HB 1096: Schools; modifying goals of certain programs; modifying eligibility for certain higher education programs; adding references to Classic Learning Test; effective date; emergency. - Oklahoma

Floor (House) → Floor (Senate) · 6 edits

MODERATE

The bill was converted from the House version to the Senate version, which involved significant rewording of the legislative text and the removal of several specific statutory references. While the core intent to update professional development and testing requirements remains, the Senate version simplifies the language and alters specific criteria for program implementation and exam usage.

Scope change

The bill's scope remains focused on Oklahoma schools, but the specific statutes amended and the detailed requirements for professional development committees and testing have been modified or simplified.

REQUIREMENT

The specific Oklahoma Statute sections listed in the bill's summary were shortened, removing references to Sections 11-107.1, 2403, and 2603 from the initial overview.

The detailed requirements for professional development committees were reworded to change 'consult with a higher education faculty' to 'consult with a higher education faculty' (contextual shift) and altered the composition rules for committee members.

Specific goals for professional development were renumbered and rephrased, changing 'Increasing' to 'Increasing' and 'Decreasing' to 'Decreasing' while maintaining the same objectives.

The requirements for autism training were reworded, changing 'resident year' to 'resident year' and adjusting the frequency phrasing for all other teachers.

The dyslexia awareness program requirements were updated, adding 'dysgraphia' training and rephrasing the list of required training components.

TECHNICAL

The bill header and metadata were updated to reflect the Senate Floor Version, including a new date and committee substitute status.

HB1096 (5-07-25) (PUGH) FA1.PDF → Floor (House) · 5 edits

MODERATE

The bill was converted from a Senate chamber version to a House Floor version, incorporating committee amendments that restructure the professional development requirements for Oklahoma teachers. The changes mandate specific training areas such as child abuse recognition, autism awareness, and dyslexia/dysgraphia instruction, while also establishing new criteria for professional development committees to include parents and higher education faculty. These updates aim to standardize teacher training across districts and address specific student needs through evidence-based professional development programs.

Scope change

The bill's scope expanded to include mandatory training on dyslexia and dysgraphia for teachers, updated autism training frequency requirements, and established new composition rules for professional development committees to ensure broader stakeholder representation.

REQUIREMENT

Added mandatory dyslexia awareness training and dysgraphia instruction components to the annual professional development program starting in the 2023-2024 school year.

Modified autism training requirements to specify that resident teachers must complete training annually while other support professionals need it every three years, with updated content requirements.

Added new composition requirements for professional development committees to include classroom teachers, administrators, counselors, mental health providers, parents, and higher education faculty.

Modified the selection process for teacher committee members to require a majority vote of district teachers for approval.

Added specific goals for professional development programs including closing achievement gaps, increasing graduation rates, and decreasing college remediation rates.

Senate Committee Substitute for House Bill → HB1096 (5-07-25) (PUGH) FA1.PDF · 2 edits

MINOR

The bill text was reformatted to reflect its status as a Senate Committee Substitute, and a floor amendment was added to specify that certain testing requirements are determined by the Oklahoma State Regents for Higher Education. This amendment clarifies the authority responsible for setting standards for specific college entrance exams.

Scope change

The document's formatting was updated to indicate it is a Senate version of the bill, and a specific floor amendment was inserted to define the regulatory authority for exam standards.

TECHNICAL

The header and introductory text were changed from 'Committee Substitute for Engrossed House Bill' to 'Committee Substitute for Senate Chamber Floor Amendment', indicating the bill has been amended by the Senate.

REQUIREMENT

A floor amendment was added to pages 23, lines 2 and 8, inserting the phrase 'as determined by the Oklahoma State Regents for Higher Education' to clarify which agency sets the standards for specific college entrance exams.

House Committee Substitute → Senate Committee Substitute for House Bill · 4 edits

MODERATE

The bill was revised to reflect its passage by the Senate, updating the title to 'Committee Substitute for Engrossed House Bill' and adding the Senate sponsor. The substantive text of the bill remains largely the same, though minor formatting adjustments were made to the list of amended statutes and the page numbering.

TECHNICAL

Updated the bill title to indicate it is a Senate Committee Substitute for an Engrossed House Bill, reflecting the legislative process.

Added the name of the Senate sponsor (Pugh) to the byline.

Adjusted the list of amended statutes to remove specific sections (6-195.1, 11-107.1, 2403) that were likely already updated or handled separately in the engrossed version.

Corrected page numbering and request numbers to match the Senate version.

Proposed Committee Substitute (full committee) 2 → House Committee Substitute · 3 edits

MINOR

The bill was amended to replace the 'Proposed Committee Substitute' with a 'Committee Substitute,' indicating a revision of the bill's text after full committee review. The substantive policy content regarding teacher professional development requirements and student testing appears to remain unchanged, with the primary modifications being the removal of the 'Proposed' designation and minor formatting adjustments to the document headers and page references.

Scope change

The bill's scope and applicability remain unchanged; the amendment reflects procedural progress in the legislative process rather than a change in the law's substance.

TECHNICAL

Changed the bill title from 'Proposed Committee Substitute' to 'Committee Substitute' to reflect that the text has been finalized by the full committee.

Removed the header text 'Proposed Committee Substitute' from the body of the bill.

Adjusted page reference numbers and request numbers (e.g., from Req. No. 13117 to 13168) to align with the updated bill version.

