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Bill > HB4420

OK HB4420

OK HB4420
Strong Readers Act; references; legislative findings; reading screenings; reading intervention plans; parent notifications; reading deficiencies; mandatory third grade retention; good cause exemptions; request process; intensive reading intervention; acceleration class; reporting requirements; summer academy programs; teacher training requirements; literacy instructional team; revolving fund; donations; effective date.

summary

Introduced
02/02/2026
In Committee
02/03/2026
Crossed Over
Passed
Dead

Introduced Session

2026 Regular Session

Bill Summary

An Act relating to the Strong Readers Act; amending 70 O.S. 2021, Section 1210.508A, as amended by Section 3, Chapter 411, O.S.L. 2024 (70 O.S. Supp. 2025, Section 1210.508A), which relates to the short title of the act; updating references; amending 70 O.S. 2021, Section 1210.508B, as amended by Section 4, Chapter 411, O.S.L. 2024 (70 O.S. Supp. 2025, Section 1210.508B), which relates to legislative findings; declaring intent of the Legislature; amending 70 O.S. 2021, Section 1210.508C, as last amended by Section 2, Chapter 297, O.S.L. 2025 (70 O.S. Supp. 2025, Section 1210.508C), which relates to reading screenings; including reading deficiencies for identification in screenings; requiring the Commission for Educational Quality and Accountability to evaluate three screening instruments; requiring the State Department of Education to choose one screening instrument; removing reference to additional reading assessments; clarifying additional skills assessed in screenings; prohibiting reading instruction for deficient students from including the three-cueing systems model and other similar models; including certain fourth grade students in receiving reading intervention plans; including certain reporting in accreditation requirements; adding additional requirements to parent notifications regarding the child's reading deficiency; requiring certain reading deficient kindergarten through third grade students to receive intensive intervention; requiring more reading interventions for certain incoming third grade students; requiring teachers to gather evidence of learning for certain student portfolios; requiring a review of progress and additional services for certain incoming third grade students; requiring demonstration of sufficient reading skills for promotion to fourth grade; mandating that third grade students be retained in the third grade if certain conditions are not met; providing good-cause exemptions from third grade retention; implementing a good cause exemption request process; adding parental notification requirement of student retention; requiring intensive reading intervention for retained students; detailing additional support and services to be provided to retained students; requiring schools to establish an intensive acceleration class for students retained more than once; adding school district reporting and publication requirements; adding State Department of Education reporting requirements; amending 70 O.S. 2021, Section 1210.508E, as amended by Section 7, Chapter 411, O.S.L. 2024 (70 O.S. Supp. 2025, Section 1210.508E), which relates to summer academy programs; clarifying that summer reading academies shall include services to correct reading deficiencies; requiring school districts to provide summer reading academies to certain students; mandating minimum hours of instructional time; requiring certain student recommendations to summer programs for third through eighth grades; amending 70 O.S. 2021, Section 1210.508F, as last amended by Section 3, Chapter 297, O.S.L. 2025 (70 O.S. Supp. 2025, Section 1210.508F), which relates to teacher training requirements; clarifying instruction to prospective teachers; mandating that teacher candidates receive certain instruction regarding balanced literacy and whole language models; amending Section 2, Chapter 288, O.S.L. 2023, as amended by Section 9, Chapter 411, O.S.L. 2024 (70 O.S. Supp. 2025, Section 1210.508H), which relates to the literacy instructional team; making the literacy instructional team pilot program permanent; requiring the literacy instructional team to provide certain job support for K-3 teachers; increasing minimum regional literacy leads; creating the Strong Readers Revolving Fund; designating source of funds; designating Department to receive and expend funds; requiring donors to designate specific places to receive monies; requiring strict adherence to donor designations; and providing an effective date.

AI Summary

This bill, known as the Strong Readers Act, aims to improve reading proficiency in Oklahoma students from kindergarten through third grade by strengthening early identification, intervention, and retention policies. It mandates the use of scientifically-based reading instruction, prohibiting methods like the "three-cueing system" (which relies on meaning, structure, and visual cues) and promoting a focus on phonics, phonemic awareness, fluency, vocabulary, and comprehension. The bill requires regular reading screenings for young students, with specific intervention plans for those identified with reading deficiencies, and mandates that parents be notified promptly of their child's reading progress and any identified deficiencies. A significant provision is the requirement for third-grade students to demonstrate sufficient reading skills to be promoted to fourth grade, with mandatory retention for those who do not meet the criteria, though "good cause exemptions" are provided for specific circumstances. The bill also enhances teacher training in reading instruction, makes the literacy instructional team program permanent to provide ongoing support to teachers, and establishes a "Strong Readers Revolving Fund" to accept donations for literacy initiatives.

Committee Categories

Budget and Finance

Sponsors (5)

Last Action

Referred to Appropriations and Budget Education Subcommittee (on 02/03/2026)

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