teachers. A. Contingent on the provision of appropriated funds designated for the Oklahoma Math Achievement and Proficiency Act, public school districts may be allocated monies for each enrolled second-, third-, fourth-, and fifth-grade student of the current school year who is found to be in need of remediation or intensive intervention services in mathematics. The allocation shall be distributed to each public school district upon approval of the strong math 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 mathematics. 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 mathematics as provided for in Section 3 of this act. Each public 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. Public school 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. The professional development shall include training in scientifically based math research including how students learn mathematical concepts; training in providing explicit and systematic instruction in real-world problem- solving skills, procedural fluency, conceptual understanding, and productive dispositions; implementing math strategies that research has shown to be successful in improving math proficiency among students with math difficulties; courses leading to a micro- credential in mathematics; and instructional materials required for implementation. C. The State Department of Education shall approve and publish a list of professional development programs that are evidence-based and directly address the cognitive science of how students learn mathematics for which districts are permitted to use the funds received pursuant to this section. D. If a teacher attends and completes a professional development institute in elementary math 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.
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