Strong Readers Act; reading screenings; screening instruments; intervention plan implementation and reporting; Reading Proficiency Team; State Department of Education; benchmarks; literacy coaches; retention, tutoring, and re-screening options for first and second grade students; mandatory retention for third grade students who do not meet certain benchmarks; exceptions; tutoring and summer academy options; alternative placement teaching certificates; adjunct teachers; prohibitions; effective date; emergency.
Impact
One of the notable changes brought about by HB3023 is the requirement for schools to implement Individual Reading Intervention Plans within a defined timeframe for students who demonstrate reading deficiencies. The bill also introduces mandatory retention standards for third-grade students who do not meet specified literacy benchmarks. However, exceptions are provided for students with particular circumstances, such as special education needs or significant medical issues. This approach aims to ensure that students receive the necessary educational support to advance their literacy before progressing to higher grades.
Summary
House Bill 3023, known as the Strong Readers Act, focuses on improving reading proficiency for students in grades K-3 in Oklahoma public schools. The bill mandates regular screening of students to identify reading deficiencies, particularly among those who may exhibit characteristics of dyslexia. Each student is required to undergo screening at the beginning, middle, and end of the academic year, with specific screening tools approved by the State Board of Education. The act emphasizes the importance of identifying at-risk students early on and providing tailored interventions to enhance their reading skills.
Contention
The bill has sparked debate over its implications for student retention practices. Supporters argue that mandatory retention can ensure that students achieve proficiency before moving on, which could enhance long-term educational success. Critics, however, raise concerns about the potential negative impacts of retention on students’ emotional and psychological well-being. They advocate for more holistic approaches to literacy intervention that do not rely heavily on retention as a measure of success. As HB3023 moves forward, discussions on finding a balance between accountability and supportive instructional practices will be central to its evaluation.
Schools; Student Retention Protocol Act of 2025; definitions; screenings, assessments, and evaluations for students; availability of funding; effective date; emergency.
Strong Readers Act; modifying use of Statewide Literacy Revolving Fund; modifying requirement for teacher preparation program students to complete certain training. Effective date. Emergency.
Teachers; adjunct teachers; State Board of Career and Technology Education to promulgate certain rules; requiring State Department of Education to assist in implementing rules; effective date; emergency.
Teacher certification; directing the Commission for Educational Quality and Accountability to have certain authority over teacher certification until certain date. Effective date. Emergency.
Schools; departure of certain students; reporting; requiring State Department of Education to creating a reporting portal; dropout reports; excluding certain students; effective date; emergency.