All Roll Calls
Yes: 269 • No: 6
OklahomaSB 1360Oklahoma 2026 Regular SessionSenate
Mathematics instruction; Oklahoma Math Achievement and Proficiency Act; teacher training; creating the Office of Mathematics Improvement; Director; screening instrument; funding. Effective date. Emergency.
Sponsored By: Ally Seifried (Republican)
Signed by Governor
Senate Committee
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Bill Overview
Analyzed Economic Effects
10 provisions identified: 7 benefits, 1 costs, 2 mixed.
Dyscalculia screening for children struggling with math
Beginning in 2027–2028, covered public-school students in grades 2–5 below targets after the first math check must receive dyscalculia screening. Parents, teachers, and counselors may also request screening, and districts may begin earlier. Students identified with dyscalculia characteristics need no repeat screening unless a parent requests it. By February 28, 2027, the State Board must set policies covering referrals, parent notices, approved tools, progress checks, and screener qualifications. The Department must assign implementation support staff and provide screening training as funds allow. District reporting begins June 30, 2028; statewide reports to the Governor and Legislature are due December 31, 2028, and annually thereafter.
Extra math help for struggling students
Students below math targets must receive extra in-school instruction, research-based materials, diagnostic checks, and progress monitoring. For grades 2–5, districts must notify parents and create an individual math intervention plan within 30 days of identifying a deficiency. The planning team includes the parent, current math teacher, next-grade teacher, and a math intervention specialist when available. Plans specify core skills, how often and how long help occurs, group size, and progress checks; they continue until grade-level targets are met. Families in grades 2–5 get free online, evidence-based math resources. After-school, Saturday, or summer tutoring is required only when needed and funding is available.
Math progress notices and advanced learning
By the second quarter's start, teachers must tell parents when students in grades 2–5 perform above or below grade level. Notices include the student's math level and related instructional program information. After consulting parents, teachers may recommend summer academies or other programs for students above or below targets. Students whose screening results exceed grade-level targets must receive approved advanced learning opportunities. Schools cannot remove students from these opportunities without written parental consent after explaining that placement was based on screening results.
Math teachers gain access to training
All Oklahoma public-school math teachers must have access to evidence-based professional development. Training supports stronger math knowledge, teaching methods, and attitudes toward math. Teachers must incorporate foundational math instruction into their teaching. The math improvement office advises on professional development and coaching.
Regular math checks for elementary students
Oklahoma public schools must check math skills in grades 2–5 at the beginning, middle, and end of each school year. Schools must use state-approved tools suited to finding learning needs and tracking progress. Beginning in 2027–2028, one screening tool must measure both math and reading. With documented evidence, schools may exempt students receiving qualifying alternate instruction, primarily using sign language or Braille, or meeting English-learner rules. The English-learner exemption requires state-approved identification and less than one school year in an English-learner program; schools must show English progress as often as screening occurs.
New state office supports elementary math
The Education Department must create an Office of Mathematics Improvement within 90 days after the law's effective date. The Superintendent appoints a director focused only on kindergarten–grade 5 math, with administrative, elementary teaching, and specialist, coaching, or leadership experience. The office coordinates screening, extra help, teacher learning, dyscalculia identification, and monitoring. A statewide data system must show student, class, grade, and school needs and progress. Section 7 sets July 1, 2026, as an effective date; the law also includes an emergency clause effective upon passage and approval.
School funding for math help and progress
Funding depends on legislative appropriations; the law states no total amount or per-student dollar amount. At least 40% of covered funds must support base math funding, using October 1 enrollment in grades 2–5 and state-approved district math plans. Base funds support core instruction, prevention, screening, progress checks, family resources, and teacher training and coaching. At least 30% must support Tier 2 targeted help and Tier 3 intensive help beyond core instruction, with separate state-set funding weights. Districts must document and electronically report students actually receiving that help; funds cover extra instruction, smaller groups, materials, staff pay, and related training, subject to state verification. Up to 30% may fund incentives for students leaving Tier 2 or Tier 3 and schools or districts measurably reducing intervention needs.
Teachers lose a math training stipend
The law removes authorization for a stipend after teachers complete an approved elementary math training institute during summer or another school break. The former stipend equaled the cost of a substitute teacher. That payment is no longer available under this authorization; the law states no fixed amount or replacement payment.
