SB 1360: Mathematics instruction; Oklahoma Math Achievement and Proficiency Act; teacher training; creating the Office of Mathematics Improvement; Director; screening instrument; funding. Effective date. Emergency. - Oklahoma

Floor (House) → Floor (Senate) · 4 edits

MODERATE

The bill was converted from a House version to a Senate floor version, primarily updating the header information, authorship, and codification details. The substantive policy text regarding the mathematics pilot program, assessment requirements, and funding allocations remains unchanged, indicating the Senate has not yet altered the core legislative content.

TECHNICAL

Updated the document header to reflect the Senate Floor Version, including the date February 25, 2026, and the Senate bill number.

Replaced the House-specific committee substitute notation with Senate-specific authorship credits for Seifried and Moore.

Adjusted the codification section to create a new section 1210.908 in the Oklahoma Statutes, replacing the House version's reference to an amendatory section.

Removed the House-specific page numbers and formatting notes while retaining the bold-face notation for committee amendments.

House Committee Substitute for Senate Bill → SB1360 (3-23-26) (SEIFRIED) FS FA1.PDF · 4 edits

MODERATE

The bill was reclassified from a 'Committee Substitute' to a 'Floor Substitute,' indicating it has moved from committee review to the full legislative floor for final passage. Substantively, the text includes the full statutory language for the Oklahoma School Testing Program and Math Achievement Act, detailing assessment requirements, graduation criteria, and reporting standards, though the provided excerpt cuts off before showing specific new funding or timeline amendments.

Scope change

The document scope expanded from a brief summary of changes to the full text of the enacted statutes, covering student assessments, graduation requirements, and transcript reporting.

TECHNICAL

The bill type was changed from 'Committee Substitute' to 'Floor Substitute,' reflecting its progression in the legislative process.

REQUIREMENT

The full statutory text was added, establishing requirements for statewide student assessments aligned with college and career standards and specifying assessment subjects for grades three through twelve.

New graduation requirements were added, mandating that students take specific assessments to earn a standard diploma and requiring school districts to report assessment scores on high school transcripts.

TIMELINE

Specific implementation timelines were established, such as administering assessments beginning in the 2017-2018 school year and requiring high school assessments by the 2016-2017 school year.

Proposed Committee Substitute (full committee) 1 → House Committee Substitute for Senate Bill · 3 edits

MINOR

The bill was completely rewritten to replace the original text with a new version that updates statutory references and modifies assessment requirements. The most significant change is the update of the assessment timeline, shifting the start date from the 2016-2017 school year to the 2017-2018 school year. Additionally, the new text clarifies that science and U.S. History assessments must include an emphasis on civics.

Scope change

The bill's scope was technically updated to conform to current legislative session formatting and to reference the correct amendment chapter (Chapter 492, O.S.L. 2025).

TIMELINE

The start date for administering statewide student assessments was delayed from the 2016-2017 school year to the 2017-2018 school year.

REQUIREMENT

Requirements for science and U.S. History assessments were clarified to explicitly include an emphasis on civics.

TECHNICAL

The entire bill text was replaced to update statutory citations, remove obsolete references to screening instruments, and align with the current legislative session format.

Enrolled (final version) → Proposed Committee Substitute (full committee) 1 · 3 edits

MINOR

The bill was completely rewritten and replaced by a new version. The primary change involves updating the legal citations to reflect the current legislative session and amending the specific sections of the Oklahoma Math Achievement and Proficiency Act that were previously amended by a different bill (HB 4359) to now reference the correct amendment source (Chapter 492, O.S.L. 2025).

Scope change

The scope of the bill's subject matter remains mathematics instruction and assessment, but the legal foundation and specific statutory references have been updated to ensure consistency with the current laws of Oklahoma.

TECHNICAL

The bill text was entirely replaced, removing the original Enrolled version and inserting a new Proposed Committee Substitute version.

Updated the bill's descriptive summary to change the citation of the prior amending bill from 'Enrolled House Bill No. 4359' to 'Section 10, Chapter 492, O.S.L. 2025'.

Updated the citation for the specific statute being amended (70 O.S. 2021, Section 1210.508) to reflect that it was last amended by the new Chapter 492 rather than the old House Bill.

Engrossed → Enrolled (final version) · 1 edit · May 29, 2026

MINOR

The bill was finalized as an Enrolled version, updating the legislative history to reflect its passage by the House. The substantive policy content regarding mathematics instruction, testing requirements, and dyscalculia screening remains consistent with the previous Engrossed version, though the text was cleaned of formatting artifacts.

Scope change

The bill's scope and applicability remain unchanged; the only modification is the formalization of the bill's status from 'Engrossed' to 'Enrolled' to finalize its legislative history.

TECHNICAL

Updated the legislative history in the title and Section 1 to reference 'Enrolled House Bill No. 4359' instead of the previous reference, reflecting the bill's final passage.

Amended And Engrossed → Engrossed · 3 edits · May 14, 2026

MINOR

The bill was reorganized to remove a House amendment and restore the original Senate version of the legislation. The substantive policy content regarding mathematics instruction, assessment requirements, and the creation of the Office of Mathematics Improvement remains unchanged from the Senate version.

Scope change

The bill's scope and applicability are unchanged; the revision only corrects the legislative text to reflect the Senate's original version.

TECHNICAL

Removed the 'Engrossed House Amendment' header and the House amendment text that had previously replaced the Senate bill.

Reinstated the original 'Engrossed Senate Bill' header and the full text of the Senate bill, including the enacting clause and Section 1.

Deleted the House amendment's specific instructions to strike the title and insert new text, as the House amendment was superseded by the Senate version.

Introduced → Amended And Engrossed · 5 edits · May 14, 2026

MODERATE

The bill was amended to fundamentally shift its focus from establishing a pilot program for mathematics instructional teams to creating a comprehensive funding and screening framework. The House amendment removed the requirement for the Department of Education to assign instructional teams based on student test scores and eliminated the pilot program structure entirely. Instead, the new version directs the Department to provide base funding allocations to school districts and establish specific rules for supplemental weighted funds to support math intervention services.

Scope change

The bill's scope changed from a targeted pilot program with specific staffing requirements to a broader funding and policy framework for math improvement across all districts.

REQUIREMENT

Removed the mandate for the State Department of Education to establish a three-year pilot program for mathematics instructional teams.

Eliminated the requirement to assign instructional team members to districts based on the lowest-performing student percentages (10%, 20%, 30%).

FISCAL

Added provisions for a base allocation of funds to each school district to support mathematics improvement.

Introduced supplemental weighted funding categories specifically for intervention services, with the Department required to promulgate rules for distribution.

TIMELINE

Changed the approach from a phased pilot implementation to immediate funding distribution and rule-making for screening tools and supplemental funds.

Mathematics instruction; Oklahoma Math Achievement and Proficiency Act; teacher training; creating the Office of Mathematics Improvement; Director; screening instrument; funding. Effective date. Emergency.

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