Policy and Advocacy

Policy and Advocacy

Dr. Julie Collins

Oklahoma Policy and Advocacy

Oklahoma Education Legislative Updates

The first regular session of the 58th Oklahoma State Legislature took place Spring 2021. Legislation considered included bills which did not receive adequate attention or complete the legislative process during the COVID affected legislative session during 2020, as well as new bills. This column will summarize important legislation affecting education in Oklahoma, a review of pertinent previous legislation affecting reading education, and information about legislative interim studies being held this fall.

Recent Legislation Regarding Reading Education

Over the past four years, legislation was passed that updated professional development and assessment in reading for teachers in Oklahoma. These new laws are aimed at helping teachers learn about dyslexia, how to identify it, and how to intervene with students who have dyslexia.

House Bill 2008, authored by Representatives McCall and Baker and Senator Stanislawski in 2017, created the Dyslexia Task Force. This task force was charged with creating the Dyslexia Handbook to provide guidance to schools, students, and parents in identification, intervention, and providing support to students with dyslexia. House Bill 3313, authored by Representatives Baker, Mike Osburn, and Tammy West, and Senators Bice and Pittman in 2018, extended the deadline for the work of the task force. The task force was created and worked during the 20182019 year to create the Oklahoma Dyslexia Handbook, which was presented to leaders of the Oklahoma Legislature and the Governor on July 1, 2019. House Bill 1228, authored by Representatives Sanders, Albright, Josh West, Boles, Townley, Lawson, and McCall, and Senators Smalley, Kirt, Hicks, Haste, Bullard, and Bice in 2019, amended the law requiring professional development programs in schools. The new section of the law required a dyslexia awareness program be provided annually beginning with the 20202021 school year. This professional development should address training in awareness of characteristics of dyslexia, effective classroom instruction to meet the needs of students with dyslexia, and available resources for teachers, students, and parents. House Bill 2804, authored by Representatives Sanders, Albright, Conley, Townley, Davis, and Hill, and Senator Bice in 2020, requires screening for dyslexia. Annually, beginning in the 20222023 school year, any child in kindergarten through third grade who is found not to be meeting grade-level targets in reading following the beginning of the year assessments under the Reading Sufficiency Act will be screened for dyslexia. Screening for dyslexia may also be requested by a parent or guardian or certain school personnel. The Oklahoma State Board of Education was charged with developing policies for the screening. The Board was also charged with adopting a

list of approved dyslexia screening tools to address these components of dyslexia: phonological awareness, advanced phonemic awareness, sound-symbol recognition, alphabet knowledge, decoding skills, encoding skills, rapid naming, and developmental language. Beginning in June 2023, school districts will report data annually regarding the implementation of the screening, identification, and interventions provided. Information about the screening instruments to be used beginning next school year can be found on the OSDE Special Education Dyslexia Resources Page. You can find more information about dyslexia, assessing students, and providing intervention for students with dyslexia in Oklahoma on the OSDE Special Education Dyslexia Page.

Legislation from the 2021 Session Affecting Education

House Bill 1569, known as the “Oklahoma Play to Learn Act,” was approved by the Oklahoma Senate on April 21st and the Oklahoma House of Representatives on May 5th, and was approved by Governor Stitt on May 11th . This culminates the end of a three-year process for the bill’s author, Representative Jacob Rosecrants, from holding an interim study in 2019, having the progress of the legislation stall in 2020 due to the pandemic, and finally completing the process with bi-partisan support in 2021. In addition to the primary author, this legislation was coauthored by Senator Adam Pugh; along with Representatives Blancett, Phillips, Walke, Talley, Davis, Munson, Ranson, Conley, Dobrinski, Waldron, Provenzano, Pae, Miller, Hilbert, Boles, and Cruz; and Senator Stephens. The bill passed the House of Representatives with a vote of 81 Yeas, 13 Nays, and 7 excused; and passed the Senate with a vote of 42 Yeas, 5 Nays, and 1 excused.

