First Regular Session
Seventy-fourth General Assembly
STATE OF COLORADO
INTRODUCED
LLS NO. 23-0850.01 Alana Rosen x2606
HOUSE BILL 23-1231
House Committees Senate Committees
Education
A BILL FOR AN ACT
C
ONCERNING IMPROVING MATHEMATICS OUTCOMES IN101
PRE-KINDERGARTEN THROUGH TW ELFTH GRADE EDUCATION .102
Bill Summary
(Note: This summary applies to this bill as introduced and does
not reflect any amendments that may be subsequently adopted. If this bill
passes third reading in the house of introduction, a bill summary that
applies to the reengrossed version of this bill will be available at
http://leg.colorado.gov
.)
The bill requires the department of education (department), by
January 2024, to make available free optional trainings in evidence-based
practices in mathematics, including a training specifically designed for
elementary school educators and a training specifically designed for
secondary school mathematics educators. Each training must include
interventions to help students who are below grade level or struggling in
HOUSE SPONSORSHIP
McLachlan and Pugliese,
SENATE SPONSORSHIP
Marchman and Lundeen,
Shading denotes HOUSE amendment. Double underlining denotes SENATE amendment.
Capital letters or bold & italic numbers indicate new material to be added to existing law.
Dashes through the words or numbers indicate deletions from existing law. mathematics, children with disabilities, and students who are English
language learners. The training is available to relevant staff of school
districts, related administrative units, district charter schools, institute
charter schools, boards of cooperative services, and community-based
organizations.
School district boards of education and institute charter schools are
strongly encouraged to adopt procedures for schools to provide support
to students in pre-kindergarten through twelfth grade and students'
families to improve mathematics outcomes. Procedures may include:
! Identifying students who are below grade level or
struggling in mathematics based on academic assessments;
! Notifying the parents, guardians, or legal custodians if a
student is below grade level or struggling in mathematics;
! Providing parents, guardians, or legal custodians with a list
of interventions to assist with mathematics at home,
including any state-approved curriculum options, referrals
for mathematics tutoring, or other intervention
opportunities, when applicable;
! Publishing mathematics curricula annually, including
supplemental curricula or interventions; and
! Implementing train-the-trainer or train-the-parent
framework plans to improve mathematics achievements for
students.
The bill creates the Colorado academic accelerator grant program
(grant program). The purpose of the grant program is to create community
learning centers that:
! Provide opportunities for academic enrichment and support
activities during nonschool hours, periods when school is
not in session, or during extended learning hours, including
tutorial services; and
! Offer families of students opportunities for engagement in
students' education, including opportunities for
mathematics literacy and related educational development.
Eligible entities that apply to the grant program are selected for a
grant that runs for a period of 3 years. The department shall prioritize
eligible entities that:
! Adopt intervention strategies;
! Use evidence-informed and evidence-based programs that
build student skills in STEM and mathematics;
! Use digital math accelerator programs;
! Serve high-needs students, as determined by the
department; or
! Have an established presence and relationship in the
community.
The bill requires school districts, public schools, the state charter
HB23-1231
-2- school institute, and institute charter schools that are on an improvement
plan, priority improvement plan, or a turnaround plan to identify
strategies to address the needs of students who are below grade level or
struggling in mathematics and set or revise, as appropriate, ambitious but
attainable targets that the public school shall attain in reducing the
number of students who are below grade level or struggling in
mathematics to increase the number of students who achieve grade-level
expectations in mathematics.
The bill amends the ninth-grade success grant program and
requires the department to prioritize applicants that propose programming
focused on evidence-based mathematics skills and intervention strategies,
including a focus on students who are below grade level or struggling in
mathematics and have academic achievement levels in mathematics that
are consistently ranked the lowest for public high schools in the state, as
determined by the department.
The bill includes a requirement that elementary and secondary
school mathematics teacher candidates of educator preparation programs
be trained in evidence-based practices in mathematics, including
interventions to help students who are below grade level or struggling in
mathematics, children with disabilities, and students who are English
language learners.
The bill includes early numeracy as part of the continuing
professional development requirements for teachers employed by a
preschool provider. The department of early childhood shall include early
numeracy as a subject matter area in the resource bank of preschool
curricula for use by preschool providers.
