SB 1360 — Mathematics instruction; Oklahoma Math Achievement and Proficiency Act; teacher training; creating the Office of Mathematics Improvement; Director; screening instrument; funding. Effective date. Emergency.
Last action — Approved by Governor 05/21/2026
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✓Introduced
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✓In Committee
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✓Passed Senate
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✓Passed House
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✓To Executive
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6Enacted
This bill has been enacted into law. Introduced February 02, 2026. Enacted.
Signed by Governor Kevin Stitt (Republican) on May 29, 2026.
Odds of enactment
High chanceBased on the sponsor, cosponsors, and committee posture, this bill has a high chance of becoming law.
Upgrade to see the exact probability and what's driving it.
A statistical estimate from our own model of past outcomes — an insight, not a guarantee. Policymaking is volatile.
Prognosis
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Enacted
Current position in the legislative process.
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2 sponsors
2 primary, 0 co-sponsors signed on.
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Single-party support
Sponsorship is currently within one party (2 R).
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Cleared a recorded vote
Passed 7 recorded votes so far.
Based on stage, sponsorship breadth, committee status, recorded votes, and cross-state momentum — a description of the observable signals, not a prediction.
In plain language
The bill establishes programs to improve mathematics instruction and teacher training in Oklahoma.
This legislation creates the Office of Mathematics Improvement to enhance math education in Oklahoma. It focuses on teacher training and introduces a screening instrument to assess math proficiency.
What this means for you
- Workers: Better math instruction can prepare future workers with essential skills for the workforce.
- Families: This means improved math education for your children, potentially leading to better outcomes in their learning.
- Small Business: Improved mathematics skills in the community can enhance the overall workforce competency, benefiting local businesses.
Bill Text
What changed in the latest version
846 added · 764 removedPlain-language change summary
The latest version of SB 1360 introduces changes to the Oklahoma mathematics instruction provisions. Notably, it removes the requirement for the State Board of Education to approve specific screening instruments and instead mandates that school districts use a screening instrument by the 2027-2028 school year. Additionally, it now includes a base allocation of math funds for each school district, ensuring that funding is more straightforward. These adjustments are important as they aim to enhance the consistency and quality of math education across schools, while also streamlining the process for obtaining necessary resources.
ENGROSSEDAn Act ENROLLED SENATE BILL NO.
Seifried of the Senate and Moore of the House 5 An Act relating to mathematics instruction;
2021, Section 1210.508, as last amended by Section 10,1 Chapterof 492,Enrolled O.S.L.House Bill No.
20254359 (70of O.S.the 2nd Session of the 60th Oklahoma Legislature, which relates to the Oklahoma School Testing Program Act;
Supp.
2025, Section 1210.508), which relates to the Oklahoma School Testing Program Act;
directingeliminating thereferences State Board of Education to approve certain number of screening instrumentsinstrument beginningselection inrequirements certainand schoolusage year;requirements;
requiring instrumentsschool districts to beutilize chosenthe fromscreening certaininstrument list;in the 2027-2028 school year;
directingproviding thea Officebase allocation of Mathematicsmathematics Improvementfunds to approveeach andschool publishdistrict; a list of certain professional development programs and providers;
clarifying base allocation amount;
removing language pertaining to distributions based on strong math plans and child count reports;
removing references to a per-student allocation amount;
providing purposes for the base allocation;
removing language regarding spending for professional development training for teachers;
eliminating references to professional development training requirements;
allowing allocation of supplemental weighted funds to districts for certain intervention services;
requiring the State Department of Education to promulgate rules regarding supplemental weighted funding and expectations;
providing supplemental distribution categories;
describing supplemental funding uses;
requiring certain student reports for funding calculations;
providing documentation requirements;
providing parameters for receiving supplemental funds;
providing the State Department of Education the option to request additional reports;
removing language regarding a list of professional development programs and stipends received for attending such programs;
providing certain amount of funds for district math improvement incentives;
providing incentive parameters;
ENGR.SUBJECT:
S.Mathematics instruction BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
B.
NO.
1360 Page 1 2 BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
2021, Section 1210.508, as last amended by Section 10,1 Chapterof 492,Enrolled O.S.L.House Bill No.
20254359 (70of O.S.the 2nd Session of the 60th Oklahoma Legislature, is amended to read as follows:
Supp.
2025, Section 1210.508), is amended to read as follows:
By no later than December 31, 2016, the State Board of Education shall adopt a statewide system of student assessments in compliance with the Elementary and Secondary EducationENR. Act of 1965 (ESEA), as reauthorized and amended by P.L.
S.
B.
NO.
1360 Page 2 Education Act of 1965 (ESEA), as reauthorized and amended by P.L.
Show all 296 changed lines (256 more)
The adopted assessments shall be administered by the Board for a period that is in coordination with the six-year subject area textbook adoption cycle unless the vendor does not fulfill the ENGR.terms of the contract or fails to comply with or violates the terms of the contract.
S.
B.
NO.
1360 Page 2 terms of the contract or fails to comply with or violates the terms of the contract.
1.ENR.
S.
B.
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1360 Page 3 1.
ENGR.E.
S.
B.
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1360 Page 3 E.
Beginning with students entering the ninth grade in the 2017-2018 school year, each student shall take the assessment or assessments included in the statewide student assessment system ENGR.adopted by the Board pursuant to subsection A of this section in ENR.
