Oklahoma Senate Bill SB1291

Oklahoma 2026 Regular Session

• Introduced: 2/2/26
• Refer: 2/3/26

Caption

Strong Readers Act; removing language establishing three-year pilot program; increasing number of literacy specialists required. Effective date. Emergency.

Summary

SB1291 amends the Strong Readers Act to move Oklahoma’s literacy instructional team beyond the original three-year pilot structure and make the program a continuing part of the state’s reading support system. The bill keeps the State Department of Education responsible for providing technical assistance to school districts on literacy instruction, dyslexia, and related disorders, and for helping schools improve reading outcomes for students who struggle with literacy. The measure also expands and clarifies the staffing and reporting requirements for the literacy instructional team. It requires at least five regional literacy leads, including at least one dyslexia specialist, and increases the minimum number of literacy specialists from ten to one hundred. The bill updates the preferred qualifications for these positions to emphasize structured literacy, multi-tiered systems of support, and training in dyslexia identification and intervention. It also requires the Department to submit a report by December 31, 2026, and every two years thereafter, evaluating the team’s work, its effect on reading proficiency, and recommendations for changes to the Strong Readers Act.

Impact

The bill would amend 70 O.S. Supp. 2025, Section 1210.508H, by removing the pilot-program framework and expanding the State Department of Education’s literacy support infrastructure. It would increase the number of state-employed literacy specialists, formalize regional literacy support, and require recurring legislative and executive reporting on program effectiveness and reading proficiency outcomes. The bill would affect the Department of Education, school districts receiving support, and students with reading difficulties, including those with dyslexia or related disorders.

Sentiment

The available context suggests generally supportive sentiment toward the bill’s goal of strengthening reading instruction and expanding literacy support. The bill’s structure reflects a policy emphasis on science-based reading instruction, dyslexia intervention, and additional state assistance to districts with weaker reading outcomes. No committee transcript or recorded vote information is provided, so there is no evidence of formal opposition or debate in the supplied materials.

Contention

The main policy issue appears to be the scale-up from a limited pilot to a much larger ongoing program, including the jump from ten to one hundred literacy specialists. That expansion likely raises questions about staffing capacity, implementation costs, and whether the Department can recruit enough qualified personnel with the preferred structured-literacy and dyslexia credentials. Another possible point of concern is the bill’s requirement for biennial reporting and program evaluation, which may be viewed as necessary oversight by supporters but as an added administrative burden by others.