Be it enacted by the General Assembly of the State of Colorado:1
SECTION 1. In Colorado Revised Statutes, add 22-2-146.5 as2
follows:3
22-2-146.5. Department of education - improving mathematics4
outcomes - training and technical assistance - report - definitions.5
(1) A
S USED IN THIS SECTION, UNLESS THE CONTEXT OTHERWISE6
REQUIRES:7
(a) "C
HILDREN WITH DISABILITIES" HAS THE SAME MEANING AS SET8
FORTH IN SECTION 22-20-103.9
(b) "R
URAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT IN10
HB23-1231-3- COLORADO THAT THE DEPARTMENT D ETERMINES IS RURAL BASED ON THE1
GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE2
SCHOOL DISTRICT FROM THE NEAREST LARGE , URBANIZED AREA.3
(c) "S
MALL RURAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT4
IN COLORADO THAT THE DEPARTMENT DETERMINES IS RURAL BASED ON5
THE GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE6
SCHOOL DISTRICT FROM THE NEAREST LARGE , URBANIZED AREA AND THAT7
ENROLLS FEWER THAN ONE THOUSAND STUDENTS IN PRE -KINDERGARTEN8
THROUGH TWELFTH GRADE .9
(d) "T
RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT10
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH11
OTHER EDUCATORS ABOUT MATHEMATICS .12
(2) B
Y JANUARY 2024 , THE DEPARTMENT SHALL MAKE AVAILABLE13
FREE OPTIONAL TRAININGS, INCORPORATING THE TRAIN -THE-TRAINER14
MODEL, IN EVIDENCE-BASED PRACTICES IN MATHEMATICS , INCLUDING A15
TRAINING SPECIFICALLY DESIGNED FOR ELEMENTARY SCHOOL EDUCATORS16
AND A TRAINING SPECIFICALLY DESIGNED FOR SECONDARY SCHOOL17
MATHEMATICS EDUCATORS . EACH TRAINING MUST INCLUDE18
INTERVENTIONS AND STRATEGIES TO GROW AND ACCELERATE STUDENT19
PROFICIENCIES IN MATHEMATICS TO HELP STUDENTS WHO ARE BELOW20
GRADE LEVEL OR STRUGGLING IN MATHEMATICS , CHILDREN WITH21
DISABILITIES, AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .22
T
RAINING MAY INCLUDE , BUT NEED NOT BE LIMITED TO , CONTENT23
ALIGNED WITH STUDENT ACADEMIC STANDARDS , STANDARDS FOR24
MATHEMATICAL PRACTICE , AND CULTIVATION OF MATHEMATICAL BEST25
PRACTICES AND MINDSETS. THE TRAINING IS AVAILABLE TO RELEVANT26
STAFF OF SCHOOL DISTRICTS, RELATED ADMINISTRATIVE UNITS, DISTRICT27
HB23-1231
-4- CHARTER SCHOOLS , INSTITUTE CHARTER SCHOOLS , BOARDS OF1
COOPERATIVE SERVICES, AND COMMUNITY-BASED ORGANIZATIONS, AS2
DEFINED IN SECTION 22-2-146.6.3
(3) T
HE DEPARTMENT, UPON REQUEST, SHALL PROVIDE TECHNICAL4
ASSISTANCE TO RURAL SCHOOL DISTRICTS AND SMALL RURAL SCHOOL5
DISTRICTS, INCLUDING ADMINISTRATIVE UNITS AND DISTRICT CHARTER6
SCHOOLS, AND INSTITUTE CHARTER SCHOOLS IN RURAL AREAS . TECHNICAL7
ASSISTANCE MUST INCLUDE IDENTIFYING BEST PRACTICES IN8
MATHEMATICS, INCLUDING INTERVENTIONS TO HELP STUDENTS WHO ARE9
BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS , CHILDREN WITH10
DISABILITIES, AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .11
(4) T
HE DEPARTMENT SHALL PUBLISH, ON A CONTINUOUS BASIS, A12
LIST OF EVIDENCE-BASED CURRICULA AND ASSESSMENT OPTIONS FOR13
MATHEMATICS. THE DEPARTMENT SHALL CONSULT WITH SCHOOLS OF A14
SCHOOL DISTRICT, DISTRICT CHARTER SCHOOLS , INSTITUTE CHARTER15
SCHOOLS, EDUCATORS WHO TEACH MATHEMATICS , AND NATIONAL16
EXPERTS AND REPOSITORIES TO UPDATE THE LIST OF EVIDENCE -BASED17
CURRICULA AND ASSESSMENT OPTIONS FOR MATHEMATICS . THE18
DEPARTMENT SHALL REVIEW THE LIST AND REMOVE MATERIAL , AS19
NECESSARY, EVERY FOUR YEARS.20
(5) T
HE DEPARTMENT SHALL PROVIDE AND REGULARLY UPDATE21
EVIDENCE-BASED INTERVENTIONS FOR IMPROVING MATHEMATICS22
ACHIEVEMENT, INCLUDING INTERVENTION OPTIONS THAT MAY BE23
AVAILABLE TO PARENTS REMOTELY . THE DEPARTMENT SHALL PUBLISH24
THE EVIDENCE-BASED INTERVENTIONS ON THE DEPARTMENT 'S WEBSITE.25
(6) (a) N
OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR26
BEFORE JULY 1, 2024, AND ON OR BEFORE JULY 1 EACH YEAR THEREAFTER,27
HB23-1231
-5- THE DEPARTMENT SHALL REPORT TO THE EDUCATION COMMITTEES OF THE1
HOUSE OF REPRESENTATIVES AND THE SENATE , OR THEIR SUCCESSOR2
COMMITTEES, AND THE STATE BOARD CONCERNING THE ACTIVITIES AND3
STATUS OF ANY TECHNICAL ASSISTANCE AND TRAINING PROVIDED4
PURSUANT TO THIS SECTION.5
(b) B
EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT6
ON THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (6)(a) OF7
THIS SECTION AT THE DEPARTMENT'S ANNUAL HEARING HELD PURSUANT8
TO THE "SMART ACT", PART 2 OF ARTICLE 7 OF TITLE 2.9
SECTION 2. In Colorado Revised Statutes, add 22-32-118.6 as10
follows:11
22-32-118.6. Intervention strategies - improving mathematics12
outcomes - definitions. (1) A
S USED IN THIS SECTION, UNLESS THE13
CONTEXT OTHERWISE REQUIRES :14
(a) "T
RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP15
A PARENT, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD16
IN UNDERSTANDING MATHEMATICS CONCEPTS .17
(b) "T
RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT18
