Read the full stored bill text
Req. No. 2608 Page 1
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
STATE OF OKLAHOMA
2nd Session of the 60th Legislature (2026)
SENATE BILL 1291 By: Hicks
AS INTRODUCED
An Act relating to the Strong Readers Act; amending
Section 2, Chapter 288, O.S.L. 2023, as amended by
Section 9, Chapter 411, O.S.L. 2024 (70 O.S. Supp.
2025, Section 1210.508H), which relates to literacy
instructional team; removing language establishing
three-year pilot program; increasing number of
literacy specialists required as certain team
members; requiring biennial submission of certain
report; updating contents of report; updating
statutory language; providing an effective date; and
declaring an emergency.
BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. AMENDATORY Section 2, Chapter 288, O.S.L.
2023, as amended by Section 9, Chapter 411, O.S.L. 2024 (70 O.S.
Supp. 2025, Section 1210.508H), is amended to read as follows:
Section 1210.508H. 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
Req. No. 2608 Page 2
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
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 team members 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;
Req. No. 2608 Page 3
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
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, including 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
Req. No. 2608 Page 4
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
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 one hundred 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, and by December 31 biennially thereafter, that includes an
evaluation of the pilot program literacy instructional team members
by school districts to which they were assigned, data on whether the
program literacy instructional team members had an impact on
increasing the number of students who demonstrate proficiency in
reading, and recommendations for changes to the Strong Readers Act.
SECTION 2. This act shall become effective July 1, 2026.
Req. No. 2608 Page 5
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
SECTION 3. It being immediately necessary for the preservation
of the public peace, health, or safety, an emergency is hereby
declared to exist, by reason whereof this act shall take effect and
be in full force from and after its passage and approval.
60-2-2608 EB 12/22/2025 10:57:49 AM