First Regular Session
Seventy-fourth General Assembly
STATE OF COLORADO
REREVISED
This Version Includes All Amendments
Adopted in the Second House
LLS NO. 23-0850.01 Alana Rosen x2606
HOUSE BILL 23-1231
House Committees Senate Committees
Education Education
Appropriations Appropriations
A BILL FOR AN ACT
C
ONCERNING IMPROVING MATHEMATICS OUTCOMES IN101
PRE-KINDERGARTEN THROUGH TWELFTH GRADE
EDUCATION,102
AND, IN CONNECTION THEREWITH, MAKING AN APPROPRIATION.103
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
SENATE
3rd Reading Unamended
May 1, 2023
SENATE
Amended 2nd Reading
April 28, 2023
HOUSE
3rd Reading Unamended
April 13, 2023
HOUSE
Amended 2nd Reading
April 12, 2023
HOUSE SPONSORSHIP
McLachlan and Pugliese, Amabile, Bird, Brown, Duran, Jodeh, Lieder, Lindsay,
Martinez, McCluskie, Ricks, Sharbini, Snyder, Valdez, Velasco, Woodrow, Young
SENATE SPONSORSHIP
Marchman and Lundeen, Bridges, Buckner, Fenberg, Gardner, Priola
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. interventions to help students who are below grade level or struggling in
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.
1231
-2- The bill requires school districts, public schools, the state charter
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) "EVIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN10
1231-3- MATHEMATICS THAT RELIES ON PEER-REVIEWED EVIDENCE TO ESTABLISH1
A BASIS FOR ACCELERATING LEARNING. "EVIDENCE-INFORMED" INCLUDES2
EVIDENCE-INFORMED CURRICULA , INTERVENTIONS, ACCELERATION3
STRATEGIES, AND ASSESSMENT OPTIONS.4
(c) "RURAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT IN5
C
OLORADO THAT THE DEPARTMENT D ETERMINES IS RURAL BASED ON THE6
GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE7
SCHOOL DISTRICT FROM THE NEAREST LARGE , URBANIZED AREA.8(d) "SMALL RURAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT9
IN COLORADO THAT THE DEPARTMENT DETERMINES IS RURAL BASED ON10
THE GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE11
SCHOOL DISTRICT FROM THE NEAREST LARGE , URBANIZED AREA AND THAT12
ENROLLS FEWER THAN ONE THOUSAND STUDENTS IN PRE -KINDERGARTEN13
THROUGH TWELFTH GRADE .14
(e) "TRAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT15
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH16
OTHER EDUCATORS ABOUT MATHEMATICS .17
(2) B
Y JANUARY 2024 , THE DEPARTMENT SHALL
CONTRACT WITH18
AN ORGANIZATION, IN ACCORDANCE WITH THE "PROCUREMENT CODE",19
ARTICLES 101 TO 112 OF TITLE 24, TO CREATE FREE OPTIONAL TRAININGS,20
INCORPORATING THE TRAIN-THE-TRAINER MODEL, IN EVIDENCE-INFORMED21
PRACTICES IN MATHEMATICS , INCLUDING A TRAINING SPECIFICALLY22
DESIGNED FOR ELEMENTARY SCHOOL EDUCATORS AND A TRAINING23
SPECIFICALLY DESIGNED FOR SECONDARY SCHOOL MATHEMATICS24
EDUCATORS. EACH TRAINING MUST INCLUDE INTERVENTIONS AND25
STRATEGIES TO GROW AND ACCELERATE STUDENT PROFICIENCIES IN26
MATHEMATICS TO HELP STUDENTS WHO ARE BELOW GRADE LEVEL OR27
1231
-4- STRUGGLING IN MATHEMATICS , CHILDREN WITH DISABILITIES , AND1
STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS . TRAINING MAY2
INCLUDE, BUT NEED NOT BE LIMITED TO, CONTENT ALIGNED WITH STUDENT3
ACADEMIC STANDARDS, STANDARDS FOR MATHEMATICAL PRACTICE , AND4
CULTIVATION OF MATHEMATICAL BEST PRACTICES AND MINDSETS . THE5
TRAINING IS AVAILABLE TO RELE VANT STAFF OF SCHOOL DISTRICTS ,6
RELATED ADMINISTRATIVE UNITS, DISTRICT CHARTER SCHOOLS, INSTITUTE7
CHARTER SCHOOLS , BOARDS OF COOPERATIVE SERVICES , AND8
COMMUNITY-BASED ORGANIZATIONS, AS DEFINED IN SECTION 22-2-146.6.9
THE DEPARTMENT SHALL KEEP RECORD OF THE SCHOOL DISTRICTS,10
RELATED ADMINISTRATIVE UNITS, DISTRICT CHARTER SCHOOLS, INSTITUTE11
CHARTER SCHOOLS, AND BOARDS OF COOPERATIVE SERVICES THAT12
PARTICIPATE IN THE EDUCATOR TRAINING .13
(3) T
HE DEPARTMENT, UPON REQUEST, SHALL PROVIDE TECHNICAL14
ASSISTANCE TO RURAL SCHOOL DISTRICTS AND SMALL RURAL SCHOOL15
DISTRICTS, INCLUDING ADMINISTRATIVE UNITS AND DISTRICT CHARTER16
SCHOOLS, AND INSTITUTE CHARTER SCHOOLS IN RURAL AREAS. TECHNICAL17
ASSISTANCE MUST INCLUDE IDENTIFYING BEST PRACTICES IN18
MATHEMATICS, INCLUDING INTERVENTIONS TO HELP STUDENTS WHO ARE19
BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS , CHILDREN WITH20
DISABILITIES, AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .21
(4) T
HE DEPARTMENT SHALL PUBLISH, ON A CONTINUOUS BASIS, A22
LIST OF
EVIDENCE-INFORMED CURRICULA AND ASSESSMENT OPTIONS FOR23
MATHEMATICS. THE DEPARTMENT SHALL CONSULT WITH SCHOOLS OF A24
SCHOOL DISTRICT, DISTRICT CHARTER SCHOOLS , INSTITUTE CHARTER25
SCHOOLS, EDUCATORS WHO TEACH MATHEMATICS , AND NATIONAL26