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH19
OTHER EDUCATORS ABOUT MATHEMATICS .20
(2) E
ACH SCHOOL DISTRICT BOARD OF EDUCATION OR DISTRICT21
CHARTER SCHOOL IS STRONGLY ENC OURAGED TO ADOPT PROCEDURES BY22
WHICH THE SCHOOLS OF A SCHOOL DISTRICT OR DISTRICT CHARTER23
SCHOOLS PROVIDE SUPPORT TO STUDENTS IN PRE -KINDERGARTEN24
THROUGH TWELFTH GRADE AND STUDENTS ' FAMILIES TO IMPROVE25
MATHEMATICS OUTCOMES . PROCEDURES MAY INCLUDE :26
(a) I
DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR27
HB23-1231
-6- STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS1
ADMINISTERED PURSUANT TO SECTION 22-7-1006.3;2
(b) N
OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS3
IF A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;4
(c) P
ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH5
A LIST OF INTERVENTIONS TO ASSIST WITH MATHEMATICS AT HOME ,6
INCLUDING ANY STATE-APPROVED CURRICULUM OPTIONS DESCRIBED IN7
SECTION 22-2-146.5, REFERRALS FOR MATHEMATICS TUTORING , OR OTHER8
INTERVENTION OPPORTUNITIES, WHEN APPLICABLE;9
(d) P
UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING10
SUPPLEMENTAL CURRICULA OR INTERVENTIONS ; AND11
(e) I
MPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT12
FRAMEWORK PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR13
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN14
MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION15
22-20-103;
OR STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .16
(3) I
F A SCHOOL DISTRICT BOARD OF EDUCATION ADOPTS17
PROCEDURES PURSUANT TO THIS SECTION , A PARENT, GUARDIAN, OR18
LEGAL CUSTODIAN MAY CONTACT THE SCHOOL DISTRICT IN WHICH THE19
PARENT'S, GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO20
REQUEST ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE21
DEPARTMENT PURSUANT TO SECTION 22-2-146.5 IF THE PARENT,22
GUARDIAN, OR LEGAL CUSTODIAN DETERMINES THE STUDENT NEEDS23
ADDITIONAL INTERVENTION SUPPORT .24
SECTION 3. In Colorado Revised Statutes, add 22-30.5-526.525
as follows:26
22-30.5-526.5. Intervention strategies - improving27
HB23-1231
-7- mathematics outcomes - definitions. (1) A S USED IN THIS SECTION,1
UNLESS THE CONTEXT OTHERWISE REQUIRES :2
(a) "T
RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP3
A PARENT, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD4
IN UNDERSTANDING MATHEMATICS CONCEPTS .5
(b) "T
RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT6
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH7
OTHER EDUCATORS ABOUT MATHEMATICS .8
(2) E
ACH INSTITUTE CHARTER SCHOOL IS STRONGLY ENCOURAGED9
TO ADOPT PROCEDURES BY WHICH THE INSTITUTE CHARTER SCHOOL10
PROVIDES SUPPORTS TO STUDENTS IN PRE -KINDERGARTEN THROUGH11
TWELFTH GRADE AND STUDENTS ' FAMILIES TO IMPROVE MATHEMATICS12
OUTCOMES. PROCEDURES MAY INCLUDE :13
(a) I
DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR14
STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS15
ADMINISTERED PURSUANT TO SECTION 22-7-1006.3;16
(b) N
OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS17
IF A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;18
(c) P
ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH19
A LIST OF INTERVENTIONS TO ASSIST WITH MATHEMATICS AT HOME ,20
INCLUDING ANY STATE-APPROVED CURRICULUM OPTIONS DESCRIBED IN21
SECTION 22-2-146.5, REFERRALS FOR MATHEMATICS TUTORING , OR OTHER22
INTERVENTION OPPORTUNITIES, WHEN APPLICABLE;23
(d) P
UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING24
SUPPLEMENTAL CURRICULA OR INTERVENTIONS ; AND25
(e) I
MPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT26
PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR STUDENTS WHO27
HB23-1231
-8- ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ; CHILDREN1
WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; OR STUDENTS WHO2
ARE ENGLISH LANGUAGE LEARNERS .3
(3) I
F AN INSTITUTE CHARTER SCHOOL ADOPTS PROCEDURES4
PURSUANT TO THIS SECTION, A PARENT, GUARDIAN, OR LEGAL CUSTODIAN5
MAY CONTACT THE INSTITUTE CHARTER SCHOOL IN WHICH THE PARENT 'S,6
GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO REQUEST7
ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE8
DEPARTMENT PURSUANT TO SECTION 22-2-146.5 IF THE PARENT,9
GUARDIAN, OR LEGAL CUSTODIAN DETERMINES THE STUDENT NEEDS10
ADDITIONAL INTERVENTION SUPPORT .11
SECTION 4. In Colorado Revised Statutes, add 22-2-146.6 as12
follows:13
22-2-146.6. Colorado academic accelerator grant program -14
report - rules - definitions. (1) A
S USED IN THIS SECTION, UNLESS THE15
CONTEXT OTHERWISE REQUIRES :16
(a) "C
OLORADO ACADEMIC ACCELERATOR GRANT PROGRAM " OR17
"
GRANT PROGRAM" MEANS THE COLORADO ACADEMIC ACCELERATOR18
GRANT PROGRAM CREATED IN SUBSECTION (2) OF THIS SECTION.19
(b) "C
OMMUNITY-BASED ORGANIZATION" MEANS A PUBLIC OR20
