Okla. Stat. tit. 70, § 70-1210.508H: Literacy instructional team

A. Beginning with the 2023-2024 school year, the State

Department of Education shall establish a three-year pilot program

to employ a literacy instructional team to support school districts

in implementation of the requirements of Section 1210.508C of this

title. The Department shall provide technical assistance for

literacy instruction, dyslexia, and related disorders, and serve as

a primary source of information and support for schools in

addressing the needs of students struggling with literacy, dyslexia,

and related disorders.

B. The Department shall employ a literacy instructional team

with team members who are placed regionally across the state. The

literacy instructional teams shall assist general education and

special education teachers in recognizing educational needs to

improve literacy outcomes for all students including those with

dyslexia or identified with the risk characteristics associated with

dyslexia. The role of the literacy instructional team shall also

include increasing professional awareness and instructional

competencies to meet the educational needs of all students including

those with dyslexia or identified with risk characteristics

associated with dyslexia. The Department shall prioritize supports

and interventions including enrollment in reading trainings and

professional development for schools which have the highest

percentage of students who do not demonstrate sufficient reading

skills as established by the State Board of Education.

C. Literacy instructional team members employed by the

Department shall have training in:

1. The science of how students learn to read including

phonological awareness, phonics, fluency, vocabulary, comprehension,

writing, and language;

2. Foundation of multisensory, explicit, systematic, and

structured reading instruction;

3. Identification of and the appropriate interventions,

accommodations, and teaching techniques for struggling students;

4. The requirements of the Strong Readers Act;

5. Special education laws and procedures; and

6. Appropriate interventions, accommodations, and assistive

technology supports for students with dyslexia or a related

disorder.

D. The literacy instructional team members employed by the

Department shall report to the Program Director for Literacy at the

Department and have:

1. A minimum of five regional literacy leads, at least one who

shall be designated by the Department as a dyslexia specialist to

provide school districts with support and resources that are

necessary to assist students with dyslexia. The Department shall

give preference to educators applying for regional literacy lead

who:

a. have an endorsement or certification as a certified

structured literacy dyslexia specialist or certified

academic language therapist,

b. are knowledgeable of multitiered systems of support,

and

c. have been trained in the identification of and

intervention for dyslexia and related disorders

including best practice interventions and treatment

models for dyslexia; and

2. A minimum of ten literacy specialists. The Department shall

give preference to educators applying for literacy specialist who:

a. have training in the science of reading,

b. are knowledgeable of multitiered systems of support,

and

c. have been trained in the identification of and

intervention for dyslexia and related disorders

including best practice interventions and treatment

models for dyslexia.

E. The State Department of Education shall electronically

submit a report to the Governor, the President Pro Tempore of the

Senate, and the Speaker of the House of Representatives by December

31, 2026, that includes an evaluation of the pilot program by school

districts, data on whether the program had an impact on increasing

the number of students who demonstrate proficiency in reading, and

E. The State Department of Education shall electronically

submit a report to the Governor, the President Pro Tempore of the

Senate, and the Speaker of the House of Representatives by December

31, 2026, that includes an evaluation of the pilot program by school

districts, data on whether the program had an impact on increasing

the number of students who demonstrate proficiency in reading, and

recommendations for changes to the Strong Readers Act.