Longer school minimums and later student assessments
The minimum school year rises from 180 to 181 days and from 1,080 to 1,086 hours. Tutoring under this law cannot count toward those minimums, keeping extra help separate from regular schooling. Beginning in 2026–2027, covered assessments for grades 3–8 must occur during the school year's last four weeks. That timing rule does not apply to the Oklahoma Alternate Assessment Program for students with the most significant cognitive disabilities.
Summer math options with possible family costs
Summer math academies must last at least three consecutive days, use research-based content, and have teachers trained in that program. State rules must address instructional time, teacher qualifications, and student achievement reviews. Districts must notify parents early in the school year about required or recommended summer or supplemental programs. For students unable to attend, districts may approve private, online, or parent-supervised alternatives, but need not pay for them. Districts must explain alternative program expectations and any costs to families. With available funds, requirements may extend to first grade one year after implementation, then by one grade yearly until kindergarten–grade 5 are covered, with grade-specific programs.
Sponsors & Cosponsors
Sponsor
Ally Seifried
Republican • Senate
Cosponsors
Anthony Moore
Republican • House
Roll Call Votes
Senate vote • 5/14/2026
FOURTH READING
Yes: 44 • No: 0
House vote • 5/6/2026
THIRD READING
Yes: 84 • No: 4
House vote • 4/21/2026
DO PASS
Yes: 25 • No: 0
House vote • 4/21/2026
DO PASS
Yes: 25 • No: 0
House vote • 4/6/2026
DO PASS
Yes: 7 • No: 1
House vote • 4/6/2026
DO PASS
Yes: 7 • No: 1
Senate vote • 3/24/2026
THIRD READING
Yes: 46 • No: 0
Senate vote • 3/24/2026
THIRD READING
Yes: 0 • No: 0
Senate vote • 2/25/2026
Emergency
Yes: 0 • No: 0
Senate vote • 2/25/2026
Committee vote: Appropriations
Yes: 22 • No: 0
Senate vote • 2/10/2026
Emergency
Yes: 0 • No: 0
Senate vote • 2/10/2026
Committee vote: Education
Yes: 9 • No: 0
Actions Timeline
Approved by Governor 05/21/2026
5/29/2026SenateSent to Governor
5/14/2026SenateSigned, returned to Senate
5/14/2026HouseEnrolled, to House
5/14/2026SenateReferred for enrollment
5/14/2026SenateMeasure and Emergency passed: Ayes: 44 Nays: 0
5/14/2026SenateHAs adopted
5/14/2026SenateHAs read
5/6/2026SenateEngrossed, signed, to Senate
5/6/2026HouseReferred for engrossment
5/6/2026HouseThird Reading, Measure and Emergency passed: Ayes: 84 Nays: 4
5/6/2026HouseGeneral Order
5/6/2026HouseCR; Do Pass, amended by committee substitute Appropriations and Budget Committee
4/22/2026HouseRecommendation to the full committee; Do Pass Appropriations and Budget Education Subcommittee
4/13/2026HouseReferred to Appropriations and Budget Education Subcommittee
3/31/2026HouseSecond Reading referred to Appropriations and Budget
3/30/2026HouseFirst Reading
3/25/2026HouseEngrossed to House
3/25/2026SenateReferred for engrossment
3/24/2026SenateMeasure and Emergency passed: Ayes: 46 Nays: 0
3/24/2026SenateTitle restored
3/24/2026SenateGeneral Order, Amended by Floor Substitute
3/24/2026SenatePlaced on General Order
3/2/2026SenateReported Do Pass Appropriations committee; CR filed
2/25/2026SenateCoauthored by Representative Moore (principal House author)
2/11/2026Senate
Bill Text
Enrolled (final version)
5/14/2026
Amended And Engrossed
5/6/2026
Floor (House)
4/22/2026
House Committee Report
4/22/2026
House Committee Substitute for Senate Bill
4/22/2026
House Committee Report
4/6/2026
Engrossed
3/25/2026
Floor (Senate)
2/26/2026
Senate Committee Report 2
2/25/2026
Senate Committee Report 1
2/10/2026
Introduced
12/30/2025
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