EXPERTS AND REPOSITORIES TO UPDATE THE LIST OF EVIDENCE-INFORMED27
1231
-5- CURRICULA AND ASSESSMENT OPTIONS FOR MATHEMATICS . THE1
DEPARTMENT SHALL REVIEW THE LIST AND REMOVE MATERIAL , AS2
NECESSARY, EVERY FOUR YEARS.3
(5) T
HE DEPARTMENT SHALL PROVIDE AND REGULARLY UPDATE4 EVIDENCE-INFORMED INTERVENTIONS FOR IMPROVING MATHEMATICS5
ACHIEVEMENT, INCLUDING INTERVENTION OPTIONS THAT MAY BE6
AVAILABLE TO PARENTS REMOTELY . THE DEPARTMENT SHALL PUBLISH7
THE EVIDENCE-INFORMED INTERVENTIONS ON THE DEPARTMENT 'S8
WEBSITE.9
(6) (a) N
OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR10
BEFORE JULY 1, 2024, AND ON OR BEFORE JULY 1 EACH YEAR THEREAFTER,11
THE DEPARTMENT SHALL REPORT TO THE EDUCATION COMMITTEES OF THE12
HOUSE OF REPRESENTATIVES AND THE SENATE , OR THEIR SUCCESSOR13
COMMITTEES, AND THE STATE BOARD CONCERNING THE ACTIVITIES AND14
STATUS OF ANY TECHNICAL ASSISTANCE AND TRAINING PROVIDED15
PURSUANT TO THIS SECTION.16
(b) B
EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT17
ON THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (6)(a) OF18
THIS
SECTION, INCLUDING A LIST OF THE SCHOOL DISTRICTS, RELATED19
ADMINISTRATIVE UNITS, DISTRICT CHARTER SCHOOLS, INSTITUTE CHARTER20
SCHOOLS, AND BOARDS OF COOPERATIVE SERVICES THAT PARTICIPATE IN21
THE EDUCATOR TRAINING PURSUANT TO SUBSECTION (2) OF THIS SECTION,22
AT THE DEPARTMENT 'S ANNUAL HEARING HELD PURSUANT TO THE23
"SMART
ACT", PART 2 OF ARTICLE 7 OF TITLE 2.24
SECTION 2. In Colorado Revised Statutes, add 22-32-118.6 as25
follows:26
22-32-118.6. Intervention strategies - improving mathematics27
1231
-6- outcomes - definitions. (1) A S USED IN THIS SECTION, UNLESS THE1
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 SCHOOL DISTRICT BOARD OF EDUCATION OR DISTRICT9
CHARTER SCHOOL IS STRONGLY ENC OURAGED TO ADOPT PROCEDURES BY10
WHICH THE SCHOOLS OF A SCHOOL DISTRICT OR DISTRICT CHARTER11
SCHOOLS PROVIDE SUPPORT TO STUDENTS IN PRE -KINDERGARTEN12
THROUGH TWELFTH GRADE AND STUDENTS ' FAMILIES TO IMPROVE13
MATHEMATICS OUTCOMES . PROCEDURES MAY INCLUDE :14
(a) I
DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR15
STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS16
ADMINISTERED PURSUANT TO SECTION 22-7-1006.3;17
(b) N
OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS18
IF A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;19
(c) P
ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH20
A LIST OF INTERVENTIONS
AND ACCELERATION STRATEGIES TO ASSIST21
WITH MATHEMATICS AT HOME , INCLUDING A STATE-ADVISORY LIST OF22
CURRICULA OPTIONS DESCRIBED IN SECTION 22-2-146.5, REFERRALS FOR23
MATHEMATICS TUTORING , OR OTHER INTERVENTION OPPORTUNITIES ,24
WHEN APPLICABLE;25
(d) P
UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING26
SUPPLEMENTAL CURRICULA OR INTERVENTIONS ; AND27
1231
-7- (e) IMPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT1
FRAMEWORK PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR2
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN3
MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION4
22-20-103;
OR STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .5
(3) I
F A SCHOOL DISTRICT BOARD OF EDUCATION ADOPTS6
PROCEDURES PURSUANT TO THIS SECTION , A PARENT, GUARDIAN, OR7
LEGAL CUSTODIAN MAY CONTACT THE SCHOOL DISTRICT IN WHICH THE8
PARENT'S, GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO9
REQUEST ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE10
DEPARTMENT PURSUANT TO SECTION 22-2-146.5 IF THE PARENT,11
GUARDIAN, OR LEGAL CUSTODIAN DETERMINES THE STUDENT NEEDS12
ADDITIONAL INTERVENTION SUPPORT .13
SECTION 3. In Colorado Revised Statutes, add 22-30.5-526.514
as follows:15
22-30.5-526.5. Intervention strategies - improving16
mathematics outcomes - definitions. (1) A
S USED IN THIS SECTION,17
UNLESS THE CONTEXT OTHERWISE REQUIRES :18
(a) "T
RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP19
A PARENT, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD20
IN UNDERSTANDING MATHEMATICS CONCEPTS .21
(b) "T
RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT22
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH23
OTHER EDUCATORS ABOUT MATHEMATICS .24
(2) E
ACH INSTITUTE CHARTER SCHOOL IS STRONGLY ENCOURAGED25
TO ADOPT PROCEDURES BY WHICH THE INSTITUTE CHARTER SCHOOL26
PROVIDES SUPPORTS TO STUDENTS IN PRE -KINDERGARTEN THROUGH27
1231
-8- TWELFTH GRADE AND STUDENTS ' FAMILIES TO IMPROVE MATHEMATICS1
OUTCOMES. PROCEDURES MAY INCLUDE :2
(a) I
DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR3
STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS4
