HB 4420: Strong Readers Act; references; legislative findings; reading screenings; reading intervention plans; reading deficiencies; mandatory third grade retention; good cause exemptions; request process; intensive reading intervention; acceleration class; reporting requirements; summer academy programs; teacher training requirements; literacy instructional team; revolving fund; donations; emergency. - Oklahoma

House Committee Substitute → Floor (House) · 3 edits

MINOR

The bill was updated from a House Committee version to the Floor version, incorporating additional sponsors and reformatting the header. The substantive policy content regarding the Strong Readers Act, including screening requirements, retention rules, and teacher training mandates, remains unchanged in this specific diff.

TECHNICAL

Added names of additional House sponsors (Archer, Lepak, Kerbs, Hall, Lay, Caldwell, Pae, Harris, Wolfley) and one Senate sponsor (Pugh) to the bill header.

Replaced the standard 'House of Representatives' header with 'HOUSE OF REPRESENTATIVES - FLOOR VERSION' to indicate the bill has been amended by the full House.

Reorganized the text layout and page numbering to match the floor version format, including the addition of a legend explaining that bold face text denotes committee amendments.

Proposed Committee Substitute (sub committee) 1 → House Committee Substitute · 5 edits

MODERATE

The bill was amended to update its official title from 'Proposed Subcommittee Substitute' to 'Committee Substitute' and renumbered sections accordingly. The substantive summary of the bill's provisions was updated to reflect new requirements, such as mandating that third-grade retention begin in the 2027-2028 school year and intensive reading intervention for retained students begin in the 2028-2029 school year. Additionally, the summary was modified to include new mandates for reporting on intensive reading intervention options and professional development options for teachers.

Scope change

The bill's scope regarding implementation timelines was adjusted to introduce specific start dates for third-grade retention and intensive intervention programs, shifting these requirements to the 2027-2028 and 2028-2029 school years respectively.

TIMELINE

Updated the summary to specify that third-grade retention begins in the 2027-2028 school year and intensive reading intervention for retained students begins in the 2028-2029 school year.

REQUIREMENT

Added a requirement for school districts to report on intensive reading intervention options.

Added a requirement for the Department to develop academies for teachers to obtain early literacy micro-credentials.

Changed the requirement for literacy coaches from 'increasing minimum regional literacy leads' to 'requiring minimum regional literacy coaches'.

TECHNICAL

Updated the document title from 'Proposed Subcommittee Substitute' to 'Committee Substitute' and adjusted section numbering.

Proposed Committee Substitute (full committee) 1 → Proposed Committee Substitute (sub committee) 1 · 1 edit

MINOR

The bill was renamed from a 'Committee Substitute' to a 'Subcommittee Substitute,' indicating it has moved to an earlier stage of legislative review. The substantive text of the bill remains unchanged, with only minor formatting adjustments to the header and line numbering.

TECHNICAL

The document title was changed from 'PROPOSED COMMITTEE SUBSTITUTE' to 'PROPOSED SUBCOMMITTEE SUBSTITUTE,' reflecting a procedural update in the bill's legislative journey.

Engrossed → Proposed Committee Substitute (full committee) 1 · 6 edits

MODERATE

The bill was completely rewritten to replace the original text with a new version that strengthens reading intervention requirements and clarifies specific teaching methodologies. Key changes include renaming the oversight body from 'Office' to 'Commission' for Educational Quality and Accountability, explicitly prohibiting the use of 'three-cueing' models for struggling readers, and mandating that digital technology cannot be the sole method for reading intervention. The new text also tightens retention rules for first and second graders and expands the scope of summer reading programs.

Scope change

The bill's scope was significantly expanded to include stricter prohibitions on specific reading instruction models (three-cueing) and expanded eligibility for intensive interventions and summer programs. The oversight authority was also broadened from an 'Office' to a 'Commission'.

REQUIREMENT

Added explicit prohibition against using the 'three-cueing' model and similar approaches for students with reading deficiencies.

Clarified that digital technology cannot be used as the sole method for reading intervention.

Added new requirements for retired teachers to contract as literacy coaches and reading specialists.

DEFINITION

Changed the oversight entity name from 'Office of Educational Quality and Accountability' to 'Commission for Educational Quality and Accountability'.

TIMELINE

Adjusted timelines for reading intervention plans and summer program requirements, including specific start dates for new retention and intervention mandates.

ELIGIBILITY

Expanded requirements for summer reading academies to include services specifically designed to correct reading deficiencies.

Introduced → Engrossed · 4 edits · Mar 25, 2026

MODERATE

The bill was reorganized and updated to reflect changes in the legislative session and sponsor list. The summary of the act's purpose was significantly rewritten to clarify the goal of ensuring all students read at or above grade level by the end of third grade. The list of amended statutes was updated to reflect new sections (1210.508D) and corrections to previous amendments, indicating a shift in how funding and specific program requirements are structured.

Scope change

The bill's scope was refined to explicitly include a mandate for reading proficiency by the end of third grade and to update the specific statutory sections being amended to align with recent legislative changes.

TECHNICAL

The header was updated from 'Introduced' to 'Engrossed' and the list of sponsors was expanded to include additional legislators.

The list of amended statutes was updated to include Section 1210.508D (funding) and corrected the citation for Section 1210.508E to 1210.508D, reflecting changes in the law.

REQUIREMENT

The summary of the act's intent was rewritten to emphasize that progression to the next grade should be determined by reading proficiency and that every student should read at or above grade level by the end of third grade.

DEFINITION

The text defining the scope of the 'Strong Readers Act' was updated to include Sections 1210.508A through 1210.508I.

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