1360 Page 4 adopted by the Board pursuant to subsection A of this section in order to graduate from a public high school with a standard diploma.
ENGR.4.
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B.
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1360 Page 5 4.
Students who do not perform at a proficiency level on assessments shall be remediated as established in the assessment requirementsENR. adopted by the Board pursuant to Section 5 of Enrolled House Bill No.
S.
B.
NO.
1360 Page 5 requirements adopted by the Board pursuant to Section 5 of Enrolled House Bill No.
The State Board of Education shall evaluate the subject matter standards to ensure the competencies reflect high standards, ENGR.are specific, well-defined, measurable, and challenging, and will prepare elementary students for next-grade-level course work and secondary students for postsecondary studies at institutions of higher education or technology center schools without the need for remediation.
S.
B.
NO.
1360 Page 6 are specific, well-defined, measurable, and challenging, and will prepare elementary students for next-grade-level course work and secondary students for postsecondary studies at institutions of higher education or technology center schools without the need for remediation.
The Commission shall conduct an ongoing review to compare the statewide assessment content and performance ENGR.descriptors with those of other states.
Upon receipt of the review, the Commission may adjust the cut scores as necessary.
4.
The State Board of Education, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing ENR.
1360 Page 76 descriptorsrecommendations withfor thosetesting program improvement, shall retain the services of otheran states.established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades.
Upon receipt of the review, the Commission may adjust the cut scores as necessary.
4.
The State Board of Education, for the purposes of conducting reliability and validity studies, monitoring contractor adherence to professionally accepted testing standards, and providing recommendations for testing program improvement, shall retain the services of an established, independent agency or organization that is nationally recognized for its technical expertise in educational testing but is not engaged in the development of aptitude or achievement tests for elementary or secondary level grades.
The vendor shall provide a final electronic data file of all school site, school district, and state results to the State Department of Education and the Office of Educational Quality and Accountability prior to August 20 of each year.
The Department shall forward the final data files for each school district and each school site in that district to ENGR.the school district.
S.
B.
NO.
1360 Page 8 the school district.
L.ENR.
The State Board of Education shall develop, administer, and incorporate as a part of the Oklahoma School Testing Program other assessment programs or procedures including appropriate accommodations for the assessment of students with disabilities as ENGR.
1360 Page 97 requiredL. by the Individuals with Disabilities Education Act (IDEA), 20 U.S.C., Section 1400 et seq.
The State Board of Education shall develop, administer, and incorporate as a part of the Oklahoma School Testing Program other assessment programs or procedures including appropriate accommodations for the assessment of students with disabilities as required by the Individuals with Disabilities Education Act (IDEA), U.S.C., Section 1400 et seq.
ENGR.P.
S.Beginning with the 2026-2027 school year, and for each school year thereafter, all assessments required by this section administered in grades three through eight shall be administered within the last four (4) weeks of the school year.
B.The testing window required by this subsection shall not apply to assessments administered as part of the Oklahoma Alternate Assessment Program for students with the most significant cognitive disabilities.
NO.SECTION 2.
1360 Page 10 SECTION 2.
2025 (70 O.S.
SectionENR. 1210.900.
S.
B.
NO.
1360 Page 8 Section 1210.900.
ENGR.D.
S.
B.
NO.
1360 Page 11 D.
All teachers of mathematics in the public schools in this state shall have access to training in evidence-based professional development programs to deepen their content knowledge, learn specific effective and impactful teaching strategies, and develop productive dispositions toward math, and then incorporate into instruction the foundational elements of math instruction, including the development of grade-level appropriate mathematical proficiency which is a combination of real-world problem-solving skills, proceduralENR. fluency, conceptual understanding, and productive dispositions.
S.
B.
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1360 Page 9 procedural fluency, conceptual understanding, and productive dispositions.
The Director shall have experience in administrative duties, ENGR.in teaching mathematics in a public or private elementary school, and as an elementary mathematics specialist, coach, or administrator.
S.
B.
NO.
1360 Page 12 in teaching mathematics in a public or private elementary school, and as an elementary mathematics specialist, coach, or administrator.
monitor implementation of a single statewide screening instruments,instrument, diagnostic assessments, and formative assessments for grades kindergarten through five to identify students in need of support for key numeracy concepts, b.
The diagnostic tool shall be used with students who have been identified with deficiencies in mathematics based on a single statewide screening instruments,instrument, diagnostic assessments, formative assessments, benchmark assessments, teacher observation, or any combination thereof, c.
commit necessary resources to understanding the needs of students struggling with number sense or dyscalculia, or both, before implementing ENGR.instructional practices or assessments that could adversely affect student learning, ENR.
1360 Page 1310 instructional practices or assessments that could adversely affect student learning, e.
2025 (70 O.S.
A screening instrument approved by the State Board of Education pursuant to the provisions of Section 1210.508C of this title shall be utilized for the purposes of this section.
The screening instrument as described in Section 1210.508C of this title shall be a single instrument that measures both math and reading skills.
ENGR.1.
S.
B.
NO.
1360 Page 14 1.
ENR.
S.
BeginningNO. in the 2026-2027 2027-2028 school year, the State Board of Education shall approve a list of three 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.
