Navigating the Oklahoma Strong Readers Act: Goals, Implementation, and Funding
In July 2024, the Oklahoma Strong Readers Act officially replaced the long-standing Reading Sufficiency Act, launching a major shift in how early literacy is taught, measured, and supported across the state.
Whether you’re building a plan for compliance or looking for tools that go beyond the bare minimum, here’s what Oklahoma school leaders need to know to navigate the process, maximize funding, and support students.
Background: Why the Strong Readers Act Was Created
- The Strong Readers Act originated as Senate Bill 362, authored by Senator Adam Pugh (R-Edmond) and Representative Rhonda Baker.
- Signed into law on June 14, 2024, it officially took effect on July 1, 2024, and represents a full overhaul of the Reading Sufficiency Act, which had been in place since 1997.
- The state had consistently ranked near the bottom on national reading metrics, including NAEP scores, with a noticeable decline even before the pandemic. This, along with the growing momentum of the national Science of Reading movement, fueled the call for reform.
Rather than aiming for minimum literacy benchmarks, state leaders pushed for stronger proficiency targets and more consistent instruction. Senator Pugh emphasized that the state shouldn’t settle for “sufficient” readers, but instead should aim to develop “great readers.” The law also received support from organizations such as ExcelinEd and the Oklahoma Council of Public Affairs, both of which advocate for phonics-based reading instruction.
The legislation outlines four key goals:
- Ensure students’ grade-to-grade progression is informed by reading proficiency
- Require district-level reading instruction and intervention policies
- Ensure parents and guardians are regularly informed of student progress
- Emphasize instructional methods based on scientific research
A major focus is achieving third-grade reading proficiency, which is strongly linked to reduced remediation needs and higher high school graduation rates.
What the Strong Readers Act Requires from Schools
The Strong Readers Act brings sweeping changes to how reading is taught, assessed, and supported in grades K–3. These changes fall into three main categories: instructional shifts, screening and intervention, and compliance responsibilities.
Screening and Intervention
- All K–3 students must be screened for reading proficiency three times per year — at the beginning, middle, and end of the school year.
- The grade-level target for screeners is the 40th percentile.
- If a student scores below the 40th percentile, schools must create a Student Literacy Intervention Plan (SLIP) within 30 calendar days that has to include:
- A description of proposed supplemental instruction
- Family literacy resources and strategies
- The student’s screening scores
- Dyslexia information, if relevant
Tiered Intervention Model
The law introduces a formal MTSS-aligned tiered system of support. Teachers must monitor student progress throughout the year, update SLIPs as needed, and communicate regularly with families.
- Tier 1: 90 minutes of core instruction
- Tier 2: Tier 1 plus targeted small-group intervention, 3–5 days per week in groups of 4–6 students
- Tier 3: Tier 1 plus daily intensive intervention, often 1:1 or in groups of 2–3 students
Administrative Responsibilities
- Submit an Annual District Reading Plan by August 30 each year
- Complete Strong Readers Surveys:
- Beginning-of-Year (October 1)
- End-of-Year (May 30)
- Summer school (August 15)
- Post public student reading data to the school website by September 1
- Track all reading-related expenditures using updated OCAS subject codes
- Ensure schools receiving more than $2,500 in Strong Readers funds allocate at least 10% to professional development in the science of reading
How Strong Readers Act Funding Works
Strong Readers funding is not awarded through a competitive grant process. Instead, it follows a formula-based model, meaning that any district that meets the state’s reporting and planning requirements is eligible to receive funding. As long as districts both legitimately qualify and submit their Strong Readers Plan and data on time, they can expect to receive an allocation based on the number of students identified for intervention.
Allocation and Process
- Funding uses generally fall into a few categories: the initial screeners, intervention tools, and professional development. If a school receives over $2,500, they must use at least 10% of the funding for professional development.
- The FY25 budget request includes $5.5 million specifically for the Strong Readers Act, with an approximate per pupil allocation of $239.
- The amount of funding received is determined by the number of students identified for intervention in a district.
- Funding is distributed after the district’s Strong Readers Plan is approved and the child count report is submitted.
- Allocations are annual and based on current-year data.
What Schools Can Spend Strong Readers Funds On
The Oklahoma State Department of Education (OSDE) publishes a Strong Readers Funding Checklist that outlines allowable expenses under the program. Districts are required to track all Strong Readers expenditures using the appropriate OCAS program codes. For districts that receive more than $2,500 in Strong Readers funding, at least 10% of the allocation must be dedicated to professional development aligned to the science of reading.
Spending Categories
Funding can be used for:
- Reading personnel salaries and benefits
- Instructional materials and supplies (books, workbooks, supplemental texts)
- Approved screening assessments
- Interactive software and related technology
- Professional development aligned to science-of-reading practices
Finding Approved Screeners and Intervention Tools
To support implementation, OSDE maintains public lists of tools that meet various Strong Readers Act requirements.
Approved Universal and Dyslexia Screeners
As of the latest update, there are screeners approved as a universal screener like MAP Growth, and those that are used universally and for dyslexia. You can find lists for both of them here.
Evidence-Based Literacy Interventions
The state maintains a directory of evidence-based literacy intervention programs, including Progress Learning, that have been reviewed and meet evidence requirements, but does not imply endorsement or preference by the OSDE. Districts, especially those with D or F grades, are encouraged to consult their OSDE accountability contact to determine which screeners and interventions best meet their needs and funding priorities.
How Progress Learning Supports Strong Readers Compliance
Progress Learning is included in Oklahoma’s Evidence-Based Literacy Interventions directory, meaning it meets the state’s criteria for use with Strong Readers Act funding. Built to support both daily instruction and intervention, Progress Learning offers flexible tools that align to Oklahoma Academic Standards, integrate with MAP Growth data, and support targeted reading growth for students performing below grade level.
Liftoff Adaptive Intervention (Grades 2–8)
- Designed for students who are below grade level
- Direct integration with NWEA MAP Growth to turn RIT scores into personalized, standards-aligned learning paths
- Adaptive, data-driven practice tailored to student needs
- Supports Tier 2 and Tier 3 instruction aligned to Oklahoma Academic Standards
Core Platform (K–12)
- Built-in phonics and phonemic awareness support for early learners
- Access to 200,000+ standards-aligned items across ELA and other content areas
- Tools for daily skill practice, teacher-assigned remediation, and progress tracking
- Pre-built and custom assessments to monitor growth and support SLIP development
- Robust reporting at the student, class, campus, and district levels
A Path Forward for Literacy in Oklahoma
Oklahoma’s Strong Readers Act raises the bar for early literacy and provides schools with the structure and support to meet it. With clearly defined expectations, dedicated funding, and a strong emphasis on evidence-based practices, districts have a clear path to improving student outcomes.
Whether you’re developing SLIPs, using MAP data to guide intervention, or building a district-wide literacy plan, Progress Learning offers the tools and flexibility to support your implementation from start to finish. Get in touch with us below to see how Progress Learning can help.
