Oklahoma Math Achievement and Proficiency Act
A straightforward district reference based on Senate Bill 140 and the 2026 amendments in Senate Bill 1360.
Return homeTimeline
| Date | What happens |
|---|---|
| 2026 | Senate Bill 1360 creates the Office of Mathematics Improvement and assigns responsibility for implementation, educator support, diagnostics, dyscalculia work, summer academies, and improvement efforts. |
| February 28, 2027 | The State Board of Education, in consultation with the Office of Mathematics Improvement, is directed to develop dyscalculia screening policies and an approved-tool process. |
| 2027–28 school year | Required screening begins for grades 2–5, together with the advanced-learning, intervention, student-plan, family-notification, and dyscalculia provisions. |
| June 30, 2028 | District dyscalculia data reporting begins. State reporting begins later in 2028. |
Required screening
Beginning in the 2027–28 school year, Oklahoma public schools must administer the required screening instrument to students in grades 2–5 at the beginning, middle, and end of each school year.
The law allows documented exemptions for certain students participating in the Oklahoma Alternate Assessment Program, students whose primary communication is sign language, students whose primary written or read text is Braille, and qualifying English learners with less than one school year in an English-learner program.
Schools granting an exemption must provide ongoing evidence of student progress with the same frequency as the screening schedule. The screening system must otherwise be usable with students with disabilities and English learners.
After screening
A student identified with a math deficiency must receive an individual math intervention plan within 30 days. Parent or guardian notification is also required within 30 days.
The plan is provided in addition to core instruction and is developed by a student math proficiency team that includes the family, current math teacher, next-grade math teacher, and an intervention specialist when available.
Dyscalculia
Funding
Funding remains contingent on appropriations and on rules and implementation details established by the state. The amended statute organizes funds appropriated under the Math Achievement and Proficiency Act into three broad uses.
| Share | Use | Examples |
|---|---|---|
| At least 40% | Base mathematics allocation | Tier 1 core instruction, materials, screening and diagnostics, progress monitoring, family resources, professional learning, and coaching. |
| At least 30% | Supplemental weighted funding | Documented Tier 2 and Tier 3 intervention beyond core instruction, including additional time, reduced group size, specialized materials, educator compensation, and intervention-focused training. |
| Up to 30% | Math improvement incentives | Measurable student progress out of intervention and reductions in the number or percentage of students requiring supplemental or intensive services. |
Important: District allocations, documentation requirements, allowable uses, and availability will depend on appropriations and state rules. This summary does not promise or guarantee funding.
Official sources
This page summarizes the Act for planning purposes. It is not legal advice and should not replace official state guidance, rules, or consultation with district counsel.
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