The1360 screeningPage instruments11 shallB. be chosen from a list of recommendations from the Office of Mathematics Improvement within the State Department of Education.
Beginning School districts shall administer the screening instrument described in subsection A of this section beginning in the 2026-2027 2027-2028 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.
and ENGR.5.
S.
B.
NO.
1360 Page 15 5.
Exemptions to the screening requirements required by of 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:
the student’s primary expressive or receptive communication is sign language, c.ENR.
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.
ENGR.
1360 Page 1612 2.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.
The program of math instruction shall be based on scientific math research and align with the subject ENGR.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, ENR.
1360 Page 1713 matterprocedural standardsfluency, adoptedconceptual byunderstanding, theand Stateproductive Boarddispositions, ofb. 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.
high-quality instructional materials grounded in scientifically based math research, and ENGR.e.
S.
B.
NO.
1360 Page 18 e.
describe the research-based math intervention services the student will receive to remedy the deficiency in math, b.ENR.
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 ENGR.
1360 Page 1914 instrumentsb. 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.
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.
ENGR.ENR.
1360 Page 2015 SECTION 4.
2025 (70 O.S.
Contingent on the provision of appropriated funds designated for the Oklahoma Math Achievement and Proficiency Act, public each school districts may be allocated monies district shall receive a base mathematics allocation calculated on a per-student basis for each enrolled second-, third-, fourth-, and fifth-grade student as reported in the October 1 enrollment counts 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 andshall theallocate submittalnot ofless athan child-countforty reportpercent to(40%) the State Department of Educationfunds thatappropriated detailsfor the numberpurposes of studentsthis identifiedsection asto needingsupport remediationthe orbase intensivemathematics interventionallocation. services in mathematics.
ToThe determinebase amathematics per-student allocation amount,shall thebe totaldistributed amountto ofeach fundspublic availableschool fordistrict allocationupon eachapproval yearof shallthe bestrong dividedmath plan for the school district by the totalState numberBoard of studentsEducation inand the statesubmittal identifiedof asa inchild-count needreport ofto remediationthe orState intensiveDepartment interventionof servicesEducation inthat mathematicsdetails asthe providednumber forof instudents Sectionidentified 3as 1210.901needing ofremediation thisor actintensive title.intervention services in mathematics.
EachTo publicdetermine schoola districtper- shallstudent beallocation allocatedamount, anthe total amount equalof tofunds theavailable per-studentfor allocation amounteach multipliedyear shall be divided by the total number of students in the state identified studentsas enrolledin need of remediation or intensive intervention services in themathematics schoolas district.provided for in Section 3 of this act.
B.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 support the prevention of math deficiencies and the implementation of strong core math instruction within Tier 1 of a multi-tiered system of supports (MTSS) framework including, but not limited to:
Public1. school districts receiving more than Two Thousand Five Hundred Dollars ($2,500.00) pursuant to subsection A of this ENGR.
Evidence-based core math instruction and high-quality instructional materials grounded in scientifically based math research;
2.
Universal screenings and diagnostic assessments necessary to identify students at risk for math deficiencies;
3.
Progress monitoring and data use to inform instructional decisions;
ENR.
1360 Page 2116 section4. shall spend no less than ten percent (10%) to provide professional development for teachers.
Family math instruction resources and engagement activities aligned with classroom instruction;
and 5.
Professional development and instructional coaching necessary to implement the district strong math plan.
B.
Public 1.
In addition to the base mathematics allocation provided pursuant to subsection A of this section, 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.
training in providing explicit and systematic instruction in real-world problem-problem-solving solving skills, procedural fluency, conceptual understanding, and productive dispositions;
courses leading to a micro-micro-credential credential in mathematics;
and instructional materials required for implementation.implementation shall receive supplemental weighted funding for students identified through screening and progress-monitoring data as requiring additional math intervention services within an MTSS framework.
The State Board of Education shall allocate not less than thirty percent (30%) of funds appropriated for the purposes of this section to support supplemental weighted funding and shall promulgate rules establishing the methodology for calculating weights, documentation requirements, and procedures for verifying intervention participation.
Supplemental weighted funding shall support intervention services beyond Tier 1 core instruction and shall be distributed according to the following categories:
a.
Tier 2 supplemental intervention weight:
students identified as requiring targeted math intervention beyond Tier 1 core instruction shall generate supplemental funding to support additional instructional time, reduced group size, and evidence- based intervention, and b.
Tier 3 intensive intervention weight:
students identified as demonstrating a significant math ENR.
S.
B.
NO.
1360 Page 17 deficiency requiring intensive, individualized, or highly targeted intervention shall generate supplemental funding reflecting the increased instructional intensity required at the Tier 3 level.
2.
Supplemental weighted funding received pursuant to this subsection shall be used exclusively for intervention services beyond Tier 1 core instruction including:
a.
additional instructional time devoted to math intervention, b.
reduced instructional group sizes necessary to deliver intensive instruction, c.
specialized instructional materials and intervention programs aligned with scientifically based math research, d.
compensation for educators delivering intervention services, and e.
professional development necessary to ensure educators providing intervention services have extensive 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;
and courses leading to a micro- credential in mathematics.
3.