ADMINISTERED PURSUANT TO SECTION 22-7-1006.3;5
(b) N
OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS6
IF A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;7
(c) P
ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH8
A LIST OF INTERVENTIONS
AND ACCELERATION STRATEGIES TO ASSIST9
WITH MATHEMATICS AT HOME , INCLUDING A STATE-ADVISORY LIST OF10
CURRICULA OPTIONS DESCRIBED IN SECTION 22-2-146.5, REFERRALS FOR11
MATHEMATICS TUTORING , OR OTHER INTERVENTION OPPORTUNITIES ,12
WHEN APPLICABLE;13
(d) P
UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING14
SUPPLEMENTAL CURRICULA OR INTERVENTIONS ; AND15
(e) I
MPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT16
PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR STUDENTS WHO17
ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ; CHILDREN18
WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; OR STUDENTS WHO19
ARE ENGLISH LANGUAGE LEARNERS .20
(3) I
F AN INSTITUTE CHARTER SCHOOL ADOPTS PROCEDURES21
PURSUANT TO THIS SECTION, A PARENT, GUARDIAN, OR LEGAL CUSTODIAN22
MAY CONTACT THE INSTITUTE CHARTER SCHOOL IN WHICH THE PARENT 'S,23
GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO REQUEST24
ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE25
DEPARTMENT PURSUANT TO SECTION 22-2-146.5 IF THE PARENT,26
GUARDIAN, OR LEGAL CUSTODIAN DETERMINES THE STUDENT NEEDS27
1231
-9- ADDITIONAL INTERVENTION SUPPORT .1
SECTION 4. In Colorado Revised Statutes, add 22-2-146.6 as2
follows:3
22-2-146.6. Colorado academic accelerator grant program -4
report - rules - definitions. (1) A
S USED IN THIS SECTION, UNLESS THE5
CONTEXT OTHERWISE REQUIRES :6
(a) "C
OLORADO ACADEMIC ACCELERATOR GRANT PROGRAM " OR7
"
GRANT PROGRAM" MEANS THE COLORADO ACADEMIC ACCELERATOR8
GRANT PROGRAM CREATED IN SUBSECTION (2) OF THIS SECTION.9
(b) "C
OMMUNITY-BASED ORGANIZATION" MEANS A PUBLIC OR10
PRIVATE NONPROFIT ORGANIZATION OF DEMONSTRATED EFFECTIVENESS11
THAT IS REPRESENTATIVE OF A COMMUNITY OR SIGNIFICANT SEGMENTS OF12
A COMMUNITY AND PROVIDES EDUCATIONAL OR RELATED SERVICES TO13
INDIVIDUALS IN THE COMMUNITY.14
(c) "C
OMMUNITY LEARNING CENTER " MEANS AN ENTITY THAT15
ASSISTS STUDENTS TO MEET THE RIGOROUS STATE ACADEMIC STANDARDS16
BY PROVIDING STUDENTS WITH FREE ACADEMIC ENRICHMENT AND17
SUPPORT ACTIVITIES AND A BROAD ARRAY OF OTHER ACTIVITIES DURING18
NONSCHOOL HOURS, PERIODS WHEN SCHOOL IS NOT IN SESSION, OR DURING19
EXTENDED LEARNING HOURS .20
(d) "E
LIGIBLE ENTITY" MEANS A LOCAL EDUCATION PROVIDER , A21
COMMUNITY-BASED ORGANIZATION , AN INDIAN TRIBE OR TRIBAL22
ORGANIZATION, ANOTHER PUBLIC OR PRIVATE ENTITY, OR A CONSORTIUM23
OF TWO OR MORE AGENCIES, ORGANIZATIONS, OR ENTITIES.24
(e) "EVIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN25
MATHEMATICS THAT RELIES ON PEER-REVIEWED EVIDENCE TO ESTABLISH26
A BASIS FOR ACCELERATING LEARNING. "EVIDENCE-INFORMED" INCLUDES27
1231
-10- EVIDENCE-INFORMED CURRICULA, INTERVENTIONS, AND ASSESSMENT1
OPTIONS.2
(f) "LOCAL EDUCATION PROVIDER" MEANS A SCHOOL DISTRICT, A3
CHARTER SCHOOL AUTHORIZED BY A SC HOOL DISTRICT PURSUANT TO PART4
1
OF ARTICLE 30.5 OF THIS TITLE 22, A CHARTER SCHOOL AUTHORIZED BY5
THE STATE CHARTER SCHOOL INSTITUTE PURSUANT TO PART 5 OF ARTICLE6
30.5
THIS TITLE 22, OR A BOARD OF COOPERATIVE SERVICES CREATED AND7
OPERATED PURSUANT TO ARTICLE 5 OF THIS TITLE 22 THAT OPERATES8
MORE THAN ONE PUBLIC SCHOOL .9
(g) "STEM" MEANS THE COMBINATION OF THE DISCIPLINES OF10
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS.11
(2) (a) T
HERE IS CREATED IN THE DEPARTMENT THE COLORADO12
ACADEMIC ACCELERATOR GRANT PROGRAM . THE PURPOSE OF THE GRANT13
PROGRAM IS TO CREATE COMMUNITY LEARNING CENTERS THAT :14
(I) P
ROVIDE OPPORTUNITIES FOR FREE ACADEMIC ENRICHMENT15
AND SUPPORT ACTIVITIES, WHICH MUST INCLUDE PROVIDING TUTORIAL16
SERVICES TO HELP STUDENTS, PARTICULARLY STUDENTS WHO ATTEND17
HIGH-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT , TO MEET18
RIGOROUS STATE ACADEMIC STANDARDS , SPECIFICALLY IN STEM AND19
MATHEMATICS, AND TO INCREASE PROFICIENCIES IN MATHEMATICS20
OUTCOMES; AND21
(II) O
FFER FAMILIES OF STUDENTS OPPORTUNITIES FOR ACTIVE AND22
MEANINGFUL ENGAGEMENT IN STUDENTS ' EDUCATION, INCLUDING23
OPPORTUNITIES FOR MATHEMATICS LITERACY AND RELATED EDUCATIONAL24
DEVELOPMENT.25
(b) T
HE DEPARTMENT SHALL ADMINISTER THE GRANT
PROGRAM.26
AN ELIGIBLE ENTITY THAT RECEIVES GRANT MONEY PURSUANT TO THIS27
1231
-11- SECTION SHALL USE THE GRANT MONEY TOWARD MEETING THE PURPOSES1
SET FORTH IN SUBSECTION (2)(a) OF THIS SECTION. ELIGIBLE ENTITIES ARE2
