Schools; creating the Protected Learning Environment Act; directing the State Department of Education to develop and publish certain discipline matrix. Effective date. Emergency.

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SENATE FLOOR VERSION
February 24, 2026

COMMITTEE SUBSTITUTE
FOR
SENATE BILL NO. 1790 By: Deevers, Grellner, and
Prieto of the Senate

and

Hasenbeck of the House

An Act relating to schools; creating the Protected
Learning Environment Act; providing short title;
stating legislative findings; defining terms;
directing the State Department of Education to
develop and publish certain discipline matrix
guidance; requiring the matrix guidance to comply
with certain acts; providing for contents of matrix
guidance; requiring school district boards of
education to adopt certain matrix based on certain
guidance prior to certain school year; requiring
submission of matrix to the Department; requiring
annual review of matrix; requiring school district
boards of education to take certain actions;
directing placement of certain student in certain
alternative setting; directing school district boards
of education to create certain removal procedures;
providing for a student who has committed certain
number of infractions in a semester; requiring
documentation of certain incidents; providing for
contents of documentation; providing circumstances
under which a teacher may remove a student from
class; directing the Department to provide certain
support; requiring certain parents and legal
guardians to attend certain conferences; providing
responsibilities of students; providing for
codification; providing an effective date; and
declaring an emergency.

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BE IT ENACTED BY THE PEOPLE OF THE STATE OF OKLAHOMA:
SECTION 1. NEW LAW A new section of law to be codified
in the Oklahoma Statutes as Section 6-113.2 of Title 70, unless
there is created a duplication in numbering, reads as follows:
A. This act shall be known and may be cited as the “Protected
Learning Environment Act”.
B. The Legislature finds that:
1. Every student in this state has the right to learn in a
safe, orderly, distraction-free environment;
2. Teachers and school staff have the right to work in secure,
predictable, and well-managed classrooms;
3. Disruptive, aggressive, or unsafe behaviors significantly
impair academic progress, teacher retention, and school climate;
4. Statewide standardized discipline matrix guidance developed
by the State Department of Education shall:
a. ensure fairness and consistency across all districts,
b. reduce subjective or unequal discipline practices,
c. support students with clear expectations and
appropriate interventions,
d. protect instructional time, and
e. strengthen school safety; and
5. It is necessary to establish standardized behavioral
expectations, clear consequences, and required safety protocols for
all public schools in this state.

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C. For the purposes of this section:
1. “Discipline matrix” means an evidence-based, tiered system
that outlines behaviors, consequences, and interventions for
students in grades prekindergarten through twelve;
2. “Protected learning environment” (PLE) means a structured
classroom setting where students can learn without disruption,
threat, or interference;
3. “Major infraction” includes, but is not limited to,
violence, threats, weapons, sexual misconduct, repeated aggression,
vandalism, harassment, and any action that jeopardizes the safety of
students or staff;
4. “Minor infraction” includes behaviors such as off-task
conduct, disrespect, dress code violations, classroom disruptions,
and noncompliance with instructions;
5. “Immediate removal” means the temporary removal of a student
from the learning environment to ensure safety and instructional
continuity; and
6. “Restorative supports” means interventions such as
counseling, skill-building, mediation, and behavior contracts.
D. The State Department of Education shall develop and publish
on its website standardized discipline matrix guidance. The matrix
guidance shall comply with provisions of the Individuals with
Disabilities Education Act (IDEA) and the Family Educational Rights
and Privacy Act of 1974 (FERPA). The matrix guidance shall provide

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for trauma-informed, developmentally appropriate interventions, an
accountability framework, and a zero-tolerance standard for violence
or threats. The matrix guidance shall consist of the following
tiers:
1. Tier 1: Classroom-managed behaviors that can be managed by
a teacher including, but not limited to:
a. specific examples of minor infractions such as off-
task behavior, minor disrespect, tardiness, or failure
to follow directions,
b. clear teacher-implemented strategies and
interventions,
c. documentation requirements,
d. progressive consequences for repeated infractions, and
e. a maximum threshold before referral to a school
administrator;
2. Tier 2: Administrator-managed behaviors including, but not
limited to:
a. specific examples of moderate or repeated behaviors
such as repeated minor infractions, verbal conflicts,
or minor vandalism,
b. in-school interventions with progressive consequences,
c. mandatory notification of a student’s parent or legal
guardian, and
d. behavioral skill-building plans; and

