From text of bill:

A. It is the intent of the Legislature that the Oklahoma State Regent for Higher Education establish a comprehensive dyslexia teacher training pilot program. The Regents shall select one or more institutions within The Oklahoma State System of Higher Education to participate in the pilot program.

B. The goal of the pilot program shall be to demonstrate and evaluate the effectiveness of having trained teachers who can provide early reading assistance programs for children with risk factors for dyslexia and to evaluate whether the early assistance programs can reduce future special education costs.

C. Each institution participating in the dyslexia teacher training pilot program shall provide:

1. Programs or institutes for teachers of grades kindergarten through fourth grade designed to train teachers on the indicators of dyslexia and the types of instruction that children with dyslexia need to learn, read, write and spell, including multisensory structured language programs; and

2. Instruction for teacher candidates enrolled in the elementary, early childhood education or special education program at the institution, which is incorporated into those programs and is designed to train the teacher candidates on the indicators of dyslexia and the type of instruction that children with dyslexia need to learn, read, write and spell, including multisensory structured language programs.

D. The State Regents shall establish guidelines and procedures for the pilot project.

E. Each participating institution shall report annually to the State Regents about the operation and results of the pilot program.

F. As used in this section, “dyslexia” means a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities not consistent with the intelligence, motivation and sensory capabilities of the person, which difficulties typically result from a deficit in the phonological component of language.

From bill text:

A. It is the intent of the Legislature that the Oklahoma State Regents for Higher Education establish a comprehensive dyslexia teacher training pilot program. The Regents shall select one or more institutions within The Oklahoma State System of Higher Education to participate in the pilot program.

B. The goal of the pilot program shall be to demonstrate and evaluate the effectiveness of having trained teachers who can provide early reading assistance programs for children with risk factors for dyslexia and to evaluate whether the early assistance programs can reduce future special education costs.

C. Each institution participating in the dyslexia teacher training pilot program shall provide:

1. Programs or institutes for teachers of grades kindergarten through fourth grade designed to train teachers on the indicators of dyslexia and the types of instruction that children with dyslexia need to learn, read, write and spell, including multisensory structured language programs; and

2. Instruction for teacher candidates enrolled in the elementary, early childhood education or special education program at the institution, which is incorporated into those programs and is designed to train the teacher candidates on the indicators of dyslexia and the type of instruction that children with dyslexia need to learn, read, write and spell, including multisensory structured language programs.

D. The State Regents shall promulgate rules and establish guidelines and procedures for the pilot project.

E. Each participating institution shall report annually to the State Regents about the operation and results of the pilot program.

F. As used in this section, “dyslexia” means a specific learning disorder that is neurological in origin and that is characterized by unexpected difficulties with accurate or fluent word recognition and by poor spelling and decoding abilities not consistent with the intelligence, motivation and sensory capabilities of the person, which difficulties typically result from a deficit in the phonological component of language.

He has been measured by the assessment instruments, has pursued the appeals process, and has failed to achieve the required competency level in one or more subjects;

The superintendent of schools in the student’s district has certified to the commissioner that the student’s “Specific Learning Impairment” is the proximate cause of his failure to achieve the required competency levels and that there is no generally accepted remediation for such disability that would result in the student’s achieving the required competency levels;

The student has participated in and satisfactorily completed an educational proficiency plan, as defined by the department of elementary and secondary education, in all subjects in which he has failed to achieve the required competency levels;

The student has met all other requirements for graduation, both district and state, and has completed the goals of his Individualized Education Program (IEP) to the satisfaction of the IEP team, the student, and his parent or guardian; and

The student has received preliminary or final acceptance into any accredited 2, 3, or 4 year-long post-secondary educational program at a technical school, vocational school, college, or university.

Any diploma awarded pursuant to this section shall be known as a “standard” diploma but shall be considered evidence of high school graduation for all purposes, including but not limited to, post-secondary school admission, eligibility for state and federal post-secondary financial aid, and eligibility for employment.