SELECTED FOR A GRANT THAT RUNS FOR A PERIOD OF THREE YEARS . IF A3
COMMUNITY-BASED ORGANIZATION APPLIES , THE COMMUNITY-BASED4
ORGANIZATION MUST BE EXPERIENCED IN OUT -OF-SCHOOL SUPPORTS AND5
SHALL PARTNER WITH A LOCAL EDUCATION PROVIDER AS AN ELIGIBLE6
ENTITY.7
(c) T
HE DEPARTMENT SHALL IMPLEMENT A TIMELINE FOR THE8
GRANT PROGRAM, WHICH MUST INCLUDE THE FOLLOWING :9
(I) T
HE DATE THE DEPARTMENT SHALL ANNOUNCE THE GRANT10
PROGRAM AND BEGIN ACCEPTING APPLICATIONS FROM ELIGIBLE ENTITIES ;11
(II) T
HE DATE BY WHICH AN ELIGIBLE ENTITY MUST SUBMIT AN12
APPLICATION;13
(III) T
HE DATE THE DEPARTMENT SHALL BEGIN DISTRIBUTING14
GRANT MONEY TO THE GRANTEES ; AND15
(IV) T
HE DATES AN ELIGIBLE ENTITY SHALL SUBMIT A REPORT TO16
THE DEPARTMENT SUMMARIZING THE USE OF FUNDS PURSUANT TO THIS17
SECTION, INCLUDING DATA ON THE ACADEMIC IMPROVEMENT OF STUDENTS18
IN MATHEMATICS DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE19
LEVEL,
DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND20
E
NGLISH LANGUAGE LEARNER STATUS .21
(3) (a) T
HE DEPARTMENT SHALL PRIORITIZE ELIGIBLE ENTITIES22
THAT:23
(I) A
DOPT INTERVENTION STRATEGIES DESCRIBED IN SECTION24
22-32-118.6
OR 22-30.5-526.5;25
(II) U
SE EVIDENCE-INFORMED
PROGRAMS THAT BUILD STUDENT26
SKILLS IN STEM AND MATHEMATICS;27
1231
-12- (III) USE DIGITAL MATH ACCELERATOR PROGRAMS ;1
(IV) S
ERVE HIGH-NEEDS STUDENTS, AS DETERMINED BY THE2
DEPARTMENT;3
(V) T
ARGET STUDENTS WHO TRANSITION FROM ELEMENTARY4
SCHOOL TO MIDDLE SCHOOL AND MIDDLE SCHOOL TO HIGH SCHOOL ;
5
(VI) H
AVE AN ESTABLISHED PRESENCE AND RELATIONSHIP IN THE6 COMMUNITY; AND7
(VII) HAVE DEMONSTRATED IN THE APPLICATION HOW THE8
ELIGIBLE ENTITY WILL MEET THE NEEDS OF DIVERSE STUDENT9
POPULATIONS.10
(b) T
HE DEPARTMENT SHALL REVIEW THE APPLICATIONS11
SUBMITTED PURSUANT TO SUBSECTION (2)(c)(II) OF THIS
SECTION. 12
(c) T
HE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT13
OF STATE FUNDS
TO ADMINISTER THE GRANT PROGRAM, INCLUDING, BUT14
NOT LIMITED TO:15
(I) M
ONITORING AND EVALUATING
GRANT PROGRAM ACTIVITIES;16
AND17
(II) P
ROVIDING TRAINING AND TECHNICAL ASSISTANCE .18
(d) T
HE DEPARTMENT SHALL ENSURE ELIGIBLE ENTITIES USE19
EVIDENCE-INFORMED
CURRICULA AND INTERVENTIONS IN20
MATHEMATICS AS IDENTIFIED BY THE DEPARTMENT PURSUANT TO SECTION21
22-2-146.5,
INCLUDING ANY STATE-PURCHASED CURRICULA OR DIGITAL22
SOFTWARE FOCUSED ON MATHEMATICS .23
(4) (a) E
LIGIBLE ENTITIES SHALL USE GRANT FUNDS FOR FREE24
ACADEMIC ENRICHMENT AND SUPPORT ACTIVITIES AND TUTORING25
PROGRAMS WITH A FOCUS ON STEM AND MATHEMATICS, PARTICULARLY26
FOR STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN27
1231
-13- MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION1
22-20-103;
AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .2
(b) E
LIGIBLE ENTITIES MAY USE GRANT FUNDS TO :3
(I) F
ACILITATE PROGRAMS TO ENGAGE COMMUNITIES TO SUPPORT4
HIGH-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT ;5
(II) C
REATE MENTORSHIP PROGRAMS ; AND6
(III) P
ROVIDE OTHER ACADEMIC OR SOCIAL ENRICHMENT7
OPPORTUNITIES, INCLUDING EXPERIENTIAL MATHEMATICS ACTIVITIES , TO8
HELP ENSURE STUDENTS CAN MEET THE STATE 'S RIGOROUS ACADEMIC9
STANDARDS.10
(c) I
F A LOCAL EDUCATION PROVIDER RECEIVES A GRANT TO11
BECOME A COMMUNITY LEARNING CENTER , THE LOCAL EDUCATION12
PROVIDER SHALL PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT13
PROGRAMS, MENTORSHIP PROGRAMS, REMEDIAL EDUCATION PROGRAMS ,14
AND TUTORING SERVICES THAT ALIGN WITH THE STATE 'S RIGOROUS15
ACADEMIC STANDARDS .16
(d) (I) I
F A LOCAL EDUCATION PROVIDER IN PARTNERSHIP WITH A17
COMMUNITY-BASED ORGANIZATION RECEIVES A GRANT TO BECOME A18
COMMUNITY LEARNING CENTER , THE LOCAL EDUCATION PROVIDER SHALL19
PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT PROGRAMS ,20
MENTORSHIP PROGRAMS , REMEDIAL EDUCATION PROGRAMS , AND21
TUTORING SERVICES THAT ALIGN WITH THE STATE 'S RIGOROUS ACADEMIC22
STANDARDS. THE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH23
THE COMMUNITY-BASED ORGANIZATION TO SHARE DATA ON STUDENT24
PERFORMANCE THAT IS RELEVANT TO EACH STUDENT 'S PERFORMANCE IN25
SCHOOL IN ACCORDANCE WITH THE FEDERAL "FAMILY EDUCATIONAL26
R
IGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g, AS AMENDED,27
1231
-14- AND THE "STUDENT DATA TRANSPARENCY AND SECURITY ACT", CREATED1
IN ARTICLE 16 OF THIS TITLE 22.2
(II) T
HE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH3
COMMUNITY-BASED ORGANIZATION INSTRUCTORS TO :4
(A) O
FFER ACCESS TO RELEVANT DISTRICT OR STATE TRAINING5
FOCUSED ON STEM AND MATHEMATICS INSTRUCTION , INCLUDING6