PRIVATE NONPROFIT ORGANIZATION OF DEMONSTRATED EFFECTIVENESS21
THAT IS REPRESENTATIVE OF A COMMUNITY OR SIGNIFICANT SEGMENTS OF22
A COMMUNITY AND PROVIDES EDUCATIONAL OR RELATED SERVICES TO23
INDIVIDUALS IN THE COMMUNITY.24
(c) "C
OMMUNITY LEARNING CENTER " MEANS AN ENTITY THAT25
ASSISTS STUDENTS TO MEET THE RIGOROUS STATE ACADEMIC STANDARDS26
BY PROVIDING STUDENTS WITH FREE ACADEMIC ENRICHMENT AND27
HB23-1231
-9- SUPPORT ACTIVITIES AND A BROAD ARRAY OF OTHER ACTIVITIES DURING1
NONSCHOOL HOURS, PERIODS WHEN SCHOOL IS NOT IN SESSION, OR DURING2
EXTENDED LEARNING HOURS .3
(d) "E
LIGIBLE ENTITY" MEANS A LOCAL EDUCATION PROVIDER , A4
COMMUNITY-BASED ORGANIZATION , AN INDIAN TRIBE OR TRIBAL5
ORGANIZATION, ANOTHER PUBLIC OR PRIVATE ENTITY, OR A CONSORTIUM6
OF TWO OR MORE AGENCIES, ORGANIZATIONS, OR ENTITIES.7
(e) "L
OCAL EDUCATION PROVIDER" MEANS A SCHOOL DISTRICT, A8
CHARTER SCHOOL AUTHORIZED BY A SCHOOL DISTRICT PURS UANT TO PART9
1
OF ARTICLE 30.5 OF THIS TITLE 22, A CHARTER SCHOOL AUTHORIZED BY10
THE STATE CHARTER SCHOOL INSTITUTE PURSUANT TO PART 5 OF ARTICLE11
30.5
THIS TITLE 22, OR A BOARD OF COOPERATIVE SERVICES CREATED AND12
OPERATED PURSUANT TO ARTICLE 5 OF THIS TITLE 22 THAT OPERATES13
MORE THAN ONE PUBLIC SCHOOL .14
(f) "STEM"
MEANS THE COMBINATION OF THE DISCIPLINES OF15
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS.16
(2) (a) T
HERE IS CREATED IN THE DEPARTMENT THE COLORADO17
ACADEMIC ACCELERATOR GRANT PROGRAM . THE PURPOSE OF THE GRANT18
PROGRAM IS TO CREATE COMMUNITY LEARNING CENTERS THAT :19
(I) P
ROVIDE OPPORTUNITIES FOR FREE ACADEMIC ENRICHMENT20
AND SUPPORT ACTIVITIES, WHICH MUST INCLUDE PROVIDING TUTORIAL21
SERVICES TO HELP STUDENTS, PARTICULARLY STUDENTS WHO ATTEND22
HIGH-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT , TO MEET23
RIGOROUS STATE ACADEMIC STANDARDS , SPECIFICALLY IN STEM AND24
MATHEMATICS, AND TO INCREASE PROFICIENCIES IN MATHEMATICS25
OUTCOMES; AND26
(II) O
FFER FAMILIES OF STUDENTS OPPORTUNITIES FOR ACTIVE AND27
HB23-1231
-10- MEANINGFUL ENGAGEMENT IN STUDENTS ' EDUCATION, INCLUDING1
OPPORTUNITIES FOR MATHEMATICS LITERACY AND RELATED EDUCATIONAL2
DEVELOPMENT.3
(b) T
HE DEPARTMENT SHALL ADMINISTER THE GRANT PROGRAM4
PURSUANT TO THE STATE BOARD RULES ADOPTED PURS UANT TO5
SUBSECTION (5) OF THIS SECTION. AN ELIGIBLE ENTITY THAT RECEIVES6
GRANT MONEY PURSUANT TO THIS SECTION SHALL USE THE GRANT MONEY7
TOWARD MEETING THE PURPOSES SET FORTH IN SUBSECTION (2)(a) OF THIS8
SECTION. ELIGIBLE ENTITIES ARE SELECTED FOR A GRANT THAT RUNS FOR9
A PERIOD OF THREE YEARS . IF A COMMUNITY-BASED ORGANIZATION10
APPLIES, THE COMMUNITY-BASED ORGANIZATION MUST BE EXPERIENCED11
IN OUT-OF-SCHOOL SUPPORTS AND SHALL PARTNER WITH A LOCAL12
EDUCATION PROVIDER AS AN ELIGIBLE ENTITY .13
(c) T
HE DEPARTMENT SHALL IMPLEMENT A TIMELINE FOR THE14
GRANT PROGRAM, WHICH MUST INCLUDE THE FOLLOWING :15
(I) T
HE DATE THE DEPARTMENT SHALL ANNOUNCE THE GRANT16
PROGRAM AND BEGIN ACCEPTING APPLICATIONS FROM ELIGIBLE ENTITIES ;17
(II) T
HE DATE BY WHICH AN ELIGIBLE ENTITY MUST SUBMIT AN18
APPLICATION;19
(III) T
HE DATE THE DEPARTMENT SHALL BEGIN DISTRIBUTING20
GRANT MONEY TO THE GRANTEES ; AND21
(IV) T
HE DATES AN ELIGIBLE ENTITY SHALL SUBMIT A REPORT TO22
THE DEPARTMENT SUMMARIZING THE USE OF FUNDS PURSUANT TO THIS23
SECTION, INCLUDING DATA ON THE ACADEMIC IMPROVEMENT OF STUDENTS24
IN MATHEMATICS DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE25
LEVEL, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND ENGLISH26
LANGUAGE LEARNER STATUS .27
HB23-1231
-11- (3) (a) THE DEPARTMENT SHALL PRIORITIZE ELIGIBLE ENTITIES1
THAT:2
(I) A
DOPT INTERVENTION STRATEGIES DESCRIBED IN SECTION3
22-32-118.6
OR 22-30.5-526.5;4
(II) U
SE EVIDENCE-INFORMED AND EVIDENCE-BASED PROGRAMS5
THAT BUILD STUDENT SKILLS IN STEM AND MATHEMATICS;6
(III) U
SE DIGITAL MATH ACCELERATOR PROGRAMS ;7
(IV) S
ERVE HIGH-NEEDS STUDENTS, AS DETERMINED BY THE8
DEPARTMENT;9
(V) T
ARGET STUDENTS WHO TRANSITION FROM ELEMENTARY10
SCHOOL TO MIDDLE SCHOOL AND MIDDLE SCHOOL TO HIGH SCHOOL ; OR11
(VI) H
AVE AN ESTABLISHED PRESENCE AND RELATIONSHIP IN THE12
COMMUNITY.13
(b) T
HE DEPARTMENT SHALL REVIEW THE APPLICATIONS14
SUBMITTED PURSUANT TO SUBSECTION (2)(c)(II) OF THIS SECTION AND15
MAKE RECOMMENDATIONS TO THE STATE BOARD . THE STATE BOARD16
SHALL TAKE INTO CONSIDERATION THE RECOMMENDATIONS OF THE17
DEPARTMENT IN SELECTING THE ELIGIBLE ENTITIES THAT RECEIVE GRANTS18
AND DETERMINING THE AMOUNT OF EACH GRANT .19
(c) T
HE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT20
OF STATE FUNDS FOR THE FOLLOWING ACTIVITIES :21
(I) M
ONITORING AND EVALUATING PROGRAMS ACTIVITIES ; AND22
(II) P
ROVIDING TRAINING AND TECHNICAL ASSISTANCE .23
(d) T
HE DEPARTMENT SHALL ENSURE ELIGIBLE ENTITIES USE24
EVIDENCE-INFORMED AND EVIDENCE -BASED CURRICULA AND25