Students shall be counted for purposes of supplemental weighted funding only when the school district has documented and electronically reported to the State Department of Education that the student is receiving intervention services consistent with the level of instructional intensity required at the applicable tier.
4.
School districts shall maintain documentation demonstrating:
ENR.
S.
B.
NO.
1360 Page 18 a.
identification of the student through an approved screening instrument and supporting diagnostic or progress-monitoring data, b.
implementation of an intervention plan specifying the instructional approach, frequency, duration, and group size of intervention services, and c.
ongoing progress monitoring used to determine the effectiveness of the intervention and inform instructional adjustments.
5.
Students shall not generate supplemental weighted funding unless intervention services are provided beyond Tier 1 core instruction.
The State Department of Education may review intervention documentation and program implementation to verify eligibility for supplemental weighted funding allocated pursuant to this section.
6.
The State Board of Education shall promulgate rules establishing reasonable expectations for the proportion of students receiving supplemental and intensive services within an MTSS framework.
7.
When the reported percentage of students receiving Tier 2 or Tier 3 intervention services significantly exceeds expected ranges, the State Department of Education may require additional documentation or provide technical assistance to ensure intervention services are implemented within the instructional intensity required at each tier.
The Office of Mathematics Improvement within the State Department of Education shall approve and publish a list of professional development programs and providers that are evidence-evidence-based 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.
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 theENR. amount of the cost for a substitute teacher, based on the amount of funds allocated.
ENGR.
1360 Page 2219 SECTIONthe 5.amount of the cost for a substitute teacher, based on the amount of funds allocated 1.
To encourage continuous improvement in student math outcomes and to support the sustainability of effective intervention services, the State Board of Education shall allocate up to thirty percent (30%) of funds appropriated for the purposes of this section for math improvement incentives and shall promulgate rules establishing criteria for determining eligibility for such incentives, which shall include demonstration of measurable improvement in student math performance.
2.
Math improvement incentives may include recognition of:
a.
students who demonstrate sufficient progress to exit Tier 3 intensive intervention, b.
students who demonstrate sufficient progress to exit Tier 2 supplemental intervention, and c.
school districts or school sites that demonstrate measurable reductions in the number or percentage of students requiring supplemental or intensive intervention.
SECTION 5.
2025 (70 O.S.
ENR.
S.
NO.
1360 Page 20 B.
and ENGR.3.
S.
B.
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1360 Page 23 3.
The optional program may ENGR.include, but not be limited to, an approved private provider of instruction, approved computer- or Internet-based instruction, or an approved program of math instruction monitored by the parent or legal guardian of the student.
Public school districts shall not be ENR.
1360 Page 2421 include,required butto notpay befor limitedthe to,optional anprogram approvedbut privateshall providerclearly ofcommunicate instruction,to approvedthe computer-parent or Internet-basedlegal instruction,guardian orthe anexpectations approved program of math instruction monitored by the parentprogram orand legalany guardiancosts ofthat themay student.be involved.
Public school districts shall not be required to pay for the optional program but shall clearly communicate to the parent or legal guardian the expectations of the program and any costs that may be involved.
ENGR.SECTION 6.
S.
B.
NO.
1360 Page 25 SECTION 6.
2025 (70 O.S.
B.ENR.
No later than December 31, 2025 February 28, 2027, the State Board of Education, in consultation with the Office of Mathematics Improvement within the State Department of Education, shall develop policies for dyscalculia screening required pursuant to this section and shall include, but not be limited to:
ENGR.
1360 Page 2622 1.B.
No later than December 31, 2025 February 28, 2027, the State Board of Education, in consultation with the Office of Mathematics Improvement within the State Department of Education, shall develop policies for dyscalculia screening required pursuant to this section and shall include, but not be limited to:
1.
Screening shall be conducted in accordance with the policies developed by the State Board of Education pursuant to subsection B of this section and the guidance within the dyslexia and dysgraphia ENGR.handbook developed pursuant to Section 1210.517 of Title 70 of the Oklahoma Statutes this title including policies and information developed relating to universal screening of students for characteristics of dyscalculia.
ENR.
1360 Page 2723 handbookE. developed pursuant to Section 1210.517 of Title 70 of the Oklahoma Statutes this title including policies and information developed relating to universal screening of students for characteristics of dyscalculia.
E.
ENGR.F.
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B.
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1360 Page 28 F.
SECTIONENR. 7.
S.
B.
NO.
1360 Page 24 SECTION 7.
ENGR.ENR.
1360 Page 2925 Passed the Senate the 24th14th day of March,May, 2026.
3 Presiding Officer of the Senate 5 Passed the House of Representatives the ____6th day of __________,May, 2026.
8 Presiding Officer of the House of Representatives ENGR.OFFICE OF THE GOVERNOR Received by the Office of the Governor this ____________________ day of ___________________, 20_______, at _______ o'clock _______ M.
By:
_________________________________ Approved by the Governor of the State of Oklahoma this _________ day of ___________________, 20_______, at _______ o'clock _______ M.
_________________________________ Governor of the State of Oklahoma OFFICE OF THE SECRETARY OF STATE Received by the Office of the Secretary of State this __________ day of __________________, 20 _______, at _______ o'clock _______ M.