TRAINING CREATED PURSUANT TO SECTION 22-2-146.5 (1); AND7
(B) P
ROVIDE ACCESS TO DISTRICT OR STATEWIDE SOFTWARE8
LICENSES FOR DIGITAL MATH ACCELERATOR PROGRAMS .9
(5) T
HE STATE BOARD MAY PROMULGATE RULES FOR THE10
IMPLEMENTATION OF THIS SECTION.11
(6) (a) O
N OR BEFORE JULY 1, 2024, THE DEPARTMENT SHALL12
CONTRACT WITH A THIRD-PARTY
EVALUATOR, IN ACCORDANCE WITH THE13
"PROCUREMENT CODE," ARTICLES 101 TO 112 OF TITLE 24, TO REVIEW,14
EVALUATE, AND DRAFT A REPORT SUMMARIZING THE FOLLOWING :15
(I) T
HE IMPACT OF THE GRANT PROGRAM ON FINANCIAL SAVINGS16
FOR PARENTS;17
(II) D
ATA ON STUDENT ENGAGEMENT , DROPOUT RATES ,18
GRADUATION RATES, CHRONIC ABSENTEEISM, AND MOBILITY RATES;19
(III) S
TUDENT ACADEMIC IMPROVEMENT IN MATHEMATICS ,20
INCLUDING DATA DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE21
LEVEL,
DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND22
E
NGLISH LANGUAGE LEARNER STATUS ; AND23
(IV) T
HE DISAGGREGATED DATA OF ELIGIBLE ENTITIES SUBMI TTED24
TO THE DEPARTMENT PURSUANT TO SUBSECTION (2)(c)(IV) OF THIS25
SECTION.26
(b) THE DEPARTMENT SHALL COLLECT THE DATA REPORTED TO THE27
1231
-15- DEPARTMENT BY ELIGIBLE ENTITIES PURSUANT TO SUBSECTION (2)(c)(IV)1
OF THIS SECTION AND BY THE THIRD-PARTY EVALUATOR PURSUANT TO2
THIS SUBSECTION (6).3
(7) (a) N
OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR4
BEFORE
JANUARY 1, 2025, AND EACH JANUARY 1 THEREAFTER, THE5
DEPARTMENT SHALL SUBMIT THE REPORT DESCRIBED IN SUBSECTION (6)6
OF THIS SECTION TO THE EDUCATION COMMITTEES OF THE HOUSE OF7
REPRESENTATIVES AND THE SENATE , OR THEIR SUCCESSOR COMMITTEES,8
THE GOVERNOR, AND THE STATE BOARD.9
(b) B
EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT10
ON THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (7)(a) OF11
THIS SECTION AT THE DEPARTMENT'S ANNUAL HEARING HELD PURSUANT12
TO THE "SMART ACT", PART 2 OF ARTICLE 7 OF TITLE 2.13
(8) T
HE DEPARTMENT AND ELIGIBLE ENTITIES SHALL REPORT DATA14
PURSUANT TO THIS SECTION IN COMPLIANCE WITH THE FEDERAL "FAMILY15
E
DUCATIONAL RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC.16
1232g,
AS AMENDED, AND THE "STUDENT DATA TRANSPARENCY AND17
S
ECURITY ACT", CREATED IN ARTICLE 16 OF THIS TITLE 22.18
(9) F
OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY19
SHALL APPROPRIATE TWENTY -FOUR MILLION FIVE HUNDRED THOUSAND
20
DOLLARS TO THE DEPARTMENT . THE DEPARTMENT SHALL HAVE THE21
AUTHORITY TO SPEND FUNDS CONTINUOUSLY THROUGH THE 2026-2722
BUDGET YEAR FOR THE PURPOSES OF THIS SECTION . ANY UNEXPENDED23
FUNDS THAT REMAIN AT THE END OF THE 2026-27 BUDGET YEAR REVERT24
BACK TO THE GENERAL FUND.25
SECTION 5. In Colorado Revised Statutes, 22-11-304, amend26
(3) introductory portion; and add (3)(a.7) as follows:27
1231
-16- 22-11-304. Accredited with improvement plan - school district1
or institute - plan contents - adoption. (3) A district improvement plan2
or an institute improvement plan shall MUST be designed to ensure that3
the school district or the institute improves its performance to the extent4
that, following completion of its next annual accreditation review, the5
school district or the institute attains a higher accreditation category. At6
a minimum, a district improvement plan or an institute improvement plan7
shall MUST:8
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS9
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET10
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT11
THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE12
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN13
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO14
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES15
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL16
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY17
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,18
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR19
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS20
ACCELERATOR PROGRAMS .21
SECTION 6. In Colorado Revised Statutes, 22-11-305, add22
(3)(a.7) as follows:23
22-11-305. Accredited with priority improvement plan - school24
district or institute - plan contents - adoption. (3) A district priority25
improvement plan or an institute priority improvement plan must be26
designed to ensure that the school district or the institute improves its27
1231
-17- performance to the extent that, following completion of its next annual1
accreditation review, the school district or the institute attains a higher2
accreditation category. At a minimum, a district priority improvement3
plan or an institute priority improvement plan must:4
