{"data":{"id":"us-ok/okla.-stat.-tit.-70-70-1210.901","jurisdiction":"us-ok","citation":"Okla. Stat. tit. 70, § 70-1210.901","heading":"Math proficiency screening — Screening instruments —","body":"Advanced learning opportunities.\n\nA. To identify students who have a math deficiency including\n\nstudents with characteristics of dyscalculia, each student enrolled\n\nin second, third, fourth, and fifth grade in a public school in this\n\nstate shall be screened at the beginning, middle, and end of each\n\nschool year for math proficiency including, but not limited to,\n\nreal-world problem-solving skills, procedural fluency, conceptual\n\nunderstanding, and productive dispositions. A screening instrument\n\napproved by the State Board of Education shall be utilized for the\n\npurposes of this section. In determining which screening instrument\n\nto approve, the State Board of Education shall take into\n\nconsideration, at a minimum, the following factors:\n\n1. The time required to conduct the screening instrument with\n\nthe intention of minimizing the impact on instructional time;\n\n2. The timeliness in reporting screening instrument results to\n\nteachers, administrators, and parents or legal guardians of\n\nstudents; and\n\n3. The integration of the screening instrument into the math\n\ncurriculum.\n\nB. Beginning in the 2026-2027 school year, the State Board of\n\nEducation shall approve a list of screening instruments for use at\n\nthe beginning, middle, and end of the school year for monitoring\n\nprogress and measurement of math proficiency as required in\n\nsubsection A of this section. The screening instrument shall:\n\n1. Assess mathematical proficiency, which is a combination of\n\nreal-world problem-solving skills, procedural fluency, conceptual\n\nunderstanding, and productive dispositions for the grade level as\n\ndefined by the state’s subject matter standards;\n\n2. Document the validity and reliability of each assessment;\n\n3. Be used for identifying students who are at risk for math\n\ndeficiencies and for progress monitoring throughout the school year;\n\n4. Be used to assess students with disabilities and English\n\nlanguage learners; and\n\n5. Be accompanied by a data management system that provides\n\nprofiles of students, class, grade level, and school building. The\n\nprofiles shall identify each student’s instructional point of need,\n\ncompetency for advanced math coursework, and math proficiency level.\n\nThe State Board of Education shall also determine other comparable\n\nmath assessments for diagnostic purposes to be used for students at\n\nrisk of math failure.\n\nC. 1. Exemptions to the screening requirements required by\n\nthis section may be provided to students who have documented\n\nevidence that they meet at least one of the following criteria as\n\nrelated to the provision of classroom instruction:\n\na. the student participates in the Oklahoma Alternate\n\nAssessment Program (OAAP) and is taught using\n\nalternate methods,\n\nb. the student’s primary expressive or receptive\n\ncommunication is sign language,\n\nc. the student’s primary form of written or read text is\n\nBraille, or\n\nd. the student’s primary expressive or receptive language\n\nis not English, the student is identified as an\n\nEnglish learner using a state-approved identification\n\nassessment, and the student has had less than one (1)\n\nschool year of instruction in an English-learner\n\nprogram.\n\n2. A public school that grants an exemption pursuant to\n\nparagraph 1 of this subsection shall provide ongoing evidence of\n\nstudent progression toward English language acquisition with the\n\nsame frequency as administration of screening assessments. Evidence\n\nmay include, but not be limited to, student progression toward OAAP\n\nmath essential elements, proficiency in sign language and\n\nmathematical reasoning, and proficiency in Braille and mathematical\n\nconcepts.\n\nD. 1. Students who are administered a screening instrument\n\npursuant to subsection A of this section and are found to be\n\nexceeding grade-level targets shall be provided advanced learning\n\nopportunities in mathematics approved for that student’s grade\n\nlevel. No student who qualifies pursuant to this subsection shall\nmathematical reasoning, and proficiency in Braille and mathematical\n\nconcepts.\n\nD. 1. Students who are administered a screening instrument\n\npursuant to subsection A of this section and are found to be\n\nexceeding grade-level targets shall be provided advanced learning\n\nopportunities in mathematics approved for that student’s grade\n\nlevel. No student who qualifies pursuant to this subsection shall\n\nbe removed from the advanced learning opportunity provided to the\n\nstudent unless a parent or legal guardian of the student provides\n\nwritten consent for the student to be excluded or removed after\n\nbeing adequately informed that the student’s placement was\n\ndetermined by the student’s achievement on the screening instrument.