INTERVENTIONS IN MATHEMATICS AS IDENTIFIED BY THE DEPARTMENT26
PURSUANT TO SECTION 22-2-146.5, INCLUDING ANY STATE-PURCHASED27
HB23-1231
-12- CURRICULA OR DIGITAL SOFTWARE FOCUSED ON MATHEMATICS .1
(4) (a) E
LIGIBLE ENTITIES SHALL USE GRANT FUNDS FOR FREE2
ACADEMIC ENRICHMENT AND SUPPORT ACTIVITIES AND TUTORING3
PROGRAMS WITH A FOCUS ON STEM AND MATHEMATICS, PARTICULARLY4
FOR STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN5
MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION6
22-20-103;
AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .7
(b) E
LIGIBLE ENTITIES MAY USE GRANT FUNDS TO :8
(I) F
ACILITATE PROGRAMS TO ENGAGE COMMUNITIES TO SUPPORT9
HIGH-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT ;10
(II) C
REATE MENTORSHIP PROGRAMS ; AND11
(III) P
ROVIDE OTHER ACADEMIC OR SOCIAL ENRICHMENT12
OPPORTUNITIES, INCLUDING EXPERIENTIAL MATHEMATICS ACTIVITIES , TO13
HELP ENSURE STUDENTS CAN MEET THE STATE 'S RIGOROUS ACADEMIC14
STANDARDS.15
(c) I
F A LOCAL EDUCATION PROVIDER RECEIVES A GRANT TO16
BECOME A COMMUNITY LEARNING CENTER , THE LOCAL EDUCATION17
PROVIDER SHALL PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT18
PROGRAMS, MENTORSHIP PROGRAMS, REMEDIAL EDUCATION PROGRAMS ,19
AND TUTORING SERVICES THAT ALIGN WITH THE STATE 'S RIGOROUS20
ACADEMIC STANDARDS .21
(d) (I) I
F A LOCAL EDUCATION PROVIDER IN PARTNERSHIP WITH A22
COMMUNITY-BASED ORGANIZATION RECEIVES A GRANT TO BECOME A23
COMMUNITY LEARNING CENTER , THE LOCAL EDUCATION PROVIDER SHALL24
PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT PROGRAMS ,25
MENTORSHIP PROGRAMS , REMEDIAL EDUCATION PROGRAMS , AND26
TUTORING SERVICES THAT ALIGN WITH THE STATE 'S RIGOROUS ACADEMIC27
HB23-1231
-13- STANDARDS. THE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH1
THE COMMUNITY-BASED ORGANIZATION TO SHARE DATA ON STUDENT2
PERFORMANCE THAT IS RELEVANT TO EACH STUDENT 'S PERFORMANCE IN3
SCHOOL IN ACCORDANCE WITH THE FEDERAL "FAMILY EDUCATIONAL4
R
IGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g, AS AMENDED,5
AND THE "STUDENT DATA TRANSPARENCY AND SECURITY ACT", CREATED6
IN ARTICLE 16 OF THIS TITLE 22.7
(II) T
HE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH8
COMMUNITY-BASED ORGANIZATION INSTRUCTORS TO :9
(A) O
FFER ACCESS TO RELEVANT DISTRICT OR STATE TRAINING10
FOCUSED ON STEM AND MATHEMATICS INSTRUCTION , INCLUDING11
TRAINING CREATED PURSUANT TO SECTION 22-2-146.5 (1); AND12
(B) P
ROVIDE ACCESS TO DISTRICT OR STATEWIDE SOFTWARE13
LICENSES FOR DIGITAL MATH ACCELERATOR PROGRAMS .14
(5) T
HE STATE BOARD MAY PROMULGATE RULES FOR THE15
IMPLEMENTATION OF THIS SECTION.16
(6) (a) O
N OR BEFORE JULY 1, 2024, THE DEPARTMENT SHALL17
CONTRACT WITH A THIRD-PARTY EVALUATOR TO REVIEW, EVALUATE, AND18
DRAFT A REPORT SUMMARIZING THE FOLLOWING :19
(I) T
HE IMPACT OF THE GRANT PROGRAM ON FINANCIAL SAVINGS20
FOR PARENTS;21
(II) D
ATA ON STUDENT ENGAGEMENT , DROPOUT RATES ,22
GRADUATION RATES, CHRONIC ABSENTEEISM, AND MOBILITY RATES;23
(III) S
TUDENT ACADEMIC IMPROVEMENT IN MATHEMATICS ,24
INCLUDING DATA DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE25
LEVEL, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND ENGLISH26
LANGUAGE LEARNER STATUS ; AND27
HB23-1231
-14- (IV) THE DISAGGREGATED DATA OF ELIGIBLE ENTITIES SUBMITTED1
TO THE DEPARTMENT PURSUANT TO SUBSECTION (2)(c)(IV) OF THIS2
SECTION.3
(b) I
F THE DEPARTMENT HAS AN EXISTING CONTRACT WITH A4
THIRD-PARTY EVALUATOR, THE DEPARTMENT MAY USE THE THIRD-PARTY5
EVALUATOR FOR PURPOSES OF THIS SECTION .6
(7) (a) N
OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR7
BEFORE OCTOBER 1, 2024, AND EACH OCTOBER 1 THEREAFTER, THE8
DEPARTMENT SHALL SUBMIT THE REPORT DESCRIBED IN SUBSECTION (6)9
OF THIS SECTION TO THE EDUCATION COMMITTEES OF THE HOUSE OF10
REPRESENTATIVES AND THE SENATE , OR THEIR SUCCESSOR COMMITTEES,11
THE GOVERNOR, AND THE STATE BOARD.12
(b) B
EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT13
ON THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (7)(a) OF14
THIS SECTION AT THE DEPARTMENT'S ANNUAL HEARING HELD PURSUANT15
TO THE "SMART ACT", PART 2 OF ARTICLE 7 OF TITLE 2.16
(8) T
HE DEPARTMENT AND ELIGIBLE ENTITIES SHALL REPORT DATA17
PURSUANT TO THIS SECTION IN COMPLIANCE WITH THE FEDERAL "FAMILY18
E
DUCATIONAL RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC.19
1232g,
AS AMENDED, AND THE "STUDENT DATA TRANSPARENCY AND20
S
ECURITY ACT", CREATED IN ARTICLE 16 OF THIS TITLE 22.21
(9) F
OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY22
SHALL APPROPRIATE TWENTY -FIVE MILLION DOLLARS TO THE23
DEPARTMENT. THE DEPARTMENT SHALL HAVE THE AUTHORITY TO SPEND24
FUNDS CONTINUOUSLY THROUGH THE 2026-27 BUDGET YEAR FOR THE25
PURPOSES OF THIS SECTION. ANY UNEXPENDED FUNDS THAT REMAIN AT26
THE END OF THE 2026-27 BUDGET YEAR REVERT BACK TO THE GENERAL27
