State Department of Education; directing the Department to establish the Oklahoma High Dosage Tutoring Program. Effective date. Emergency.

Document title changed from 'FLOOR SUBSTITUTE' to 'COMMITTEE SUBSTITUTE FOR ENGROSSED SENATE BILL NO. 245', indicating the bill has passed through committee review and is now in its House floor version.

Added header 'HOUSE OF REPRESENTATIVES - FLOOR VERSION' to indicate this is the version approved by the House of Representatives.

Added a note stating 'BOLD FACE denotes Committee Amendments' to help readers identify changes made during committee review.

Removed the original Senate page numbering and request number (Req. No. 1837) from the document.

Added performance accountability measures requiring tutors to achieve at least half a grade level of student growth within the first year, with conditional terms or removal if targets are not met.

Created a revolving fund in the State Treasury to receive and manage monies for the program, including gifts, grants, donations, federal funds, and state appropriations.

Added specific definitions for 'cohort' (up to 5 students) and 'high dosage tutoring' (in-person, subject-specific tutoring after school hours for minimum 3 one-hour sessions per week for minimum 10 weeks in fall and 12 weeks in spring).

Modified eligibility requirements to include specific assessment protocols for different grade levels and added consent requirements for student participation.

Added requirements for tutors to notify school districts and parents when students miss sessions, and provisions for student removal due to non-attendance or behavioral issues.

Changed the bill designation from 'Committee Substitute' to 'Floor Substitute' and updated page numbering references.

Bill title and header information were updated to reflect the house committee substitute designation with revised committee names and dates.

Page reference numbers and requirement numbers were updated throughout the document (e.g., Req. No. changed from 13521 to 13558).

New statutory section created to establish a revolving fund for the State Department of Education designated as the 'High Dosage Tutoring Revolving Fund'.

Fund authority expanded to include monies from gifts, grants, donations, bequests, federal funds, and state appropriations for high dosage tutoring implementation.

The entire bill text was replaced with a committee substitute version that contains the same substantive provisions as the original engrossed bill, with only minor formatting and markup differences.

Added committee amendment header information including Speaker and Chair designations, amendment submission details, and session information.

Removed original engrossed bill formatting elements including the original title page layout and some page numbering conventions.

Added formal definitions for 'Cohort' (groups of up to five students) and 'High dosage tutoring' (in-person, subject-specific tutoring after school hours for a minimum of three one-hour sessions per week per cohort).

Established eligibility criteria requiring students to be at least one-half grade level behind in mathematics or English language arts prior to participating in the program.

Mandated that participating school districts assess students using specific screening instruments to track academic growth and report results electronically to the State Department of Education three times per year.

Created a new revolving fund in the State Treasury to be designated as the 'High Dosage Tutoring Revolving Fund' to receive gifts, grants, donations, federal funds, and state appropriations for the program.

Established a bonus system for high dosage tutors ($1,600 per cohort per semester and $1,000 per academic grade level increase per student) and conditional one-year terms for tutors whose students fail to achieve half a grade level of growth.

Set the effective date of the act to July 1, 2025.

Changed the bill title from 'Engrossed House Amendment' to 'Engrossed Senate Bill' and reorganized the legislative text structure.

The definition of 'cohort' changed from a maximum of four students to a maximum of five students, and now requires students to be at least one-half grade level behind in the subject area before participating.

Tutoring requirements were expanded to require in-person, subject-specific tutoring after school hours for a minimum of three one-hour sessions per week, with a minimum of ten weeks in fall and twelve weeks in spring semesters.

New requirements mandate that school districts assess students using specific screening instruments for ELA and mathematics to track academic growth and report results electronically to the State Department of Education three times per year.

New provisions require written parental consent before a student can participate in high dosage tutoring and establish procedures for student removal from cohorts due to attendance, behavior, or parental request.

The program now gives priority to school districts federally designated for additional targeted support and improvement or comprehensive support and improvement under the Every Student Succeeds Act.

The probation and eligibility loss provisions were clarified to include a provision that tutors who lose eligibility may be reconsidered after two years.

The program is now explicitly limited to grades kindergarten through eight.