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS5
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET6
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT7
THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE8
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN9
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO10
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES11
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL12
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY13
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,14
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR15
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS16
ACCELERATOR PROGRAMS .17
SECTION 7. In Colorado Revised Statutes, 22-11-306, add18
(3)(a.7) as follows:19
22-11-306. Accredited with turnaround plan - school district20
or institute - plan content - adoption. (3) A district turnaround plan or21
an institute turnaround plan must be designed to ensure that the school22
district or the institute improves its performance to the extent that,23
following completion of its next annual accreditation review, the school24
district or the institute attains a higher accreditation category. At a25
minimum, a district turnaround plan or an institute turnaround plan must:26
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS27
1231
-18- WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET1
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT2
THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE3
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN4
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO5
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES6
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL7
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY8
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,9
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR10
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS11
ACCELERATOR PROGRAMS .12
SECTION 8. In Colorado Revised Statutes, 22-11-404, amend13
(3) introductory portion; and add (3)(a.7) as follows:14
22-11-404. School improvement plan - contents. (3) A school15
improvement plan shall MUST be designed to raise the academic16
performance of students enrolled in the public school and to ensure that17
the public school, following the next annual performance review, attains18
a higher accreditation category. At a minimum, each school improvement19
plan shall MUST:20
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS21
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET22
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT23
THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF24
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN25
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO26
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES27
1231
-19- MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL1
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY2
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,3
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR4
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS5
ACCELERATOR PROGRAMS .6
SECTION 9. In Colorado Revised Statutes, 22-11-405, add7
(4)(a.7) as follows:8
22-11-405. School priority improvement plan - contents. (4) A9
school priority improvement plan must be designed to ensure that the10
public school improves its performance to the extent that, following11
completion of the public school's next annual performance review, the12
public school attains a higher accreditation category. At a minimum, a13
school priority improvement plan must:14
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS15
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET16
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT17
THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF18
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN19
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO20
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES21
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL22
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY23
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,24
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR25
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS26
ACCELERATOR PROGRAMS .27
1231
-20- SECTION 10. In Colorado Revised Statutes, 22-11-406, add1
(3)(a.7) as follows:2
22-11-406. School turnaround plan - contents. (3) A school3