HB23-1231
-15- FUND.1
SECTION 5. In Colorado Revised Statutes, 22-11-304, amend2
(3) introductory portion; and add (3)(a.7) as follows:3
22-11-304. Accredited with improvement plan - school district4
or institute - plan contents - adoption. (3) A district improvement plan5
or an institute improvement plan shall MUST be designed to ensure that6
the school district or the institute improves its performance to the extent7
that, following completion of its next annual accreditation review, the8
school district or the institute attains a higher accreditation category. At9
a minimum, a district improvement plan or an institute improvement plan10
shall MUST:11
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS12
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET13
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT14
THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE15
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN16
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO17
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES18
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL19
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY20
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,21
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR22
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS23
ACCELERATOR PROGRAMS .24
SECTION 6. In Colorado Revised Statutes, 22-11-305, add25
(3)(a.7) as follows:26
22-11-305. Accredited with priority improvement plan - school27
HB23-1231
-16- district or institute - plan contents - adoption. (3) A district priority1
improvement plan or an institute priority improvement plan must be2
designed to ensure that the school district or the institute improves its3
performance to the extent that, following completion of its next annual4
accreditation review, the school district or the institute attains a higher5
accreditation category. At a minimum, a district priority improvement6
plan or an institute priority improvement plan must:7
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS8
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET9
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT10
THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE11
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN12
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO13
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES14
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL15
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY16
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,17
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR18
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS19
ACCELERATOR PROGRAMS .20
SECTION 7. In Colorado Revised Statutes, 22-11-306, add21
(3)(a.7) as follows:22
22-11-306. Accredited with turnaround plan - school district23
or institute - plan content - adoption. (3) A district turnaround plan or24
an institute turnaround plan must be designed to ensure that the school25
district or the institute improves its performance to the extent that,26
following completion of its next annual accreditation review, the school27
HB23-1231
-17- district or the institute attains a higher accreditation category. At a1
minimum, a district turnaround plan or an institute turnaround plan must:2
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS3
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET4
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT5
THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE6
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN7
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO8
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES9
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL10
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY11
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,12
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR13
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS14
ACCELERATOR PROGRAMS .15
SECTION 8. In Colorado Revised Statutes, 22-11-404, amend16
(3) introductory portion; and add (3)(a.7) as follows:17
22-11-404. School improvement plan - contents. (3) A school18
improvement plan shall
MUST be designed to raise the academic19
performance of students enrolled in the public school and to ensure that20
the public school, following the next annual performance review, attains21
a higher accreditation category. At a minimum, each school improvement22
plan shall MUST:23
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS24
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET25
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT26
THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF27