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3. Tier 3: Serious or dangerous behaviors to be managed by a
school administrator including, but not limited to:
a. specific examples of serious or dangerous major
infractions such as fighting, threats, bullying, or
possession of prohibited items including possession of
items for which a student would be subject to out-of-
school suspension as provided for in subsection C of
Section 24-101.3 of Title 70 of the Oklahoma Statutes,
b. mandatory immediate removal from an instructional
setting with progressive consequences including
potential out-of-school suspension, in-school
suspension, alternative placement, or any other
disciplinary measure authorized by law,
c. required investigation and safety assessment, and
d. multi-agency collaboration when necessary.
E. Prior to the beginning of the 2027-2028 school year, each
school district board of education in this state shall:
1. Adopt a discipline matrix based on the guidance developed
and published by the State Department of Education pursuant to
subsection D of this section. The matrix shall be submitted to the
State Department of Education. Each school district board of
education shall annually review its discipline matrix and submit any
revisions to the Department;

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2. Train all school district staff on implementation of the
adopted discipline matrix. Training shall be completed during a
school district employee’s first year of employment and at a
subsequent frequency determined by the superintendent of the school
district;
3. Provide parents and legal guardians of students enrolled in
the school district access to the matrix by publishing the matrix in
the school district’s student handbook or on the school district’s
website;
4. Apply consequences provided for in the discipline matrix
consistently and without discrimination; and
5. Ensure teachers have the authority to remove a student when
safety or learning is compromised.
F. A student who is removed from class due to Tier 2 or Tier 3
behaviors shall be placed in a protected learning environment (PLE)
alternative setting to ensure continued instruction. Each school
district board of education shall create classroom removal
procedures that:
1. Guarantee minimal disruption to instructional time;
2. Ensure timely administrative response to requests for
immediate removal; and
3. Support teachers in maintaining classroom authority.
G. A student who commits three or more Tier 3 infractions
within a semester may be subject to:

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1. A mandatory behavior conference;
2. A functional behavior assessment, if applicable; and
3. Possible placement in a structured alternative education
program.
H. All incidents requiring Tier 2 or Tier 3 intervention shall
be documented by the school district. The documentation shall not
include personally identifiable student information but shall
include, but not be limited to:
1. The number and types of infractions and related response
actions reported in the previous school year;
2. Information on trends in school safety and climate within
the school district; and
3. Information on compliance with the discipline matrix by
school district staff.
I. 1. Pursuant to the discipline matrix adopted by a school
district board of education pursuant to subsection E of this
section, a teacher may remove a student from class who:
a. poses a safety threat,
b. repeatedly disrupts learning despite Tier 1
interventions, or
c. demonstrates aggressive or defiant behavior toward
school staff or students.

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2. A teacher who removes a student from class pursuant to
paragraph 1 of this subsection shall not face disciplinary action
from the district for enforcing the discipline matrix.
J. The State Department of Education shall provide support to
school districts in implementing the provisions of this act
including staff training on behavior interventions, restorative
supports, and school safety enhancements. The Department shall
provide the support using existing resources such as federal grants,
assistance from the Oklahoma School Security Institute, and any
other currently available state and federal programs for school
safety and student support. Districts shall be encouraged to apply
for and use existing grants and programs to meet the requirements of
this act.
K. The parent or legal guardian of a student who exhibits
repeated or serious behaviors shall be required to attend
conferences with school district staff.
L. Students enrolled in a public school in this state shall be
responsible for:
1. Following school rules;
2. Respecting the authority of school staff; and
3. Engaging in assigned interventions or supports. Failure to
participate in required interventions or supports may result in
escalated responses outlined in the discipline matrix adopted by

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each school district board of education pursuant to subsection E of
this section.
SECTION 2. This act shall become effective July 1, 2026.
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.
COMMITTEE REPORT BY: COMMITTEE ON EDUCATION
February 24, 2026 - DO PASS AS AMENDED BY CS