By:
_________________________________ ENR.
1360 Page 3026
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View plain text versions (10)
- Enrolled Enrolled (final version) Current pdf
- Engrossed View text pdf
- Floor (House) View text pdf
- Floor (Senate) View text pdf
- SB1360 (3-23-26) (SEIFRIED) FS FA1.PDF View text pdf
- SB1360 (3-23-26) (SEIFRIED) RT FA2.PDF View text pdf
- Amended Amended And Engrossed pdf
- Committee Substitute House Committee Substitute for Senate Bill pdf
- Committee Substitute Proposed Committee Substitute (full committee) 1 pdf
- Introduced View text pdf
AI-generated reading aid from the bill's amendatory text — verify against the official bill.
The bill modifies various provisions related to mathematics instruction and assessment in Oklahoma, including new requirements and allocations for mathematics funding.
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70 O.S. 2021, Section 1210.508
By no later than December 31, 2016, the State Board of Education shall adopt a statewide system of student assessments in compliance with the Elementary and Secondary Education Act of 1965 (ESEA), as reauthorized and amended by P.L. No. 114-95, also known as the Every Student Succeeds Act (ESSA).→ By no later than December 31, 2025, the State Board of Education shall adopt a statewide system of student assessments in compliance with the Elementary and Secondary Education Act of 1965 (ESEA), as reauthorized and amended by P.L. No. 114-95, also known as the Every Student Succeeds Act (ESSA).The deadline for the State Board of Education to adopt a statewide system of student assessments is extended to December 31, 2025.
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70 O.S. 2021, Section 1210.508
The Board shall administer the assessments beginning with the 2017-2018 school year.→ The Board shall administer the assessments beginning with the 2027-2028 school year.The start date for administering assessments is postponed to the 2027-2028 school year.
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70 O.S. 2021, Section 1210.508
Returning to the previous selections and implementations of certain assessments triggered by funding availability.→ School districts shall utilize the screening instrument developed by the State Department of Education beginning with the 2027-2028 school year.School districts are now required to use a specific screening instrument starting in the 2027-2028 school year.
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70 O.S. 2021, Section 1210.900
The allocation of mathematics funds and the means by which they are distributed to districts.→ There is a base allocation of mathematics funds provided to each school district based on the number of students enrolled in grades K-12.A base allocation of mathematics funds will be granted to every school district based on student enrollment.
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70 O.S. 2021, Section 1210.902
Language pertaining to the development of professional development training programs for teachers and stipulations.→ School districts may allocate supplemental funds for intervention services in the event a student shows a lack of proficiency in mathematics.School districts can now use supplemental funds specifically for intervention services.
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70 O.S. 2021, Section 1210.903
There shall be a per-student allocation amount based on child count reports.→ The allocation of funds will no longer be based on a per-student amount.The method for funding allocations will no longer depend on per-student counts.
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70 O.S. 2021, Section 1210.907
Language requiring the Department of Education to provide various assistance programs and development training requirements.→ The Department of Education shall work with school districts to create specific needs based on the identified criteria in mathematics achievement and proficiency.The requirements for professional development programs and stipends related to mathematics teaching are removed.
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70 O.S. 2021, Section 1210.902
Taking measures to mandate specific screening assessment tools for students identified with potential math learning disabilities.→ School districts should begin using screening assessments for dyscalculia in accordance with new policy developments by the State Board of Education.The legislation mandates the introduction of screening tools for students at risk of dyscalculia by the school year 2027-2028.
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70 O.S. 2021, Section 1210.903
Responses to previous funding distributions based on strong math plans.→ There will no longer be references to distributions based on mathematical plans but will focus on the success outcomes instead.Funding distributions will no longer be contingent on strong math plans.
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70 O.S. 2021, Section 1210.902
References to grant solicitations for professional development initiatives for math teachers.→ The eligibility for supplemental funding will be based on established criteria rather than needing a list of mandated professional development programs.Funding availability for math improvement will rely more on criteria and less on professional development mandates.
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The Office of Mathematics Improvement is hereby created within the State Department of Education.
This establishes a new office focused specifically on mathematics improvement.
Amendments
1 amendmentClick Show changes on an amendment above to see how it modifies the bill.
Action History
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Approved by Governor 05/21/2026
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Sent to Governor
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Signed, returned to Senate
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Enrolled, to House
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Referred for enrollment
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Measure and Emergency passed: Ayes: 44 Nays: 0
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HAs adopted
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HAs read
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Engrossed, signed, to Senate
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Referred for engrossment
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Third Reading, Measure and Emergency passed: Ayes: 84 Nays: 4
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General Order
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CR; Do Pass, amended by committee substitute Appropriations and Budget Committee
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Recommendation to the full committee; Do Pass Appropriations and Budget Education Subcommittee
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Referred to Appropriations and Budget Education Subcommittee
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Second Reading referred to Appropriations and Budget
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First Reading
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Engrossed to House
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Referred for engrossment
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Measure and Emergency passed: Ayes: 46 Nays: 0
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Title restored
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General Order, Amended by Floor Substitute
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Placed on General Order
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Reported Do Pass Appropriations committee; CR filed
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Coauthored by Representative Moore (principal House author)
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Referred to Appropriations
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Title stricken
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Reported Do Pass as amended Education committee; CR filed
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Second Reading referred to Education Committee then to Appropriations Committee
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Authored by Senator Seifried
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First Reading
Sponsors
- Ally Seifried · Primary
- Anthony Moore · Primary
Sponsorship breakdown
Export CSV (upgrade) →2 sponsors · 0 co-sponsors · 149 not signed on · 5 voted No
Sponsors (2)
- Ally Seifried Republican
- Anthony Moore Republican
Co-sponsors (0)
None.