HB23-1231
-18- STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN1
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO2
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES3
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL4
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY5
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,6
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR7
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS8
ACCELERATOR PROGRAMS .9
SECTION 9. In Colorado Revised Statutes, 22-11-405, add10
(4)(a.7) as follows:11
22-11-405. School priority improvement plan - contents. (4) A12
school priority improvement plan must be designed to ensure that the13
public school improves its performance to the extent that, following14
completion of the public school's next annual performance review, the15
public school attains a higher accreditation category. At a minimum, a16
school priority improvement plan must:17
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS18
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET19
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT20
THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF21
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN22
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO23
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES24
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL25
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY26
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,27
HB23-1231
-19- AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR1
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS2
ACCELERATOR PROGRAMS .3
SECTION 10. In Colorado Revised Statutes, 22-11-406, add4
(3)(a.7) as follows:5
22-11-406. School turnaround plan - contents. (3) A school6
turnaround plan must be designed to ensure that the public school7
improves its performance to the extent that, following completion of the8
public school's next annual performance review, the public school attains9
a higher accreditation category. At a minimum, a school turnaround plan10
must:11
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS12
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET13
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT14
THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF15
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN16
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO17
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES18
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL19
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY20
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,21
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR22
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS23
ACCELERATOR PROGRAMS .24
SECTION 11. In Colorado Revised Statutes, 22-14-109.5,25
amend (4) as follows:26
22-14-109.5. Ninth-grade success grant program - created -27
HB23-1231
-20- criteria - use of grant money - report - rules - definitions - repeal.1
(4) (a) The department shall review each of the applications received2
pursuant to this section and recommend to the state board applicants to3
receive grants and the amount, duration, and grant match amount of each4
recommended grant. Beginning in the 2019-20 budget year, the state5
board, subject to available appropriations, shall award the grants, taking6
into consideration the recommendations of the department. In awarding7
a grant, the state board shall specify the amount and duration of the grant8
and the amount of the grant match, including any type of in-kind9
contribution, that the grant recipient must provide.10
(b) The department and the state board, in recommending and11
awarding grants, shall prioritize applicants that:12
(I) Have a four-year graduation rate that, over the preceding three13
school years, has consistently ranked within the lowest twenty percent of14
the four-year graduation rates for public high schools in the state;15
(II) P
ROPOSE PROGRAMMING FOCUSED ON EVIDENCE -BASED16
MATHEMATICS SKILLS AND INTERVENTION STRATEGIES , INCLUDING A17
FOCUS ON STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN18
MATHEMATICS; AND19
(III) H
AVE ACADEMIC ACHIEVEMENT LEVELS IN MATHEMATICS20
THAT ARE CONSISTENTLY RANKED THE LOWEST FOR PUBLIC HIGH SC HOOLS21
IN THE STATE, AS DETERMINED BY THE DEPARTMENT .22
(c) To the extent practicable, the state board shall also ensure that23
the grant recipients vary in student population size and are located in24
urban, suburban, and rural areas throughout the state.25
SECTION 12. In Colorado Revised Statutes, 23-1-121, add26
(2)(g) as follows:27
HB23-1231
-21- 23-1-121. Commission directive - approval of educator1