\n\n2. Students who are administered a screening instrument\n\npursuant to subsection A of this section and are found not to be\n\nmeeting grade-level targets shall be provided a program of math\n\ninstruction designed to enable students to acquire the appropriate\n\ngrade-level math proficiency. The program of math instruction shall\n\nbe based on scientific math research and align with the subject\n\nmatter standards adopted by the State Board of Education. A program\n\nof math instruction shall include:\n\na. sufficient additional in-school instructional time for\n\nthe acquisition of mathematical proficiency, which is\n\na combination of real-world problem-solving skills,\n\nprocedural fluency, conceptual understanding, and\n\nproductive dispositions,\n\nb. if necessary and if funding is available, tutorial\n\ninstruction after regular school hours, on Saturdays,\n\nand during summer; however, such instruction may not\n\nbe counted toward the one-hundred-eighty-day or one-\n\nthousand-eighty-hour school year required in Section\n\n1-109 of Title 70 of the Oklahoma Statutes,\n\nc. assessments identified for diagnostic purposes and\n\nperiodic monitoring to measure the acquisition of math\n\nproficiency including, but not limited to, real-world\n\nproblem-solving skills, procedural fluency, conceptual\n\nunderstanding, and productive dispositions, as\n\nidentified in the student’s program of math\n\ninstruction,\n\nd. high-quality instructional materials grounded in\n\nscientifically based math research, and\n\ne. a means of providing every family of a student in\n\nsecond, third, fourth, and fifth grade access to free\n\nonline evidence-based math instruction resources to\n\nsupport the student’s math development at home.\n\n3. A student enrolled in second, third, fourth, and fifth grade\n\nwho exhibits a deficiency in math at any time based on the screening\n\ninstrument administered pursuant to subsection A of this section\n\nshall receive an individual math intervention plan no later than\n\nthirty (30) days after the identification of the deficiency in math.\n\nThe math intervention plan shall be provided in addition to core\n\nmath instruction that is provided to all students. The math\n\nintervention plan shall:\n\na. describe the research-based math intervention services\n\nthe student will receive to remedy the deficiency in\n\nmath,\n\nb. provide explicit and systematic instruction in real-\n\nworld problem-solving skills, procedural fluency,\n\nconceptual understanding, and productive dispositions,\n\nas applicable,\n\nc. monitor the math progress of each student’s math\n\nproficiency throughout the school year and adjust\n\ninstruction according to the student’s needs, and\n\nd. continue until the student is determined to be meeting\n\ngrade-level targets in math based on screening\n\ninstruments administered pursuant to subsection A of\n\nthis section or assessments identified for diagnostic\n\npurposes and periodic monitoring pursuant to\n\nsubparagraph c of paragraph 2 of this subsection.\n\n4. The math intervention plan for each student identified with\n\na deficiency in math shall be developed by a student math\n\nproficiency team and shall include supplemental instructional\nbsection A of\n\nthis section or assessments identified for diagnostic\n\npurposes and periodic monitoring pursuant to\n\nsubparagraph c of paragraph 2 of this subsection.\n\n4. The math intervention plan for each student identified with\n\na deficiency in math shall be developed by a student math\n\nproficiency team and shall include supplemental instructional\n\nservices and supports. Each team shall be comprised of:\n\na. the parent or legal guardian of the student,\n\nb. the teacher assigned to the student who had\n\nresponsibility for math instruction in that academic\n\nyear,\n\nc. a teacher who is responsible for math instruction and\n\nis assigned to teach in the next grade level of the\n\nstudent, and\n\nd. a teacher who specializes in math interventions, if\n\none is available.\n\n5. A school district shall notify the parent or legal guardian\n\nof any student in second, third, fourth, and fifth grade who\n\nexhibits a deficiency in math at any time based on the screening\n\ninstrument administered pursuant to subsection A of this section.\n\nThe notification shall occur no later than thirty (30) days after\n\nthe identification of the deficiency in math.","path":["OK Code","Title 70"],"source_url":"https://www.oklegislature.gov/OK_Statutes/CompleteTitles/os70.pdf","current_through":"2026-08-14","vintage":"open-us-law v2026.08, retrieved 2026-09-14","retrieved_at":"2026-09-14T18:32:36Z","sha256":"ba13da3a4764c8d4dee789f8281f389c81c269d3fea90ce2960f4482b697396a","source_id":"us-ok","stale":false,"prev":"us-ok/okla.-stat.-tit.-70-70-1210.900","next":"us-ok/okla.-stat.-tit.-70-70-1210.902"},"notice":"GroundRules: Original legal text. Not legal advice."}