Adapting to Oklahoma’s Math Achievement and Proficiency Act

Oklahoma is taking a new approach to improving math outcomes across elementary grades.

With the passage of the Math Achievement and Proficiency Act (SB 140), the state is applying a structured, literacy-style framework to mathematics. The goal is straightforward: identify learning gaps earlier, provide targeted intervention, and ensure students build a stronger foundation before reaching middle school.

For district leaders and educators, this shift brings both clarity and complexity. The expectations around screening, intervention, and progress monitoring are well defined, but implementation requires new systems, processes, and instructional alignment.

Understanding what the law requires and how to respond at the classroom and district level will be key as schools prepare for full implementation.

The Problem: Oklahoma’s Math Performance Reality

That need becomes clear when looking at Oklahoma’s current math performance data.

In the 2024-25 school year, only 26% of students scored Proficient or Advanced on state reading and math assessments, and the state received a D grade for academic achievement on its own report card. At the national level, results are even more concerning. NAEP data shows that only 31% of Oklahoma fourth graders are proficient in math, dropping to 17% by eighth grade.

Recent changes to cut scores have also clarified the picture. After lowering cut scores in 2024, the state restored its 2023 benchmarks in 2025. The earlier adjustment created what many described as an “honesty gap,” where proficiency rates appeared higher without reflecting true readiness. Current results provide a more accurate view of student performance.

The Math Achievement and Proficiency Act, also known as SB 140, is Oklahoma’s response. The law applies the same universal screening and intervention framework used in literacy through the Strong Readers Act to mathematics, with a focus on identifying gaps earlier and responding with structured support.

What the Math Achievement and Proficiency Act Requires

The Math Achievement and Proficiency Act introduces a statewide system focused on screening, intervention, and ongoing progress monitoring for students in grades 2 through 5.

Universal Math Screening

All students in grades 2-5 must be screened three times per year:

• Beginning of year
• Middle of year
• End of year

Districts must select a screener from the State Board of Education’s approved list. These tools are required to identify students who may be struggling with specific math skills.

The 30th percentile serves as the intervention threshold. Students scoring below this level must receive additional support. This benchmark was informed by national data showing that approximately one quarter of students perform in the Below Basic range, with the 30th percentile providing a buffer for identification.

Screening also plays a role in identifying potential indicators of dyscalculia. While the process does not diagnose the condition, it initiates further evaluation and requires communication with families.

Individualized Math Intervention Plans (IMIPs)

Students identified below the 30th percentile must receive an Individualized Math Intervention Plan (IMIP).

Key requirements include:

• Plans must be developed within 30 calendar days of the beginning-of-year screening
• Interventions must target specific skill deficits, not general grade-level review
• Instruction must be based on scientific math research
• Interventions must align with Oklahoma Academic Standards

Unlike the Strong Readers Act, districts are not limited to a state-approved list of intervention programs. This provides flexibility, but also places responsibility on districts to ensure their approach is evidence-based and aligned.

The law also requires that students performing above grade level receive access to advanced learning opportunities, ensuring support across the full spectrum of learners.

Progress Monitoring and Accountability

Districts are expected to monitor student progress throughout the year to determine whether interventions are effective and make adjustments as needed.

In addition to intervention requirements, the law includes expectations for:

• Ongoing progress monitoring
• Documentation of intervention plans and outcomes
• Family communication for students identified below the threshold
• Annual reporting to the state on implementation and outcomes

Funding and Professional Development

The legislation allocates $1 million statewide to support implementation.

Funding is distributed based on:

• The number of students identified for remediation or intensive intervention
• A per-student allocation model

Districts must submit:

• A strong math plan approved by the State Board
• A child-count report to receive funding

Districts receiving more than $2,500 must allocate at least 10% of funds to professional development for math teachers. This training must focus on scientific math research and evidence-based instructional practices.

Because the allocation is spread across all eligible students statewide, per-student funding will be limited. Districts should view this funding as supplemental and consider more sustainable sources such as Title I, Title IV Part A, and general funds when building long-term intervention systems.

What This Means for Districts After Screening

Most districts are already familiar with some universal screening aspect. The more complex challenge begins after the data is collected. Screening identifies which students fall below the 30th percentile, but it does not define how to address those gaps. The IMIP requirement shifts the focus to:

• Diagnosing specific skill deficits
• Delivering targeted, standards-aligned intervention
• Monitoring progress between screening windows

The 30-day timeline creates additional pressure. If 25-30% of students fall below the threshold, districts must develop a significant number of intervention plans within a short window.

Many districts do not yet have a formal math intervention structure in place. In some cases, intervention has relied on classroom differentiation rather than a defined, evidence-based program. The law requires a more structured and documented approach.

Documentation requirements also expand quickly. Districts must track:

• Screening results
• Intervention plans
• Progress monitoring data
• Dyscalculia screening indicators
• Family communication

Family communication introduces a new workflow. Districts are required to notify families when students fall below the threshold and provide information about the intervention plan. This requires clear, standards-level data that can be shared in a meaningful way.

Building a Sustainable Math Intervention Approach

Meeting the requirements of the Math Achievement and Proficiency Act requires more than compliance. It requires a system that connects screening data to actionable instruction.

Key components include:

• Alignment to Oklahoma Academic Standards
• Diagnostic tools that identify skill-level gaps
• Intervention pathways that adjust based on student progress
• Ongoing progress monitoring between screening windows
• Reporting systems that support documentation and communication

Progress Learning supports districts in building this type of system by providing:

• Standards-aligned content designed specifically for Oklahoma Academic Standards
• A large item bank that supports both targeted practice and assessment creation
• Pre-built assessments that mirror OSTP formats for more accurate progress monitoring
• Adaptive intervention through Liftoff, which identifies skill gaps and builds individualized learning paths
• Reporting that provides visibility at the student, class, campus, and district levels

This structure helps districts move from identifying gaps to addressing them in a consistent, scalable way.

Key Takeaways for Oklahoma Districts

The Math Achievement and Proficiency Act represents a shift in how Oklahoma approaches math instruction. The focus is no longer just on measuring performance. It is on identifying gaps early, responding with targeted intervention, and tracking whether those interventions are working.

For districts, the key priorities include:

• Implementing consistent screening practices
• Developing scalable systems for IMIPs
• Ensuring interventions are aligned to Oklahoma Academic Standards
• Monitoring progress between screening windows
• Maintaining clear documentation and communication

Districts that build systems around these priorities will be better positioned to meet the requirements of the law while also improving student outcomes in mathematics. Get in touch below to see the full range of ways Progress Learning can help your district with new changes in Oklahoma.