turnaround plan must be designed to ensure that the public school4
improves its performance to the extent that, following completion of the5
public school's next annual performance review, the public school attains6
a higher accreditation category. At a minimum, a school turnaround plan7
must:8
(a.7) I
DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS9
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET10
OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT11
THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF12
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN13
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO14
ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES15
MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL16
EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY17
INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,18
AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR19
CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS20
ACCELERATOR PROGRAMS .21
SECTION 11. In Colorado Revised Statutes, 22-14-109.5,22
amend (4); and add (7.5)
as follows:23
22-14-109.5. Ninth-grade success grant program - created -24
criteria - use of grant money - report - rules - definitions - repeal.25
(4) (a) The department shall review each of the applications received26
pursuant to this section and recommend to the state board applicants to27
1231
-21- receive grants and the amount, duration, and grant match amount of each1
recommended grant. Beginning in the 2019-20 budget year, the state2
board, subject to available appropriations, shall award the grants, taking3
into consideration the recommendations of the department. In awarding4
a grant, the state board shall specify the amount and duration of the grant5
and the amount of the grant match, including any type of in-kind6
contribution, that the grant recipient must provide.7
(b) The department and the state board, in recommending and8
awarding grants, shall prioritize applicants that:9
(I) Have a four-year graduation rate that, over the preceding three10
school years, has consistently ranked within the lowest twenty percent of11
the four-year graduation rates for public high schools in the state;12
(II) P
ROPOSE PROGRAMMING FOCUSED ON
EVIDENCE-INFORMED,13
AS DEFINED IN SECTION 22-2-146.6, MATHEMATICS SKILLS, INTERVENTION14
STRATEGIES, AND ACCELERATION STRATEGIES , INCLUDING A FOCUS ON15
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN16
MATHEMATICS; AND17
(III) H
AVE ACADEMIC ACHIEVEMENT LEVELS IN MATHEMATICS18
THAT ARE CONSISTENTLY RANKED THE LOWEST FOR PUBLIC HIGH SCHOOLS19
IN THE STATE, AS DETERMINED BY THE DEPARTMENT .20
(c) To the extent practicable, the state board shall also ensure that21
the grant recipients vary in student population size and are located in22
urban, suburban, and rural areas throughout the state.23(d) THE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT24
OF STATE FUNDS TO ADMINISTER THE GRANT PROGRAM .25
(7.5) F
OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY
26
SHALL APPROPRIATE ONE MILLION SIX HUNDRED THOUSAND DOLLARS27
1231
-22- FROM THE GENERAL FUND TO THE DEPARTMENT FOR PURPOSES OF THE1
PROGRAM.2
SECTION 12. In Colorado Revised Statutes, 23-1-121, add3
(2)(g) as follows:4
23-1-121. Commission directive - approval of educator5
preparation programs - review - report - legislative declaration.6
(2) The commission shall adopt policies establishing the requirements for7
educator preparation programs offered by institutions of higher education.8
The department shall work in cooperation with the state board of9
education in developing the requirements for educator preparation10
programs. At a minimum, the requirements must ensure that each11
educator preparation program complies with section 23-1-125, is12
designed on a performance-based model, and includes:13
(g) A
REQUIREMENT THAT
CANDIDATES FOR AN ELEMENTARY14
EDUCATION ENDORSEMENT , A MIDDLE SCHOOL MATHEMATICS15
ENDORSEMENT, OR A SECONDARY MATHEMATICS ENDORSEMENT ARE16
TRAINED IN EVIDENCE-INFORMED PRACTICES IN MATHEMATICS , AS17
DEFINED IN SECTION 22-2-146.6, INCLUDING INTERVENTIONS TO HELP18
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN19
MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION20
22-20-103;
AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .21
SECTION 13. In Colorado Revised Statutes, 23-78-104, amend22
(1) as follows:23
23-78-104. Educator preparation program - best practices -24
guidelines - report. (1) (a) The department of higher education and the25
