The governor recently signed into law SB 1778, amending Oklahoma’s Strong Readers Act. The new law changes how schools identify, support, and make promotion decisions for K–3 students who struggle with reading. The new law will be in effect for the 2027-2028 school year.
The new law changes how schools identify, support, and make promotion decisions for K–3 students who struggle with reading.
The easiest way to understand the law is to follow one student from kindergarten through third grade, let’s call the student Alex.
When Alex enters school, he receives regular classroom reading instruction along with every other student. This is called Tier 1. It is the basic level of reading instruction all students receive, grounded in the science of reading and phonics.
Throughout kindergarten, first, second, and third grade, Alex is screened in reading at the beginning, middle, and end of each school year. If those screenings show Alex is reading on grade level, he continues with Tier 1 instruction.
But if a screening shows that Alex is falling behind, the school must act. Within 30 days, the school must create an individual reading intervention plan for him. The plan must identify where Alex is struggling, what kind of reading help he needs, and how his progress will be monitored.
The plan elevates Alex to Tier 2: extra reading instruction beyond the regular classroom lessons, usually in a small group. Tier 2 is meant for students who are below grade-level targets but may not need the most intensive level of intervention.
If Alex continues to struggle, the school may move him to Tier 3, the highest level of reading intervention. Tier 3 is more intensive and individualized, often involving more frequent instruction, very small-group support, or one-on-one help focused on Alex’s specific reading needs.
Each intervention must involve direct instruction from a teacher or reading specialist, not merely a computer tutorial or an extra homework packet.
If Alex is still behind at the end of kindergarten, first, or second grade, the school cannot simply move him forward without additional support. Alex must either be placed in a transitional next-grade classroom or move forward with Tier 2 or Tier 3 reading intervention. If retention is recommended, Alex’s parents must consent.
The school must also offer additional reading options for Alex, such as tutoring or a summer reading academy, to help him catch up before the following school year.
By third grade, the stakes become higher. Alex must demonstrate sufficient reading skills to advance to fourth grade. He can do that through the statewide third-grade English language arts test or an approved alternative reading assessment. If Alex fails to meet the required reading standard and does not qualify for a good-cause exemption, he would be retained in third grade. Alex would continue to receive increased reading support consistent with his individualized plan.
If a student is still behind at the end of kindergarten, first, or second grade, the school cannot simply move him forward without additional support.
The law also includes exceptions for certain students. Having an IEP, being a recent English learner, or having other specific circumstances does not automatically remove a student from the Strong Readers Act, but it may affect how the law applies. Depending on the student’s IEP, assessment status, English-learner status, prior reading interventions, or prior retention, the student may qualify for an exemption from certain screening or retention requirements.
The amended Strong Readers Act creates a more detailed, state-directed framework for how schools must respond when an elementary student struggles with reading. Districts still have some flexibility to personalize a student’s reading intervention plan and select appropriate supports, but the overall structure is now required for all Oklahoma public schools. The law also requires schools to regularly report student reading data to state entities, including the State Department of Education, the Office of Educational Quality and Accountability, and the Secretary of Education, an appointed member of the governor’s cabinet.