Okla. Stat. tit. 70, § 70-1210.508D: Funding

A. Contingent on the provision of appropriated funds designated

for the Strong Readers Act, school districts may be allocated monies

for each enrolled kindergarten student or first-, second-, and

third-grade student of the current school year who is found to be in

need of remediation or intensive intervention services in reading.

The allocation shall be distributed to each school district upon

approval of the strong readers plan for the school district by the

State Board of Education and the submittal of a child-count report

to the State Department of Education that details the number of

students identified as needing remediation or intensive intervention

services in reading. To determine a per-student allocation amount,

the total amount of funds available for allocation each year shall

be divided by the total number of students in the state identified

as in need of remediation or intensive intervention services in

reading as provided for in Section 1210.508C of this title. Each

school district shall be allocated an amount equal to the per-

student allocation amount multiplied by the number of identified

students enrolled in the school district.

B. Beginning with the 2022-2023 school year, districts

receiving more than Two Thousand Five Hundred Dollars ($2,500.00)

pursuant to subsection A of this section shall spend no less than

ten percent (10%) to provide professional development for teachers

teaching prekindergarten through grade five. The professional

development shall include training in the science of reading

including how students learn to read; training in providing explicit

and systematic instruction in phonological awareness, decoding,

fluency, vocabulary, and comprehension; implementing reading

strategies that research has shown to be successful in improving

reading among students with reading difficulties; and instructional

materials required for implementation.

C. By June 30, 2022, the Department shall approve and publish a

list of professional development programs that are evidence-based

and directly address the cognitive science of how students learn to

read for which districts are permitted to use the funds received

under this section.

D. If a teacher attends and completes a professional

development institute in elementary reading approved by the

Commission for Educational Quality and Accountability during the

summer or when school is not in session, the teacher may receive a

stipend equal to the amount of the cost for a substitute teacher,

based on the amount of funds allocated.