department of education, in collaboration with the deans of the schools26
of education in Colorado institutions of higher education, or their27
1231
-23- designees, shall review research and practices from other states and other1
countries to identify best practices in providing educator preparation2
programs, including:3
(I) Effective curricula, teaching teacher candidates the science of4
teaching reading and strategies to ensure all students learn to read, course5
scope and sequence, and timing of and effective practices in providing6
clinical practice;
AND7
(II) E
FFECTIVE CURRICULA AND INTERVENTIONS , TEACHING8
CANDIDATES FOR AN ELEMENTARY EDUCATION ENDORSEMENT, A MIDDLE9
SCHOOL MATHEMATICS ENDORSEMENT, OR A SECONDARY MATHEMATICS10
ENDORSEMENT INTERVENTIONS AND STRATEGIES TO HELP STUDENTS11
WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;12
CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; AND13
STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .14
(b) The departments and deans, or their designees, shall work with15
persons who implement alternative teacher programs, local education16
providers, teachers, and other interested parties in identifying the best17
practices. No later than January 1, 2020, the departments shall jointly18
adopt guidelines to assist educator preparation programs in adopting and19
implementing the best practices, including best practices to ensure that20
teacher candidates are well trained to teach students to read.21
SECTION 14. In Colorado Revised Statutes, 26.5-4-205, amend22
(2)(e) and (3)(a)(III); and add (3)(a)(III.5) as follows:23
26.5-4-205. Quality standards - evaluation - support. (2) At a24
minimum, the quality standards established in rule must include:25
(e) Requirements for continuing professional development for26
teachers employed by a preschool provider, which must be focused on27
1231
-24- improving teacher-child interactions and quality of instruction, including1
improving fidelity in implementing evidence-based curricula and student2
outcomes, and may allow for training in DEVELOPMENTALLY3
APPROPRIATE early NUMERACY, language, and literacy development, and4
the science of reading that is appropriate for early childhood education5
and comparable to the training required for early grade teachers pursuant6
to the "Colorado READ Act", part 12 of article 7 of title 22. The7
department shall work with the department of education to allow, to the8
fullest extent possible, a teacher who is licensed by the department of9
education to use the professional development required to renew the10
teaching license to also meet the professional development requirements11
established by the department for teachers employed by a preschool12
provider.13
(3) (a) Using the procedures specified in subsection (3)(b) of this14
section, the department shall create a resource bank of preschool curricula15
for use by preschool providers. The resource bank may include only16
curricula that, at a minimum:17
(III) Promote literacy, as developmentally appropriate, based on18
the science of reading by providing language development, including19
speech sounds, vocabulary, grammar, and use, and providing20
developmentally appropriate instruction to support children's success in21
early elementary grades when receiving instruction pursuant to the22
"Colorado READ Act", part 12 of article 7 of title 22, in the areas of23
phonemic awareness; phonics; vocabulary development; reading fluency,24
including oral skills; and reading comprehension; and25
(III.5) P
ROMOTE
DEVELOPMENTALLY APPROPRIATE EARLY26
NUMERACY; AND27
1231
-25- SECTION 15. Appropriation. For the 2023-24 state fiscal year,1
$26,694,530 is appropriated to the department of education. This2
appropriation is from the general fund. To implement this act, the3
department may use this appropriation as follows:4
(a) $594,530 for math educator training and improvement5
planning, which amount is based on an assumption that the department6
will require an additional 3.2 FTE; 7
(b) $24,500,000 for the Colorado academic accelerator grant8
program, which amount is based on an assumption that the department9
will require an additional 2.6 FTE; and10
(c) $1,600,000 for the ninth grade success grant program, which11
amount is based on an assumption that the department will require an12
additional 1.2 FTE.13
SECTION 16. Safety clause. The general assembly hereby finds,14
determines, and declares that this act is necessary for the immediate15
preservation of the public peace, health, or safety.16
1231
-26-