Schools; modifying goals of certain programs; modifying eligibility for certain higher education programs; adding references to Classic Learning Test; effective date; emergency.

Document header changed from Senate Chamber disposition to House of Representatives Floor Version with committee substitute formatting.

Removed Senate-specific disposition lines and committee amendment submission signatures.

Added House floor version header, committee substitute designation, and page numbering with bold face notation for committee amendments.

Document header changed from 'COMMITTEE SUBSTITUTE' to 'SENATE CHAMBER' with floor amendment formatting added

Page numbering and formatting adjusted to match Senate floor amendment style

Floor amendment signature block and submission details added by Senator Pugh dated 5/7/2025

Updated bill header to include 'ENGROSSED' designation and added Senate sponsor name (Pugh of the Senate).

Revised the bill's summary description to reflect Senate language changes, including minor wording adjustments to the list of amended statutes.

Updated page numbering and reference numbers (Req. No. 13168 changed to 2038) in the document formatting.

Removed blank lines and formatting inconsistencies from the original House Committee Substitute version.

New subsection G added mandatory annual professional development requirements for certified teachers, requiring completion of a minimum number of points annually with a maximum of 150 hours per five-year period.

Added consequences for teachers failing to meet professional development requirements, including potential nonrenewal of contracts and nonconsideration of salary increments.

Changed document title from 'Proposed Committee Substitute' to 'Committee Substitute' and renumbered sections throughout the bill.

Updated page reference numbers from 'Req. No. 13117' to 'Req. No. 13168' across multiple pages.

Removed the requirement to create an Academic Performance Index (API) with specific indicators like attendance rates, dropout rates, and college remediation rates.

Added mandatory dyslexia awareness training requirements for teachers, including training on dyslexia characteristics, effective instruction methods, and available resources.

Modified the professional development program structure to focus on classroom management, student discipline, and racial and ethnic education components.

Reorganized the bill's structure and renumbered sections for clarity and consistency.

New Academic Performance Index (API) system with attendance, dropout rates, testing results, AP participation, graduation rates, college entrance exam scores, and college remediation rates as indicators

API data must be disaggregated by socioeconomic status and ethnic group when available

State Board of Education must set minimum 5% annual growth targets for schools based on API baseline scores

Professional development program goals remain similar but are now tied to the new API framework

Continuing education program source recommendations for mathematics core curriculum were modified

CLT exam scores can now be considered for remedial class options and award eligibility in the Oklahoma Higher Learning Access Program

Online students enrolled in programs outside their district of residence must be reported separately and excluded from district API calculations

Sponsor name changed from 'Hasenbeck of the House and Pugh of the Senate' to 'Hasenbeck and Hall of the House and Pugh of the Senate' in the enrolled version.

Minor formatting and spacing adjustments throughout the document to align with final enrolled legislative standards.

Added 'parents' to the list of dyslexia training resources available for teachers, students, and parents in the dyslexia awareness program.

Autism training frequency changed from annual to every three years for most teachers, with early childhood teachers through grade three still required annually

New mandatory dyslexia awareness program added starting 2020-2021, with dysgraphia training required beginning 2023-2024 school year

Professional development committee composition clarified with explicit requirement that majority be classroom teachers selected by district administrator

Added requirement for school counselors to receive at least one-third of annual professional development hours through counselor-specific programs

Clarified that professional development programs must include racial and ethnic education components for all teachers

Bill title and page numbering corrected to reflect proper engrossed house bill format

Eliminated the requirement for the State Board of Education to develop an Academic Performance Index (API) with specific indicators like attendance, dropout rates, and college entrance exam scores.

Changed the professional development committee composition requirements and selection process for teacher members.

Added specific training requirements for child abuse recognition and reporting to professional development programs.

Adjusted autism training frequency requirements for early childhood educators from annual to every three years for certain staff.

Reduced the number of statutes amended from 18 sections to 4 sections, removing references to college remediation rates and other performance metrics.