1. A. Contingent on the provision of appropriated funds designated for the Oklahoma Math Achievement and Proficiency Act, each school district shall receive a base mathematics allocation calculated on a per-student basis for each enrolled second-, third-, fourth-, and fifth-grade student as reported in the October 1 enrollment counts of the current school year. The State Board of Education shall allocate not less than forty percent (40%) of funds appropriated for the purposes of this section to support the base mathematics allocation. The base mathematics allocation shall support the prevention of math deficiencies and the implementation of strong core math instruction within Tier 1 of a multi-tiered system of supports (MTSS) framework including, but not limited to:

   1. 1. Evidence-based core math instruction and high-quality instructional materials grounded in scientifically based math research;
   2. 2. Universal screenings and diagnostic assessments necessary to identify students at risk for math deficiencies;
   3. 3. Progress monitoring and data use to inform instructional decisions;
   4. 4. Family math instruction resources and engagement activities aligned with classroom instruction; and
   5. 5. Professional development and instructional coaching necessary to implement the district strong math plan.

2. B.

   1. 1. In addition to the base mathematics allocation provided pursuant to subsection A of this section, school districts shall receive supplemental weighted funding for students identified through screening and progress-monitoring data as requiring additional math intervention services within an MTSS framework. The State Board of Education shall allocate not less than thirty percent (30%) of funds appropriated for the purposes of this section to support supplemental weighted funding and shall promulgate rules establishing the methodology for calculating weights, documentation requirements, and procedures for verifying intervention participation. Supplemental weighted funding shall support intervention services beyond Tier 1 core instruction and shall be distributed according to the following categories:

      1. a. Tier 2 supplemental intervention weight: students identified as requiring targeted math intervention beyond Tier 1 core instruction shall generate supplemental funding to support additional instructional time, reduced group size, and evidence-based intervention, and
      2. b. Tier 3 intensive intervention weight: students identified as demonstrating a significant math deficiency requiring intensive, individualized, or highly targeted intervention shall generate supplemental funding reflecting the increased instructional intensity required at the Tier 3 level.

   2. 2. Supplemental weighted funding received pursuant to this subsection shall be used exclusively for intervention services beyond Tier 1 core instruction including:

      1. a. additional instructional time devoted to math intervention,
      2. b. reduced instructional group sizes necessary to deliver intensive instruction,
      3. c. specialized instructional materials and intervention programs aligned with scientifically based math research,
      4. d. compensation for educators delivering intervention services, and
      5. e. professional development necessary to ensure educators providing intervention services have extensive training in scientifically based math research including how students learn mathematical concepts; training in providing explicit and systematic instruction in real-world problem-solving skills, procedural fluency, conceptual understanding, and productive dispositions; implementing math strategies that research has shown to be successful in improving math proficiency among students with math difficulties; and courses leading to a micro-credential in mathematics.
   3. 3. Students shall be counted for purposes of supplemental weighted funding only when the school district has documented and electronically reported to the State Department of Education that the student is receiving intervention services consistent with the level of instructional intensity required at the applicable tier.

   4. 4. School districts shall maintain documentation demonstrating:

      1. a. identification of the student through an approved screening instrument and supporting diagnostic or progress-monitoring data,
      2. b. implementation of an intervention plan specifying the instructional approach, frequency, duration, and group size of intervention services, and
      3. c. ongoing progress monitoring used to determine the effectiveness of the intervention and inform instructional adjustments.
   5. 5. Students shall not generate supplemental weighted funding unless intervention services are provided beyond Tier 1 core instruction. The State Department of Education may review intervention documentation and program implementation to verify eligibility for supplemental weighted funding allocated pursuant to this section.
   6. 6. The State Board of Education shall promulgate rules establishing reasonable expectations for the proportion of students receiving supplemental and intensive services within an MTSS framework.
   7. 7. When the reported percentage of students receiving Tier 2 or Tier 3 intervention services significantly exceeds expected ranges, the State Department of Education may require additional documentation or provide technical assistance to ensure intervention services are implemented within the instructional intensity required at each tier.

3. C.

   1. 1. To encourage continuous improvement in student math outcomes and to support the sustainability of effective intervention services, the State Board of Education shall allocate up to thirty percent (30%) of funds appropriated for the purposes of this section for math improvement incentives and shall promulgate rules establishing criteria for determining eligibility for such incentives, which shall include demonstration of measurable improvement in student math performance.

   2. 2. Math improvement incentives may include recognition of:

      1. a. students who demonstrate sufficient progress to exit Tier 3 intensive intervention,
      2. b. students who demonstrate sufficient progress to exit Tier 2 supplemental intervention, and
      3. c. school districts or school sites that demonstrate measurable reductions in the number or percentage of students requiring supplemental or intensive intervention.

Laws 2025, SB 140, c. 492, § 4, emerg. eff. July 1, 2025; Amended by Laws 2026, SB 1360, c. 433, § 4, emerg. eff. July 1, 2026 (superseded document available).