Literacy Professional Development

The OEQA Early Literacy Academy was established by Senate Bill 1778 (2026), codified at 70 O.S. § 1210.508H(J). The legislation establishes intensive teacher training academies delivered by Oklahoma universities and taught by current practitioners.

The academies provide 40 hours of instruction over one to two weeks, with a focus on:

• Multi-Tiered System of Supports (MTSS)
• The science of reading
• Standards-aligned early literacy instruction

Each Oklahoma public school may send one certified staff member serving students in kindergarten through grade 3 to attend an academy at no cost. Participants who successfully complete the academy are eligible to receive a $3,000 stipend. 

The next opportunity for participation will be June 2027. For questions about the Early Literacy Academy, please contact info@oeqa.ok.gov.

OEQA Early Literacy Academy FAQ

To receive a stipend, eligible participants must complete the Stipend Application Form.

You will need your State of Oklahoma Supplier ID number to complete the form. If you have not yet registered as a supplier, please follow the Supplier Registration Instructions before submitting your stipend application.

After all academies are completed, OEQA will provide the Oklahoma State Department of Education (OSDE) with the list of participants who successfully completed the academy and are eligible for a stipend. The OSDE Literacy Office will then process stipend payments for eligible participants who have submitted the required information.

Please allow up to 45 days after all payment documentation has been submitted for processing to receive your stipend.

DUE DATES:

• Training completed by 08/07/2026
• All signed stipend invoices must be returned to OSDE by 09/15/2026.

For questions about stipend applications or payments, please contact Dylan Savage at  dylan.savage@sde.ok.gov.

The removal of the 10% professional development spending requirement under SB1778 means districts are no longer obligated to meet this mandate, and the former approved literacy professional development list has been transitioned to guidance only. This resource is intended to help districts identify high‑quality, science of reading aligned literacy professional development; however, it is not an approved list, and districts are not required to select offerings from it.

AIM's Pathways to Proficient Reading (PPR): Elementary course is a free online professional development regarding the science of reading. Seven Virtual Community of Practice (VCoP) sessions are offered to promote collaboration and deepen participants’ understanding of the evidence‑based practices taught throughout this course. Expert facilitators guide each session, bridging research and practice through powerful frameworks such as the Simple View of Reading and Scarborough’s Reading Rope. The course equips educators to recognize signs of dyslexia and provide effective, inclusive instruction for all learners within a strong MTSS framework. Participants who successfully complete the PPR course with a score of 80% or higher on all assignments, quizzes, and the post‑exam will earn a micro‑credential badge.

For more information, please view Pathways to Proficient Reading: Elementary or contact Special Education Services.

Pathways to Proficient Reading: Secondary provides a science of reading free professional development with expert facilitators who focus on hands-on-practice using adolescent student profiles, and secondary classroom videos, to address the unique literacy needs of adolescent learners. Six Virtual Community of Practice (VCoP) sessions are available to support collaboration and deepen understanding of evidence‑based practices in secondary classrooms.

For more information, please view Pathways to Proficient Reading: Secondary or contact Special Education Services. 

AIM's Pathways to Literacy Leadership course is a free online professional development experience for district leaders and administrators seeking to create an organizational vision for effective literacy instruction. The course prepares participants to lead change, implementing systems-based approaches to support teachers as they put evidence-based practices to work in their classrooms. Four Virtual Community of Practice (VCoP) sessions are available to support collaboration and deepen understanding of evidence‑based practices regarding what administrators should look for when observing a reading lesson.

For more information, please view Pathways to Literacy Leadership or contact Special Education Services.