All Roll Calls
Yes: 234 • No: 10
OklahomaSB 1778Oklahoma 2026 Regular SessionSenateWALLET
Strong Readers Act; modifying number of screening instruments to be approved by the State Board of Education beginning in certain school year. Emergency.
Sponsored By: Adam Pugh (Republican)
Signed by Governor
Senate Committee
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Bill Overview
Analyzed Economic Effects
14 provisions identified: 9 benefits, 0 costs, 5 mixed.
Guaranteed reading help and summer programs
Districts must offer at least one Tier 2 or Tier 3 option to third graders who score below basic and to K–2 students flagged as at risk. Options include before‑, during‑, or after‑school tutoring by trained staff or a summer reading academy. Summer academies must provide at least 70 hours and use explicit, step‑by‑step instruction (no three‑cueing or balanced‑literacy models). Incoming third graders with reading deficiencies must get targeted Tier 2 or 3 help from a highly qualified teacher, and the district must review the student’s reading plan. The State Board sets statewide rules for time, group size, documentation, and progress checks for Tiers 1–3. After this section starts, coverage expands to fourth grade the next year, then one grade each year until grades 3–8 are included. Teachers can also recommend transitional settings, tutoring, or summer programs after consulting with parents.
Teacher academies, staffing, and $3,000 stipends
OEQA and the State Department of Education will run early‑literacy micro‑credential academies with approved colleges. The first academy occurs before the 2026–2027 school year, and districts send at least one certified staff member per school each year, prioritizing schools without a reading specialist. Every public elementary school must have at least one reading specialist, interventionist, or teacher with the early‑literacy micro‑credential. Certified K–3 staff who earn the micro‑credential get a $3,000 stipend. The approved issuing institution receives $1,500.
Third-grade promotion tied to reading
Beginning in the 2027–2028 school year, third graders must show enough reading skill to move to fourth grade. A student qualifies by scoring above below-basic on the statewide English test or by passing an approved alternate reading test. Students who do not meet this and do not have a good‑cause exemption are retained. Screening tools cannot be used for promotion. Also starting in 2027–2028, districts give the third‑grade English test to second graders. Parents get written notice and can opt out. Second graders who score proficient are exempt from third‑grade retention. The second‑grade test does not count toward classroom grades and is used to guide reading help.
Reading screenings, exceptions, and family plans
Schools may exempt some K–3 students from the statewide reading screener: students in the alternate assessment program, primary sign‑language users, Braille readers, and English learners with less than one year in an English program. If a K–3 student shows a reading problem, the school must create an Individual Reading Intervention Plan within 30 days. The plan adds extra, step‑by‑step instruction and regular progress checks. Parents must get written notice within 30 days, with updates at least every 30 days and clear home strategies. If by the end of second quarter a child is not on grade level, the school must notify the parent about the child’s level, required reading program, and possible summer help. Screening results must be added to the student’s permanent record.
Teacher prep must use science of reading
Oklahoma colleges that train early childhood, elementary, or special education teachers must teach the five key parts of reading and methods based on the science of reading. Programs must cover explicit, sequenced, multimodal instruction and why balanced literacy and three-cueing are not used. The state also adds these elementary reading skills to the required competencies for special education teachers.
New K–3 literacy funding and incentives
The State provides a base per‑student literacy allocation for every K–3 student based on October 1 counts. At least 40% of appropriations fund this base. Districts also get extra weighted funds for students in Tier 2 or Tier 3; at least 30% of appropriations support this. Districts must document and report services to receive the extra funds. Up to 30% of funds can reward schools and districts that show measurable reading gains. A Strong Readers Revolving Fund allows private and tribal donations to named schools or regions, and the State must spend gifts as designated.
State literacy coaches and support
Beginning in 2026–2027, the State runs a literacy coach network to help districts implement the law. Coaches must pass the Foundations of Reading test and have training in the science of reading, dyslexia supports, and special education rules. The State assigns coaches to districts with many students scoring below basic. Districts with their own coaches can opt out if those coaches join a State‑led improvement community. Coaches train teachers, observe classrooms, give clear feedback, and help review data. The State prefers coach applicants with strong literacy training or highly effective retired elementary teachers. The State also provides technical help on literacy and dyslexia and assists districts with implementation.
Choices for first and second graders
Starting in 2027–2028, if a first‑ or second‑grader is not meeting reading targets, the district must either place the child in a stand‑alone transitional class for the next grade or promote the child with targeted Tier 2 or Tier 3 help. Parents may choose to keep the child back with written consent. Families can also choose summer tutoring or a summer reading academy. The State approves one or two online or workbook programs. If the district has no academy, it must give parents a list of other summer options.
