level. No student who qualifies pursuant to this subsection shall

be removed from the advanced learning opportunity provided to the

student unless a parent or legal guardian of the student provides

written consent for the student to be excluded or removed after

being adequately informed that the student’s placement was

determined by the student’s achievement on the screening instrument.

2. Students who are administered a screening instrument

pursuant to subsection A of this section and are found not to be

meeting grade-level targets shall be provided a program of math

instruction designed to enable students to acquire the appropriate

grade-level math proficiency. The program of math instruction shall

be based on scientific math research and align with the subject

matter standards adopted by the State Board of Education. A program

of math instruction shall include:

a. sufficient additional in-school instructional time for

the acquisition of mathematical proficiency, which is

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a combination of real-world problem-solving skills,

procedural fluency, conceptual understanding, and

productive dispositions,

b. if necessary and if funding is available, tutorial

instruction after regular school hours, on Saturdays,

and during summer; however, such instruction may not

be counted toward the one-hundred-eighty-day or one-

thousand-eighty-hour school year required in Section

1-109 of Title 70 of the Oklahoma Statutes,

c. assessments identified for diagnostic purposes and

periodic monitoring to measure the acquisition of math

proficiency including, but not limited to, real-world

problem-solving skills, procedural fluency, conceptual

understanding, and productive dispositions, as

identified in the student’s program of math

instruction,

d. high-quality instructional materials grounded in

scientifically based math research, and

e. a means of providing every family of a student in

second, third, fourth, and fifth grade access to free

online evidence-based math instruction resources to

support the student’s math development at home.

3. A student enrolled in second, third, fourth, and fifth grade

who exhibits a deficiency in math at any time based on the screening

instrument administered pursuant to subsection A of this section

shall receive an individual math intervention plan no later than

thirty (30) days after the identification of the deficiency in math.

The math intervention plan shall be provided in addition to core

math instruction that is provided to all students. The math

intervention plan shall:

a. describe the research-based math intervention services

the student will receive to remedy the deficiency in

math,

b. provide explicit and systematic instruction in real-

world problem-solving skills, procedural fluency,

conceptual understanding, and productive dispositions,

as applicable,

c. monitor the math progress of each student’s math

proficiency throughout the school year and adjust

instruction according to the student’s needs, and

d. continue until the student is determined to be meeting

grade-level targets in math based on screening

instruments administered pursuant to subsection A of

this section or assessments identified for diagnostic

purposes and periodic monitoring pursuant to

subparagraph c of paragraph 2 of this subsection.

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4. The math intervention plan for each student identified with

a deficiency in math shall be developed by a student math

proficiency team and shall include supplemental instructional
bsection A of

this section or assessments identified for diagnostic

purposes and periodic monitoring pursuant to

subparagraph c of paragraph 2 of this subsection.

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4. The math intervention plan for each student identified with

a deficiency in math shall be developed by a student math

proficiency team and shall include supplemental instructional

services and supports. Each team shall be comprised of:

a. the parent or legal guardian of the student,

b. the teacher assigned to the student who had

responsibility for math instruction in that academic

year,

c. a teacher who is responsible for math instruction and

is assigned to teach in the next grade level of the

student, and

d. a teacher who specializes in math interventions, if

one is available.

5. A school district shall notify the parent or legal guardian

of any student in second, third, fourth, and fifth grade who

exhibits a deficiency in math at any time based on the screening

instrument administered pursuant to subsection A of this section.

The notification shall occur no later than thirty (30) days after

the identification of the deficiency in math.