Not signed on (149)
149 members have not signed on to this bill.
Show all 149 →"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.
Votes
| Party | Yea | Nay | Present | Not Voting |
|---|---|---|---|---|
| Republican | 35 | 0 | 0 | 4 |
| Democrat | 9 | 0 | 0 | 0 |
| Total | 44 | 0 | 0 | 4 |
| % of votes cast | 92% | 0% | 0% | 8% |
How each member voted (48)
| Member | Party | Vote |
|---|---|---|
| Carri Hicks | Democrat | Yea |
| Jo Anna Dossett | Democrat | Yea |
| Julia Kirt | Democrat | Yea |
| Mark Mann | Democrat | Yea |
| Mary B. Boren | Democrat | Yea |
| Michael Brooks | Democrat | Yea |
| Nikki Nice | Democrat | Yea |
| Regina Goodwin | Democrat | Yea |
| Ronald Stewart | Democrat | Yea |
| Aaron Reinhardt | Republican | Yea |
| Adam Pugh | Republican | Yea |
| Ally Seifried | Republican | Yea |
| Avery Frix | Republican | Yea |
| Bill Coleman | Republican | Yea |
| Brenda Stanley | Republican | Yea |
| Brent Howard | Republican | Yea |
| Brian Guthrie | Republican | Yea |
| Bryan Logan | Republican | Yea |
| Casey Murdock | Republican | Not Voting |
| Christi Gillespie | Republican | Yea |
| Dana Prieto | Republican | Yea |
| Darcy Jech | Republican | Yea |
| Dave Rader | Republican | Yea |
| David Bullard | Republican | Yea |
| District 24 | Republican | Yea |
| Dusty Deevers | Republican | Yea |
| George Burns | Republican | Yea |
| Grant Green | Republican | Yea |
| Jerry Alvord | Republican | Not Voting |
| John Haste | Republican | Yea |
| Jonathan Wingard | Republican | Yea |
| Julie Daniels | Republican | Yea |
| Julie McIntosh | Republican | Yea |
| Kelly Hines | Republican | Yea |
| Kendal Sacchieri | Republican | Yea |
| Kristen Thompson | Republican | Yea |
| Lisa Standridge | Republican | Yea |
| Lonnie Paxton | Republican | Not Voting |
| Micheal Bergstrom | Republican | Yea |
| Paul Rosino | Republican | Yea |
| Randy Grellner | Republican | Yea |
| Rob Hall | Republican | Yea |
| Roland Pederson | Republican | Not Voting |
| Shane Jett | Republican | Yea |
| Spencer Kern | Republican | Yea |
| Todd Gollihare | Republican | Yea |
| Tom Woods | Republican | Yea |
| Warren Hamilton | Republican | Yea |
| Party | Yea | Nay | Present | Not Voting |
|---|---|---|---|---|
| Unaffiliated | 3 | 0 | 0 | 1 |
| Republican | 69 | 4 | 0 | 6 |
| Democrat | 12 | 0 | 0 | 5 |
| Total | 84 | 4 | 0 | 12 |
| % of votes cast | 84% | 4% | 0% | 12% |
How each member voted (100)
| Member | Party | Vote |
|---|---|---|
| Alonso-Sandoval | — | Yea |
| Mr. Speaker | — | Yea |
| VACANCY: | — | Not Voting |
| Crosswhite Hader | — | Yea |
| Aletia Timmons | Democrat | Yea |
| Amanda Clinton | Democrat | Not Voting |
| Andy Fugate | Democrat | Yea |
| Annie Menz | Democrat | Yea |
| Cyndi Munson | Democrat | Yea |
| Ellen Pogemiller | Democrat | Yea |
| Ellyn Hefner | Democrat | Yea |
| Jacob Rosecrants | Democrat | Not Voting |
| Jared Deck | Democrat | Not Voting |
| John Waldron | Democrat | Not Voting |
| Melissa Provenzano | Democrat | Yea |
| Meloyde Blancett | Democrat | Not Voting |
| Michelle McCane | Democrat | Yea |
| Mickey Dollens | Democrat | Yea |
| Ronald Stewart | Democrat | Yea |
| Suzanne Schreiber | Democrat | Yea |
| Trish Ranson | Democrat | Yea |
| Anthony Moore | Republican | Yea |
| Bob Ed Culver | Republican | Yea |
| Brad Boles | Republican | Yea |
| Brian Hill | Republican | Yea |
| Carl Newton | Republican | Yea |
| Chad Caldwell | Republican | Yea |
| Chris Banning | Republican | Yea |
| Chris Kannady | Republican | Yea |
| Chris Sneed | Republican | Yea |
| Clay Staires | Republican | Yea |
| Cody Maynard | Republican | Yea |
| Collin Duel | Republican | Yea |
| Cynthia Roe | Republican | Yea |
| Daniel Pae | Republican | Yea |
| Danny Sterling | Republican | Yea |
| Danny Williams | Republican | Yea |
| David Hardin | Republican | Yea |
| David Smith | Republican | Yea |
| Dell Kerbs | Republican | Yea |
| Derrick Hildebrant | Republican | Yea |
| Dick Lowe | Republican | Yea |
| Dillon Travis | Republican | Yea |