This intent of this new law is to support the “importance of child-centered, play-based learning as the most rigorous and most developmentally appropriate way for children in the early childhood grade levels to learn literacy, science, technology, engineering, art, and math academic concepts.” Many definitions related to implementation of this legislation are included in the law. Important terms included in literacy include “early childhood education” which means education provided in prekindergarten through 3rd grade classrooms; “play” means the spontaneous activity of children; and "Reading for pleasure" means reading that is freely chosen or that readers freely and enthusiastically continue after it is assigned. The legislation directs that, “Educators may develop physical, social, emotional, cognitive and academic learning opportunities in all curricular domains, which may include unstructured time for the discovery of each child's individual needs, abilities and talents.” Professional development is permitted in the law. Rules for implementation of play-based learning and professional development will be developed by the Oklahoma State Department of Education (OSDE). The legislation was made stronger by Representative Kyle Hilbert, the vice-chair of the Appropriations Committee, who added an important component of the law (Gorman, 2021). This addition states, “A school district shall not prohibit a teacher from utilizing play-based learning in early childhood education.” This legislation is an important step forward for Oklahoma teachers and children, and this component is specifically beneficial. It is hoped that this addition to support teachers with the implementation of play-based learning opportunities in early childhood education may help invite certified early childhood teachers back to teaching and retain them in the classroom.

For more information you can read the entire text and follow its history in becoming a law at the Oklahoma Play to Learn Act page. You may also check out the Facebook page which offers encouragement and research to help with implementation of the law. You can find it on Facebook by searching for “Oklahoma Play-Based Learning Initiative.”

House Bill 1593 addresses professional development requirements for teachers. The bill was authored by Representatives Provenzano and Davis, and Senator Stanley. This bill was approved by the House of Representatives on March 1st with a vote of 75-19, and by the Senate on April 14th with a vote of 42-1. It was approved by Governor Stitt on April 21st . There are three new requirements included. The first new requirement is to include digital teaching and learning standards to enhance instruction with the goal of improving student achievement. This professional development program will be provided the first year a certified teacher is employed by a school district and repeated as determined by the local school board. The second new requirement involves training certified teachers about the importance of recognizing and addressing mental health needs of students. This training will take place the first year a teacher is employed by a school district and repeated each third academic year. The information available for the training will include the community resources providing services related to mental health, substance abuse, and trauma; the impact that trauma and adverse childhood experiences may have on a student’s learning; availability of evaluation and treatment for mental health; and evidence-based strategies to use for prevention of at-risk behaviors. The final requirement is that each district shall implement a program for 7th – 12th grade teachers emphasizing the incorporation of workplace safety training into the curriculum. This training shall be provided the first year of a teacher’s employment in the school district, and at a frequency determined by the local school board. You can track the history of the bill and read the text by visiting the Bill Information for HB 1593 page.

House Bill 1773 requires teacher candidates to learn about Multi-Tiered Systems of Support during their teacher preparation program. This new law amends the Oklahoma Teacher Preparation Act by requiring education of multi-tiered systems of support (MTSS), including evidence-based assessment, intervention, and data-based decision-making procedures. Education also needs to address interventions for literacy, mathematics, behavior, and the identification and impact of trauma on student learning. This section of law become effective November 1, 2021. This bill was authored by Representatives Conley, Sterling, Moore, Mize, Roe, Davis, and Nolan, and Senator Garvin. This bill was passed in the House of Representatives 91-0, with 10 excused, and passed the Senate 42-5, with 1 excused. It was approved by Governor Stitt on April 23, 2021. You can track the bill’s history and read the complete text on the Bill Information for HB 1773 page.

House Bill 1775 has been tagged in public and the media as the “critical race theory” bill, but that term does not actually appear in the legislation. The bill was authored by Representative Kevin West and Senator Bullard, and they were joined by coauthors Representatives Stearman, Stark, Caldwell, Crosswhite Hader, Williams, Olsen, Rick West, Gann, Bashore, Kendrix, Smith, Grego, Pfeiffer, Martinez, Roe, Sneed, Marti, Steagall, Russ, and Conley, and Senators Hamilton, Jett Standridge, Dahm, Weaver, Bergstrom, Merrick, Pederson, Rogers, Burns, and

