Advanced learning opportunities. A. To identify students who have a math deficiency including students with characteristics of dyscalculia, each student enrolled in second, third, fourth, and fifth grade in a public school in this state shall be screened at the beginning, middle, and end of each school year for math proficiency including, but not limited to, real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions. A screening instrument approved by the State Board of Education shall be utilized for the purposes of this section. In determining which screening instrument to approve, the State Board of Education shall take into consideration, at a minimum, the following factors: 1. The time required to conduct the screening instrument with the intention of minimizing the impact on instructional time; 2. The timeliness in reporting screening instrument results to teachers, administrators, and parents or legal guardians of students; and 3. The integration of the screening instrument into the math curriculum. B. Beginning in the 2026-2027 school year, the State Board of Education shall approve a list of screening instruments for use at the beginning, middle, and end of the school year for monitoring progress and measurement of math proficiency as required in subsection A of this section. The screening instrument shall: 1. Assess mathematical proficiency, which is a combination of real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions for the grade level as defined by the state’s subject matter standards; 2. Document the validity and reliability of each assessment; 3. Be used for identifying students who are at risk for math deficiencies and for progress monitoring throughout the school year; 4. Be used to assess students with disabilities and English language learners; and 5. Be accompanied by a data management system that provides profiles of students, class, grade level, and school building. The profiles shall identify each student’s instructional point of need, competency for advanced math coursework, and math proficiency level. The State Board of Education shall also determine other comparable math assessments for diagnostic purposes to be used for students at risk of math failure. C. 1. Exemptions to the screening requirements required by this section may be provided to students who have documented evidence that they meet at least one of the following criteria as related to the provision of classroom instruction: a. the student participates in the Oklahoma Alternate Assessment Program (OAAP) and is taught using alternate methods, b. the student’s primary expressive or receptive communication is sign language, c. the student’s primary form of written or read text is Braille, or d. the student’s primary expressive or receptive language is not English, the student is identified as an English learner using a state-approved identification assessment, and the student has had less than one (1) school year of instruction in an English-learner program. 2. A public school that grants an exemption pursuant to paragraph 1 of this subsection shall provide ongoing evidence of student progression toward English language acquisition with the same frequency as administration of screening assessments. Evidence may include, but not be limited to, student progression toward OAAP math essential elements, proficiency in sign language and mathematical reasoning, and proficiency in Braille and mathematical concepts. D. 1. Students who are administered a screening instrument pursuant to subsection A of this section and are found to be exceeding grade-level targets shall be provided advanced learning opportunities in mathematics approved for that student’s grade level. No student who qualifies pursuant to this subsection shall be removed from the advanced learning opportunity provided to the student unless a parent or legal guardian of the student provides written consent for the student to be excluded or removed after being adequately informed that the student’s placement was determined by the student’s achievement on the screening instrument. 2. Students who are administered a screening instrument pursuant to subsection A of this section and are found not to be meeting grade-level targets shall be provided a program of math instruction designed to enable students to acquire the appropriate grade-level math proficiency. The program of math instruction shall be based on scientific math research and align with the subject matter standards adopted by the State Board of Education. A program of math instruction shall include: a. sufficient additional in-school instructional time for the acquisition of mathematical proficiency, which is a combination of real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions, b. if necessary and if funding is available, tutorial instruction after regular school hours, on Saturdays, and during summer; however, such instruction may not be counted toward the one-hundred-eighty-day or one- thousand-eighty-hour school year required in Section 1-109 of Title 70 of the Oklahoma Statutes, c. assessments identified for diagnostic purposes and periodic monitoring to measure the acquisition of math proficiency including, but not limited to, real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions, as identified in the student’s program of math instruction, d. high-quality instructional materials grounded in scientifically based math research, and e. a means of providing every family of a student in second, third, fourth, and fifth grade access to free online evidence-based math instruction resources to support the student’s math development at home. 3. A student enrolled in second, third, fourth, and fifth grade who exhibits a deficiency in math at any time based on the screening instrument administered pursuant to subsection A of this section shall receive an individual math intervention plan no later than thirty (30) days after the identification of the deficiency in math. The math intervention plan shall be provided in addition to core math instruction that is provided to all students. The math intervention plan shall: a. describe the research-based math intervention services the student will receive to remedy the deficiency in math, b. provide explicit and systematic instruction in real- world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions, as applicable, c. monitor the math progress of each student’s math proficiency throughout the school year and adjust instruction according to the student’s needs, and d. continue until the student is determined to be meeting grade-level targets in math based on screening instruments administered pursuant to subsection A of this section or assessments identified for diagnostic purposes and periodic monitoring pursuant to subparagraph c of paragraph 2 of this subsection. 4. The math intervention plan for each student identified with a deficiency in math shall be developed by a student math proficiency team and shall include supplemental instructional services and supports. Each team shall be comprised of: a. the parent or legal guardian of the student, b. the teacher assigned to the student who had responsibility for math instruction in that academic year, c. a teacher who is responsible for math instruction and is assigned to teach in the next grade level of the student, and d. a teacher who specializes in math interventions, if one is available. 5. A school district shall notify the parent or legal guardian of any student in second, third, fourth, and fifth grade who exhibits a deficiency in math at any time based on the screening instrument administered pursuant to subsection A of this section. The notification shall occur no later than thirty (30) days after the identification of the deficiency in math.
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