New reading test for teacher licensure
Starting July 1, 2025, new applicants for special education, early childhood, or elementary certification must pass a Commission‑approved reading instruction test aligned to the science of reading. Applicants for adjunct, alternative, or emergency elementary certificates must complete science‑of‑reading instruction set by the State. The Commission audits teacher preparation programs for science‑of‑reading quality and can put noncompliant programs on probation.
One statewide K-3 reading screener
The state evaluates up to three reading screeners, then the State Board picks one test for all schools. The test must measure key reading skills, be valid and reliable, and work for students with disabilities and English learners. Student-level results go to the State Department of Education and the state quality office. It must also report specified math screening results.
Reading help teacher-led, not during math
Required reading help cannot take place during math class. Schools cannot deliver required intervention only through software. Most instruction must be direct, from a teacher or a trained reading specialist.
District reading plans and transparency
Districts must create a Strong Readers plan with input from teachers, parents, and reading staff, get State Board approval, and update it as needed. Each year, districts report K–3 counts for proficiency, Tier 2/3 services, summer academy, improvements, and students still needing help, and the State posts the data. Each year the State Board and OEQA set screening benchmarks and OEQA reports how screener tiers match state test results. By January 31, the State sends a Strong Readers Report with three‑year trends, subgroup data, retention counts, district funding, and recommendations. The State Board sets rules, including classroom‑level reporting. Districts must keep strong documentation for interventions; the State sets expected ranges and may review when percentages are high.
No grade promotion based only on age
Schools cannot place a student in a grade only because of age or other social reasons. Schools must use more than just age when deciding grade placement.
State literacy coaches and school funding rules
The State Department of Education employs at least 20 regional literacy coaches across six regions. At least one coach is a dyslexia specialist. Coaches support schools and cannot evaluate or discipline staff. If a prioritized district declines coach help, it is not eligible for related state literacy funds under this law.
Sponsors & Cosponsors
Sponsor
Adam Pugh
Republican • Senate
Cosponsors
Chad Caldwell
Republican • House
Toni Hasenbeck
Republican • House
Kyle Hilbert
Republican • House
Brian Hill
Republican • House
Eric Roberts
Republican • House
Clay Staires
Republican • House
Danny Williams
Republican • House
Max Wolfley
Republican • House
Roll Call Votes
Senate vote • 4/20/2026
FOURTH READING
Yes: 43 • No: 2
House vote • 4/13/2026
THIRD READING
Yes: 87 • No: 5
House vote • 4/7/2026
DO PASS
Yes: 28 • No: 0
Senate vote • 3/25/2026
THIRD READING
Yes: 45 • No: 2
Senate vote • 3/4/2026
Committee vote: Appropriations
Yes: 24 • No: 0
Senate vote • 2/24/2026
Committee vote: Education
Yes: 7 • No: 1
Actions Timeline
Approved by Governor 04/21/2026
4/21/2026SenateSent to Governor
4/20/2026SenateSigned, returned to Senate
4/20/2026HouseEnrolled, to House
4/20/2026SenateReferred for enrollment
4/20/2026SenateMeasure and Emergency passed: Ayes: 43 Nays: 2
4/20/2026SenateHAs adopted
4/20/2026SenateHAs read
4/14/2026SenateEngrossed, signed, to Senate
4/14/2026HouseReferred for engrossment
4/13/2026HouseThird Reading, Measure and Emergency passed: Ayes: 87 Nays: 5
4/13/2026HouseCoauthored by Representative(s) Wolfley, Roberts, Hill, Williams
4/13/2026HouseGeneral Order
4/13/2026HouseCoauthored by Representative(s) Caldwell (Chad)
4/8/2026HouseCR; Do Pass, amended by committee substitute Appropriations and Budget Committee
4/8/2026HouseSecond Reading referred to Appropriations and Budget
3/30/2026HouseFirst Reading
3/26/2026HouseEngrossed to House
3/26/2026SenateReferred for engrossment
3/25/2026SenateMeasure and Emergency passed: Ayes: 45 Nays: 2
3/25/2026SenateTitle restored
3/25/2026SenateGeneral Order, Amended by Floor Substitute
3/25/2026SenateCoauthored by Representative Hasenbeck
3/16/2026SenateCoauthored by Representative Staires
3/16/2026SenatePlaced on General Order
3/9/2026Senate
Bill Text
Enrolled (final version)
4/20/2026
Amended And Engrossed
4/13/2026
Floor (House)
4/8/2026
House Committee Report
4/8/2026
House Committee Substitute for Senate Bill
4/8/2026
Engrossed
3/26/2026
Floor (Senate)
3/5/2026
Senate Committee Report 2
3/4/2026
Committee Substitute
2/24/2026
Senate Committee Report 1
2/24/2026
Introduced
1/14/2026
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