Mathematics instruction; creating the Oklahoma Math Achievement and Proficiency Act.

The start date for mandatory math screening changed from the 2025-2026 school year to the 2026-2027 school year.

A formal definition of 'math proficiency' was added, combining real-world problem-solving, procedural fluency, conceptual understanding, and productive dispositions.

New requirements mandate that screening instruments must assess the four components of math proficiency and include data management systems for student profiles.

Specific exemptions were added for students whose primary communication is sign language, primary text is Braille, or primary language is not English.

Procedural text regarding Senate committee amendments and specific line-item edits were removed as the bill moved to the House floor version.

Changed the requirement from approving 'no fewer than three' screening instruments to approving 'a list' of instruments, giving the State Board of Education more flexibility in selection.

Delayed the start of mandatory math proficiency screening from the 2025-2026 school year to the 2026-2027 school year.

Replaced the phrase 'tests positive for' with 'is identified with characteristics of' when describing students with math deficiencies or dyscalculia.

The legislative session changed from the 2nd Session of the 60th Legislature (2026) to the 1st Session of the 60th Legislature (2025).

Removed previous text regarding general curriculum requirements for graduation, English units, and personal financial literacy.

Added a new law titled the 'Oklahoma Math Achievement and Proficiency Act' requiring math screening for students in grades 2-5.

Added specific requirements for math instruction to include problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions.

Added exemptions from math screening for students in the Oklahoma Alternate Assessment Program, deaf/hard of hearing students, blind students, and English learners with less than one year of instruction.

Defined 'math proficiency' as a combination of real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions.

The document format changed from a new law (Engrossed Senate Bill) to an amendment (Conference Committee Substitute), indicating it is now modifying existing law rather than creating new law.

The bill title and sponsor information were updated to reflect the Conference Committee Substitute status and new sponsors (Stanley of the Senate and Moore of the House).

The effective date and emergency clause were removed from the text, as these are typically handled by the amending statute rather than the specific content sections.

The citation reference changed from creating a new section (70 O.S. 1210.900) to amending an existing section (70 O.S. 11-103.6).

The emergency clause was removed, meaning the bill will not take effect immediately upon signing but will follow the standard legislative timeline.

New eligibility criteria were added to exempt specific student groups (OAAP participants, sign language users, Braille users, and recent English learners) from mandatory math screening assessments.

Schools granting exemptions are now required to provide ongoing evidence of student progression in math and language skills at the same frequency as standard screenings.

The short title of the act was modified to apply to Sections 1 through 7 instead of Sections 1 through 8.

The legislative findings section was slightly reworded to emphasize 'mathematical proficiency' and added specific goals regarding assessments and accountability.

A note was added indicating that the emergency clause failed, which affects the immediate effective date of the legislation.

The original header and introductory text were replaced with standard engrossed bill formatting and amendment tracking numbers.