Strong Readers for Schools

More literacy policy and programs information and resources are available in the Airtable below. Please be patient while the database loads. 

Beginning in September, meetings will be held virtually each month to provide clarification and address questions around implementation of the Strong Readers Act. There will be a meeting on the second Tuesday of each month at 1 pm. Please subscribe to the Strong Readers newsletter to get information about meeting updates.

Zoom link for all 24-25 Strong Readers meetings (Meeting ID: 160 516 4720 Passsword: OSDE)

Meeting Dates for 2024-2025 (Recording links will be posted below)

• September 10 - Recording
• October 8 - Recording
• November 12 - Recording
• December 10 - Recording
• January 14 - Recording
• February 11- Recording 
• March 11
• April 8
• May 13

On July 1, 2024, SB362 went into effect that defined multiple changes to Oklahoma's Early Literacy Law. The Strong Readers Act (formerly known as the Reading Sufficiency Act, or RSA) outlines literacy requirements for students beginning in kindergarten. These webinars will provide an overview of the requirements of the Strong Readers Act, highlighting changes from RSA. This information was also presented at InspireOK and the OK Administrator's Conference. The webinar will be recorded and posted here for those who are unable to attend.

• Recording of Strong Readers back-to-school meeting 
• Slide Deck for Strong Readers Update (August 2024)

The Implementation Guide has been updated to reflect changes made to the Strong Readers Act. Please use this resource to support programming and understanding how the multi-tiered system of supports (MTSS) framework and Strong Readers work together to support students

Implementation Guide for Strong Readers

Educators can find a quick overview of the Strong Readers Act requirements on this Quick Guide document.

Beginning with the 2024-2025 school year, certain groups of students are exempt from requirements of the Strong Readers Act, including screening and creation of a Student Literacy Intervention Plan (SLIP). These students must be able to demonstrate progress toward literacy goals as defined on an Individual Education Program (IEP) or English Language Academic Plan (ELAP).

Students who are exempt from requirements of Strong Readers must fit one of the following criteria:

• Student participates in the Oklahoma Alternate Assessment Program (OAAP), which is indicated on the Individual Education Program (IEP), and is taught using alternate methods.
• The student's primary expressive or receptive communication is sign language.
• The student's primary form of written or read text is Braille.
• The students primary expressive or receptive language is not English, the student is identified as an English language learner using a state-approved identification assessment, AND the student has had less than one (1) school year of instruction in an English-learner program.

Exemption Form for Strong Readers

Decisions to exempt a student should be made with the IEP team or the EL teacher working with the student.

2024-2025 Strong Readers Timeline

Locating Reports on Single Sign On

• Annual District Reading Plan is now open. 
• Updated due date is October 15.
• Video Tutorial

• Strong Readers Act Survey: Beginning of Year (BOY) tab | Due October 1 | Video Tutorial
• **Districts using the free Amira screener have an extension on the BOY until October 18.
• Wave: Third Grade Promotion Retention Report | Due November 1
• Strong Readers Act Survey: End of Year (EOY) tab | Due May 31
• Strong Readers Act Survey: Summer School tab | Due August 15

Screening assessments are approved by the Oklahoma State Board of Education. Technical guidance documents specific to each assessment have been completed by the publisher and made available for districts' convenience. For training specific to each assessment, please contact the publisher.

The following assessments have been approved for use for both Universal screening and screening for characteristics of dyslexia.

The grade-level target for all assessments is the 40th percentile.

• Acadience
• Amira
• ExactPath
• FastBridge
• i-Ready Diagnostic
• Istation
• MAP Reading Fluency 
• mCLASS DIBELS 8th edition
• Star Early Learning Suite

The assessments listed below have been approved for use for Universal screening only. A different assessment would need to be used for screening for characteristics of dyslexia.

• aimswebPlus
• Early Learning Quick Assessment (ELQA) – Kindergarten ONLY
• MAP Growth

The Strong Readers law states the following: A student enrolled in kindergarten or first, second, or third grade who exhibits a deficiency in reading at any time based on the screening instrument administered pursuant to subsection A of this section shall receive an individual reading intervention plan no later than thirty (30) days after the identification of the deficiency in reading. 

Please see the document linked below for clarification as to the timeline for assessing students and notifing families of reading difficulties.

Clarification of 30-day Timeline for Screening and Addressing Reading Difficulties

The funding checklist for the Strong Readers Act has been updated, and new program codes have been made available to aid in tracking expenditures.

• Strong Readers Approved Funding Checklist with OCAS Codes 

Information about the Science of Reading Professional Development has been moved to the Literacy Professional Development webpage.

This document is a tool made available to districts to meet all requirements of the Strong Readers Act. If a district-created form is used, it is the responsibility of the district to ensure all statuatory requirements for the SLIP are met. 

• Student Literacy Intervention Plan (SLIP) 
• Student Literacy Intervention Plan (SLIP) - Fillable Form 
• Student Literacy Intervention Plan (SLIP) for 4th Grade and Above 
• Student Literacy Intervention Plan (SLIP) for 4th Grade and Above - Fillable Form

The addendum document is only needed if the screening for characteristics of dyslexia is not able to be completed prior to having a conference with parents. If all information about dyslexia screening is able to be included on the SLIP, the addendum is not needed.

• SLIP Addendum for Dyslexia Screening 
• SLIP Addendum for Dyslexia Screening - Fillable

• Strong Readers Family Guide 
• Family Information and Resources for Dyslexia  
• Summer School Recommendation 
• Notice of Reading Proficiency
• Notice of Reading Proficiency - Fillable

Four Assessments of Data Literacy
Why Can't I Skip My 20 Minutes of Reading Tonight?
Relationship Between Achievement and Independent Reading

• Tier 1
  90 minutes Daily scientific research-based reading instruction
• Tier 2
  90 minutes Daily scientific research-based reading instruction PLUS additional intervention time based on individual needs
• Tier 3
  90 minutes Daily scientific research-based reading instruction PLUS  additional intervention time based on individual needs

The following databases provide research studies on different interventions, and may be helpful for districts when making decisions about interventions.

What Works Clearinghouse

Best Evidence Encyclopedia

ESSA Evidence

RTI Network

Notice: The Oklahoma Department of Education does not endorse or recommend reading material for its schools. Curriculum decisions are made at the district/local level in Oklahoma. Reading material for students should always be previewed by parents or educators.

literacy@sde.ok.gov

Deann Jones
Project Director, Strong Readers
(405) 522-4098

Melissa Ahlgrim
Program Director, Literacy Policy & Programs
(405) 522-1591

Chelsea Lewis
Administrative Assistant
(405) 522-8131

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