Stephens. This bill was passed by the Senate on April 21st , by a vote of 38 yeas, 9 nays, and 1 excused; by the House of Representatives on May 3rd , by a vote of 77 yeas, 18 nays, and 6 excused; and signed by Governor Stitt on May 7th . Part A of this legislation addresses higher education. The bill states that students within the Oklahoma State System of Higher Education shall not be required to engage in any form of mandatory gender or sexual diversity training or counseling, although voluntary counseling shall not be prohibited. The law goes on to say that “Any orientation or requirement that presents any form of race or sex stereotyping or a bias on the basis of race or sex shall be prohibited.” The Oklahoma State Regents for Higher Education (OSRHE) is tasked with designing rules to implement the requirements of this bill, which will be subject to approval by the legislature. Part B of this legislation addresses education in school districts, charter schools, or virtual charter schools, and does not prohibit teaching concepts aligned with the Oklahoma Academic Standards. Requirements for these public school employees include that they MAY NOT require the following concepts in coursework: that one race or sex is superior to another; that individuals should not be discriminated against based on their race or sex, that a persons’ race or sex does not cause them to be considered responsible for actions committed in the past; and that no individual should be made to feel uncomfortable or guilty based upon his or her race or sex. The State Board of Education is directed to develop rules to implement the provisions of this section of the law. You can follow the history of this legislation and read the text of the bill on the Bill Information for HB1775 page.

House Bill 1882 creates an “Out-of-schooltime Task Force” of nineteen members to be appointed by December 2021. This bill was co-authored by Representatives Stark, Tammy West, Munson, and Mize, and Senator Rader. The legislation identifies the appointed positions as well as who is responsible for appointing them. The task force will meet throughout 2022 and offer their recommendations for “a set of best practices for children, youth and families which will improve and increase the number of quality, affordable, out-of-school programs. ” The bill passed on its fourth reading in the House of Representatives by a vote of 75 to 11, with 15 representatives excused. You can find the complete history and text of the legislation here.

House Bill 2748 approves an alternative certification process for Early Childhood or Elementary Education. This bill was co-authored by Representative Baker and Senator Stanley, with additional coauthors Representatives Fugate, McDugle, and Waldron. The process for obtaining an alternative certification for Early Childhood or Elementary teaching is outlined. Requirements include holding a terminal degree, completing 6 hours in child development and math instruction, and completing 6 additional hours during the third year. You can track the history of this bill and read the text of the legislation on the Bill Information for HB 2748 page.

Legislative Ideas to Watch

Representative Jacob Rosecrants held an interim study on October 5, 2021, titled “How more or more frequent recess leads to better academic outcomes and less behavioral issues.” Guest speakers presented information to support providing more recess time for all children. Presentations included one on Advocacy, Research, and Trends by Dr. Atkins, Professor at the

University of Central Oklahoma and one on Recess and the Mental Health Connection by Angela Wheeler, LPC, Registered Play Therapist. Dr. Rhea, TCU professor and Link Project Creator/Director, shared information on this program, which seeks to “bridge the gap between academics and the social, emotional, and healthy well-being of children. ” The final presentation was “The Role of Recess in Children’s Cognitive Performance and School Adjustment,” by Dr. Pellegrini from the University of Minnesota. Keep your eye out for a bill regarding recess during the 2022 session of the Oklahoma Legislature.

Representative Conley held an interim study on October 14th on “Evaluating Oklahomans Capacity to Enhance Student Outcomes through the MTSS (Multi-Tiered Systems of Support) Framework.” Presentations included one from the Oklahoma Preparation Program from the Office of Educational Quality and Accountability (OEQA), two about MTSS programs in school districts from Shawnee and Edmond, and one from Healthy Minds Policy Initiative regarding the mental health of students. The last two presentations were from Oklahoma State University, the leading partner with the state’s MTSS, Oklahoma Tiered Intervention System of Support initiative (OTISS). Legislation was passed during the 2021 Legislative Session. It will be interesting to look for any proposed bills that may come as a result of this meeting.

There is a lot of focus on education now with concern for learning as schools continue to cope with the COVID19 pandemic as well as concern for academics and the best way to teach each content area. It is important for educators to advocate for their profession. Remember to watch the Oklahoma Legislature's website as the session nears for calendars and bill proposals, as well as the Oklahoma Literacy Association's website for updates.

Reference

Gorman, R. (2021, May 21). Rosecrants’ Oklahoma Play to Learn Act signed into law by governor. The Norman Transcript. https://www.normantranscript.com/news/rosecrantsoklahoma-play-to-learn-act-signed-into-law-by-governor/article_24aac90c-ba8b-11eb-bd049fcc372d6349.html

Dr. Julie Collins enjoyed all of her literacy experiences in Oklahoma City, Norman, and Putnam City Public Schools and at the OSDE, before becoming a professor at the University of Central Oklahoma. She can be contacted at JCollins18@uco.edu.