| Eddy Dempsey | Republican | Yea |
| Emily Gise | Republican | Yea |
| Eric Roberts | Republican | Yea |
| Erick Harris | Republican | Yea |
| Gabe Woolley | Republican | Yea |
| Gerrid Kendrix | Republican | Yea |
| Jason Blair | Republican | Yea |
| Jay Steagall | Republican | Yea |
| Jim Grego | Republican | Yea |
| Jim Olsen | Republican | Yea |
| Jim Shaw | Republican | Nay |
| John George | Republican | Yea |
| John Kane | Republican | Yea |
| John Pfeiffer | Republican | Yea |
| Jonathan Wilk | Republican | Yea |
| Josh Cantrell | Republican | Not Voting |
| Josh West | Republican | Yea |
| Judd Strom | Republican | Yea |
| Justin Humphrey | Republican | Not Voting |
| Ken Luttrell | Republican | Not Voting |
| Kenton Patzkowsky | Republican | Yea |
| Kevin Norwood | Republican | Yea |
| Kevin West | Republican | Not Voting |
| Marilyn Stark | Republican | Yea |
| Mark Chapman | Republican | Yea |
| Mark Lawson | Republican | Yea |
| Mark Lepak | Republican | Yea |
| Mark Tedford | Republican | Not Voting |
| Max Wolfley | Republican | Yea |
| Mike Dobrinski | Republican | Yea |
| Mike Kelley | Republican | Yea |
| Mike Lay | Republican | Yea |
| Mike Osburn | Republican | Yea |
| Molly Jenkins | Republican | Nay |
| Neil Hays | Republican | Yea |
| Nick Archer | Republican | Yea |
| Nicole Miller | Republican | Yea |
| Preston Stinson | Republican | Yea |
| Rande Worthen | Republican | Yea |
| Rick West | Republican | Nay |
| Rob Hall | Republican | Yea |
| Robert Manger | Republican | Yea |
| Ronny Johns | Republican | Yea |
| Ross Ford | Republican | Yea |
| Rusty Cornwell | Republican | Yea |
| Ryan Eaves | Republican | Yea |
| Scott Fetgatter | Republican | Yea |
| Stacy Jo Adams | Republican | Not Voting |
| Stan May | Republican | Yea |
| Steve Bashore | Republican | Yea |
| T.J. Marti | Republican | Yea |
| Tammy Townley | Republican | Yea |
| Tammy West | Republican | Yea |
| Tim Turner | Republican | Yea |
| Tom Gann | Republican | Nay |
| Toni Hasenbeck | Republican | Yea |
| Trey Caldwell | Republican | Yea |
| Party | Yea | Nay | Present | Not Voting |
|---|---|---|---|---|
| Republican | 19 | 0 | 0 | 0 |
| Democrat | 6 | 0 | 0 | 0 |
| Total | 25 | 0 | 0 | 0 |
| % of votes cast | 100% | 0% | 0% | 0% |
How each member voted (25)
| Member | Party | Vote |
|---|---|---|
| Andy Fugate | Democrat | Yea |
| Cyndi Munson | Democrat | Yea |
| Melissa Provenzano | Democrat | Yea |
| Meloyde Blancett | Democrat | Yea |
| Suzanne Schreiber | Democrat | Yea |
| Trish Ranson | Democrat | Yea |
| Carl Newton | Republican | Yea |
| Daniel Pae | Republican | Yea |
| Danny Sterling | Republican | Yea |
| Dell Kerbs | Republican | Yea |
| Jim Grego | Republican | Yea |
| John Kane | Republican | Yea |
| John Pfeiffer | Republican | Yea |
| Josh Cantrell | Republican | Yea |
| Judd Strom | Republican | Yea |
| Kevin West | Republican | Yea |
| Mark Lawson | Republican | Yea |
| Mike Osburn | Republican | Yea |
| Nicole Miller | Republican | Yea |
| Robert Manger | Republican | Yea |
| Ross Ford | Republican | Yea |
| Scott Fetgatter | Republican | Yea |
| Steve Bashore | Republican | Yea |
| Tammy West | Republican | Yea |
| Trey Caldwell | Republican | Yea |
| Party | Yea | Nay | Present | Not Voting |
|---|---|---|---|---|
| Republican | 6 | 0 | 0 | 0 |
| Democrat | 1 | 1 | 0 | 0 |
| Total | 7 | 1 | 0 | 0 |
| % of votes cast | 88% | 13% | 0% | 0% |
How each member voted (8)
| Member | Party | Vote |
|---|---|---|
| John Waldron | Democrat | Yea |
| Michelle McCane | Democrat | Nay |
| Anthony Moore | Republican | Yea |
| Chad Caldwell | Republican | Yea |
| Dick Lowe | Republican | Yea |
| Gabe Woolley | Republican | Yea |
| Mike Osburn | Republican | Yea |
| Ronny Johns | Republican | Yea |
| Party | Yea | Nay | Present | Not Voting |
|---|---|---|---|---|
| Republican | 38 | 0 | 0 | 1 |
| Democrat | 8 | 0 | 0 | 1 |
| Total | 46 | 0 | 0 | 2 |
| % of votes cast | 96% | 0% | 0% | 4% |
How each member voted (48)
| Member | Party | Vote |