preparation programs - review - report - legislative declaration.2
(2) The commission shall adopt policies establishing the requirements for3
educator preparation programs offered by institutions of higher education.4
The department shall work in cooperation with the state board of5
education in developing the requirements for educator preparation6
programs. At a minimum, the requirements must ensure that each7
educator preparation program complies with section 23-1-125, is8
designed on a performance-based model, and includes:9
(g) A
REQUIREMENT THAT ELEMENTARY AND SECONDARY SCHOOL10
MATHEMATICS TEACHER CANDIDATES ARE TRAINED IN EVIDENCE -BASED11
PRACTICES IN MATHEMATICS , INCLUDING INTERVENTIONS TO HELP12
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN13
MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION14
22-20-103;
AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .15
SECTION 13. In Colorado Revised Statutes, 23-78-104, amend16
(1) as follows:17
23-78-104. Educator preparation program - best practices -18
guidelines - report. (1) (a) The department of higher education and the19
department of education, in collaboration with the deans of the schools20
of education in Colorado institutions of higher education, or their21
designees, shall review research and practices from other states and other22
countries to identify best practices in providing educator preparation23
programs, including:24
(I) Effective curricula, teaching teacher candidates the science of25
teaching reading and strategies to ensure all students learn to read, course26
scope and sequence, and timing of and effective practices in providing27
HB23-1231
-22- clinical practice; AND1
(II) E
FFECTIVE CURRICULA AND INTERVENTIONS , TEACHING2
ELEMENTARY AND SECONDARY SCHOOL MATHEMATICS TEACHER3
CANDIDATES INTERVENTIONS AND STRATEGIES TO HELP STUDENTS WHO4
ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ; CHILDREN5
WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; AND STUDENTS6
WHO ARE ENGLISH LANGUAGE LEARNERS .7
(b) The departments and deans, or their designees, shall work with8
persons who implement alternative teacher programs, local education9
providers, teachers, and other interested parties in identifying the best10
practices. No later than January 1, 2020, the departments shall jointly11
adopt guidelines to assist educator preparation programs in adopting and12
implementing the best practices, including best practices to ensure that13
teacher candidates are well trained to teach students to read.14
SECTION 14. In Colorado Revised Statutes, 26.5-4-205, amend15
(2)(e) and (3)(a)(III); and add (3)(a)(III.5) as follows:16
26.5-4-205. Quality standards - evaluation - support. (2) At a17
minimum, the quality standards established in rule must include:18
(e) Requirements for continuing professional development for19
teachers employed by a preschool provider, which must be focused on20
improving teacher-child interactions and quality of instruction, including21
improving fidelity in implementing evidence-based curricula and student22
outcomes, and may allow for training in early
NUMERACY, language, and23
literacy development, and the science of reading that is appropriate for24
early childhood education and comparable to the training required for25
early grade teachers pursuant to the "Colorado READ Act", part 12 of26
article 7 of title 22. The department shall work with the department of27
HB23-1231
-23- education to allow, to the fullest extent possible, a teacher who is licensed1
by the department of education to use the professional development2
required to renew the teaching license to also meet the professional3
development requirements established by the department for teachers4
employed by a preschool provider.5
(3) (a) Using the procedures specified in subsection (3)(b) of this6
section, the department shall create a resource bank of preschool curricula7
for use by preschool providers. The resource bank may include only8
curricula that, at a minimum:9
(III) Promote literacy, as developmentally appropriate, based on10
the science of reading by providing language development, including11
speech sounds, vocabulary, grammar, and use, and providing12
developmentally appropriate instruction to support children's success in13
early elementary grades when receiving instruction pursuant to the14
"Colorado READ Act", part 12 of article 7 of title 22, in the areas of15
phonemic awareness; phonics; vocabulary development; reading fluency,16
including oral skills; and reading comprehension; and17
(III.5) P
ROMOTE EARLY NUMERACY ; AND18
SECTION 15. Safety clause. The general assembly hereby finds,19
determines, and declares that this act is necessary for the immediate20
preservation of the public peace, health, or safety.21
HB23-1231
-24-