Proposed Committee Substitute (full committee) 1 → Proposed Committee Substitute (full committee) 2 · 7 edits

MODERATE

The bill was revised to remove the requirement for creating a new Academic Performance Index (API) and its associated indicators, shifting the focus entirely to professional development. The text was reorganized to prioritize teacher training on child abuse, autism, and dyslexia, while moving the requirement for students to take the Classical Learning Test exam at a testing center to a later section. This change simplifies the bill by eliminating the complex API framework in favor of direct professional development mandates.

Scope change

The bill's scope was narrowed by removing the mandate to create a new statewide performance index and disaggregating data by socioeconomic status and ethnicity. The applicability of the bill now focuses strictly on establishing professional development programs for teachers and administrators rather than measuring school performance through a new index.

REQUIREMENT

Eliminated the requirement to develop an Academic Performance Index (API) and its specific indicators such as attendance, dropout rates, and college remediation rates.

Removed the mandate for the State Board of Education to set annual percentage growth targets for schools based on API baseline scores.

Deleted the requirement to disaggregate API data by socioeconomic status and ethnic group.

Removed the provision excluding online students from the school district's Academic Performance Index calculation.

Reordered the professional development requirements to place child abuse, autism, and dyslexia training earlier in the text, while moving the Classical Learning Test exam requirement to a later section.

Consolidated the list of professional development goals, removing references to the API and focusing on closing achievement gaps and increasing graduation rates.

Added specific training requirements for dyslexia awareness and instruction, including awareness of characteristics, effective classroom instruction, and available resources.

Enrolled (final version) → Proposed Committee Substitute (full committee) 1 · 4 edits

MODERATE

The bill was completely rewritten to replace the original text with a new version that establishes a mandatory Academic Performance Index (API) for schools. The new version defines specific metrics for the index, such as attendance and graduation rates, and sets a minimum annual growth target of 5%. It also clarifies that online students enrolled in out-of-district programs should not be included in the district's performance calculations.

Scope change

The bill's scope shifted from a general mandate for professional development programs to a specific requirement for creating and measuring school performance via a new Academic Performance Index.

REQUIREMENT

Created a new requirement for the State Board of Education to develop an Academic Performance Index (API) using specific indicators like attendance, dropout rates, and test scores.

Established a mandatory minimum annual growth target of 5% for the API at the state, district, and school site levels.

Added a specific exemption requiring that students enrolled full-time in out-of-district online programs be reported separately and excluded from the district's API calculations.

Updated the list of professional development goals to align with the new API indicators, specifically emphasizing decreasing college remediation rates and increasing graduation rates.

Engrossed → Enrolled (final version) · 3 edits · May 27, 2025

MINOR

The bill was finalized as an enrolled version with minor formatting corrections to the title and sponsor list. Substantively, the text of the law remains largely consistent, though the final version clarifies that failure to complete professional development may also result in the loss of salary increments and requires teachers to keep written records of their training. The specific requirements for dyslexia and autism training, including timelines and content, were preserved from the previous version.

ENFORCEMENT

Expanded consequences for failing to meet professional development requirements to include potential loss of salary increments, in addition to contract nonrenewal.

REQUIREMENT

Added a new mandate requiring teachers to maintain written documentation of all completed professional development activities.

TECHNICAL

Corrected the sponsor list in the header to reflect the final enrolled version and streamlined the summary of the act's purpose.

Amended And Engrossed → Engrossed · 4 edits · May 12, 2025

MODERATE

The bill was renumbered and restructured to clarify its status as an 'Engrossed House' bill. Substantively, the amendment added specific training requirements for dyslexia and dysgraphia starting in the 2023-2024 school year and expanded the list of topics that must be included in annual professional development for teachers. It also clarified the composition of professional development committees to ensure a majority are classroom teachers and maintained the existing autism training mandates.

Scope change

The bill's scope was expanded to include mandatory dyslexia and dysgraphia awareness training for teachers, in addition to the previously existing autism training requirements.

REQUIREMENT

Added a new requirement for annual dyslexia and dysgraphia awareness training for all teachers, effective in the 2023-2024 school year.

Clarified that professional development programs must include specific components on classroom management, student discipline, and racial and ethnic education.

DEFINITION

Revised the composition of professional development committees to explicitly require that a majority of members be classroom teachers selected by teachers in the district.

TECHNICAL

Corrected the bill title and page numbering to reflect the final 'Engrossed House' version, removing previous Senate amendment markings.

Introduced → Amended And Engrossed · 3 edits · May 12, 2025

MINOR

The bill was amended to replace the original Academic Performance Index (API) with a new requirement for districts to focus professional development on closing achievement gaps and increasing graduation rates. The amendment also clarifies that online students must be reported separately from traditional students and updates the list of statutes being amended to reflect recent legislative changes.

Scope change

The scope of the bill shifted from creating a new performance index to amending existing statutes regarding professional development goals and student reporting requirements.

REQUIREMENT

Removed the mandate to create an Academic Performance Index and replaced it with specific goals for professional development programs, such as closing achievement gaps and increasing graduation rates.

Added a requirement that academic performance data for online students enrolled in non-resident programs must be reported separately and excluded from the district's overall performance index.

TECHNICAL

Updated the list of amended statutes in the bill's description to remove references to repealed or superseded sections and correct the legislative citations.

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

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