|---|---|---|
| Carri Hicks | Democrat | Yea |
| Jo Anna Dossett | Democrat | Yea |
| Julia Kirt | Democrat | Yea |
| Mark Mann | Democrat | Yea |
| Mary B. Boren | Democrat | Not Voting |
| Michael Brooks | Democrat | Yea |
| Nikki Nice | Democrat | Yea |
| Regina Goodwin | Democrat | Yea |
| Ronald Stewart | Democrat | Yea |
| Aaron Reinhardt | Republican | Yea |
| Adam Pugh | Republican | Yea |
| Ally Seifried | Republican | Yea |
| Avery Frix | Republican | Yea |
| Bill Coleman | Republican | Yea |
| Brenda Stanley | Republican | Yea |
| Brent Howard | Republican | Yea |
| Brian Guthrie | Republican | Yea |
| Bryan Logan | Republican | Yea |
| Casey Murdock | Republican | Yea |
| Christi Gillespie | Republican | Yea |
| Dana Prieto | Republican | Yea |
| Darcy Jech | Republican | Yea |
| Dave Rader | Republican | Yea |
| David Bullard | Republican | Yea |
| District 24 | Republican | Not Voting |
| Dusty Deevers | Republican | Yea |
| George Burns | Republican | Yea |
| Grant Green | Republican | Yea |
| Jerry Alvord | Republican | Yea |
| John Haste | Republican | Yea |
| Jonathan Wingard | Republican | Yea |
| Julie Daniels | Republican | Yea |
| Julie McIntosh | Republican | Yea |
| Kelly Hines | Republican | Yea |
| Kendal Sacchieri | Republican | Yea |
| Kristen Thompson | Republican | Yea |
| Lisa Standridge | Republican | Yea |
| Lonnie Paxton | Republican | Yea |
| Micheal Bergstrom | Republican | Yea |
| Paul Rosino | Republican | Yea |
| Randy Grellner | Republican | Yea |
| Rob Hall | Republican | Yea |
| Roland Pederson | Republican | Yea |
| Shane Jett | Republican | Yea |
| Spencer Kern | Republican | Yea |
| Todd Gollihare | Republican | Yea |
| Tom Woods | Republican | Yea |
| Warren Hamilton | Republican | Yea |
| Party | Yea | Nay | Present | Not Voting |
|---|---|---|---|---|
| Democrat | 5 | 0 | 0 | 0 |
| Republican | 17 | 0 | 0 | 0 |
| Total | 22 | 0 | 0 | 0 |
| % of votes cast | 100% | 0% | 0% | 0% |
How each member voted (22)
| Member | Party | Vote |
|---|---|---|
| Carri Hicks | Democrat | Yea |
| Jo Anna Dossett | Democrat | Yea |
| Julia Kirt | Democrat | Yea |
| Michael Brooks | Democrat | Yea |
| Regina Goodwin | Democrat | Yea |
| Aaron Reinhardt | Republican | Yea |
| Adam Pugh | Republican | Yea |
| Ally Seifried | Republican | Yea |
| Brent Howard | Republican | Yea |
| Casey Murdock | Republican | Yea |
| Chuck Hall | Republican | Yea |
| Dana Prieto | Republican | Yea |
| Darcy Jech | Republican | Yea |
| Dave Rader | Republican | Yea |
| District 24 | Republican | Yea |
| Grant Green | Republican | Yea |
| Jack Stewart | Republican | Yea |
| John Haste | Republican | Yea |
| Kristen Thompson | Republican | Yea |
| Paul Rosino | Republican | Yea |
| Todd Gollihare | Republican | Yea |
| Tom Woods | Republican | Yea |
| Party | Yea | Nay | Present | Not Voting |
|---|---|---|---|---|
| Democrat | 3 | 0 | 0 | 0 |
| Republican | 6 | 0 | 0 | 0 |
| Unaffiliated | 0 | 0 | 0 | 1 |
| Total | 9 | 0 | 0 | 1 |
| % of votes cast | 90% | 0% | 0% | 10% |
How each member voted (10)
| Member | Party | Vote |
|---|---|---|
| STRIKE THE TITLE - ADOPTED | — | Not Voting |
| Carri Hicks | Democrat | Yea |
| Jo Anna Dossett | Democrat | Yea |
| Mark Mann | Democrat | Yea |
| Aaron Reinhardt | Republican | Yea |
| Adam Pugh | Republican | Yea |
| Ally Seifried | Republican | Yea |
| Dave Rader | Republican | Yea |
| Kendal Sacchieri | Republican | Yea |
| Roland Pederson | Republican | Yea |
Subjects
Frequently asked questions
- Who sponsors SB 1360?
- SB 1360 is sponsored by Ally Seifried (Republican) and Anthony Moore (Republican).
- What is the current status of SB 1360?
- This bill has been enacted into law. Introduced February 02, 2026. Enacted.
- Where can I track SB 1360?
- Track SB 1360 free on One Click Politics — get push/email alerts when it moves.
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Last checked for changes 3 months ago · updated continuously
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