Colorado 2023 Regular Session

Colorado House Bill HB1231 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
	1	+	First Regular Session
	2	+	Seventy-fourth General Assembly
	3	+	STATE OF COLORADO
	4	+	REREVISED
	5	+	This Version Includes All Amendments
	6	+	Adopted in the Second House
	7	+	LLS NO. 23-0850.01 Alana Rosen x2606
1	8		HOUSE BILL 23-1231
2		-	BY REPRESENTATIVE(S) McLachlan and Pugliese, Amabile, Bird,
3		-	Brown, Duran, Jodeh, Lieder, Lindsay, Martinez, Ricks, Sharbini, Snyder,
4		-	Valdez, Velasco, Woodrow, Young, McCluskie, deGruy Kennedy, English;
5		-	also SENATOR(S) Marchman and Lundeen, Bridges, Buckner, Gardner,
6		-	Priola, Fenberg.
	9	+	House Committees Senate Committees
	10	+	Education Education
	11	+	Appropriations Appropriations
	12	+	A BILL FOR AN ACT
7	13		C
8		-	ONCERNING IMPROVING MATHEMATICS OUTCOMES IN PRE -KINDERGARTEN
9		-	THROUGH TWELFTH GRADE EDUCATION
10		-	, AND, IN CONNECTION
11		-	THEREWITH
12		-	, MAKING AN APPROPRIATION.
13		-
14		-	Be it enacted by the General Assembly of the State of Colorado:
15		-	SECTION 1. In Colorado Revised Statutes, add 22-2-146.5 as
16		-	follows:
17		-	22-2-146.5. Department of education - improving mathematics
18		-	outcomes - training and technical assistance - report - definitions.
	14	+	ONCERNING IMPROVING MATHEMATICS OUTCOMES IN101
	15	+	PRE-KINDERGARTEN THROUGH TWELFTH GRADE
	16	+	EDUCATION,102
	17	+	AND, IN CONNECTION THEREWITH, MAKING AN APPROPRIATION.103
	18	+	Bill Summary
	19	+	(Note: This summary applies to this bill as introduced and does
	20	+	not reflect any amendments that may be subsequently adopted. If this bill
	21	+	passes third reading in the house of introduction, a bill summary that
	22	+	applies to the reengrossed version of this bill will be available at
	23	+	http://leg.colorado.gov
	24	+	.)
	25	+	The bill requires the department of education (department), by
	26	+	January 2024, to make available free optional trainings in evidence-based
	27	+	practices in mathematics, including a training specifically designed for
	28	+	elementary school educators and a training specifically designed for
	29	+	secondary school mathematics educators. Each training must include
	30	+	SENATE
	31	+	3rd Reading Unamended
	32	+	May 1, 2023
	33	+	SENATE
	34	+	Amended 2nd Reading
	35	+	April 28, 2023
	36	+	HOUSE
	37	+	3rd Reading Unamended
	38	+	April 13, 2023
	39	+	HOUSE
	40	+	Amended 2nd Reading
	41	+	April 12, 2023
	42	+	HOUSE SPONSORSHIP
	43	+	McLachlan and Pugliese, Amabile, Bird, Brown, Duran, Jodeh, Lieder, Lindsay,
	44	+	Martinez, McCluskie, Ricks, Sharbini, Snyder, Valdez, Velasco, Woodrow, Young
	45	+	SENATE SPONSORSHIP
	46	+	Marchman and Lundeen, Bridges, Buckner, Fenberg, Gardner, Priola
	47	+	Shading denotes HOUSE amendment. Double underlining denotes SENATE amendment.
	48	+	Capital letters or bold & italic numbers indicate new material to be added to existing law.
	49	+	Dashes through the words or numbers indicate deletions from existing law. interventions to help students who are below grade level or struggling in
	50	+	mathematics, children with disabilities, and students who are English
	51	+	language learners. The training is available to relevant staff of school
	52	+	districts, related administrative units, district charter schools, institute
	53	+	charter schools, boards of cooperative services, and community-based
	54	+	organizations.
	55	+	School district boards of education and institute charter schools are
	56	+	strongly encouraged to adopt procedures for schools to provide support
	57	+	to students in pre-kindergarten through twelfth grade and students'
	58	+	families to improve mathematics outcomes. Procedures may include:
	59	+	! Identifying students who are below grade level or
	60	+	struggling in mathematics based on academic assessments;
	61	+	! Notifying the parents, guardians, or legal custodians if a
	62	+	student is below grade level or struggling in mathematics;
	63	+	! Providing parents, guardians, or legal custodians with a list
	64	+	of interventions to assist with mathematics at home,
	65	+	including any state-approved curriculum options, referrals
	66	+	for mathematics tutoring, or other intervention
	67	+	opportunities, when applicable;
	68	+	! Publishing mathematics curricula annually, including
	69	+	supplemental curricula or interventions; and
	70	+	! Implementing train-the-trainer or train-the-parent
	71	+	framework plans to improve mathematics achievements for
	72	+	students.
	73	+	The bill creates the Colorado academic accelerator grant program
	74	+	(grant program). The purpose of the grant program is to create community
	75	+	learning centers that:
	76	+	! Provide opportunities for academic enrichment and support
	77	+	activities during nonschool hours, periods when school is
	78	+	not in session, or during extended learning hours, including
	79	+	tutorial services; and
	80	+	! Offer families of students opportunities for engagement in
	81	+	students' education, including opportunities for
	82	+	mathematics literacy and related educational development.
	83	+	Eligible entities that apply to the grant program are selected for a
	84	+	grant that runs for a period of 3 years. The department shall prioritize
	85	+	eligible entities that:
	86	+	! Adopt intervention strategies;
	87	+	! Use evidence-informed and evidence-based programs that
	88	+	build student skills in STEM and mathematics;
	89	+	! Use digital math accelerator programs;
	90	+	! Serve high-needs students, as determined by the
	91	+	department; or
	92	+	! Have an established presence and relationship in the
	93	+	community.
	94	+	1231
	95	+	-2- The bill requires school districts, public schools, the state charter
	96	+	school institute, and institute charter schools that are on an improvement
	97	+	plan, priority improvement plan, or a turnaround plan to identify
	98	+	strategies to address the needs of students who are below grade level or
	99	+	struggling in mathematics and set or revise, as appropriate, ambitious but
	100	+	attainable targets that the public school shall attain in reducing the
	101	+	number of students who are below grade level or struggling in
	102	+	mathematics to increase the number of students who achieve grade-level
	103	+	expectations in mathematics.
	104	+	The bill amends the ninth-grade success grant program and
	105	+	requires the department to prioritize applicants that propose programming
	106	+	focused on evidence-based mathematics skills and intervention strategies,
	107	+	including a focus on students who are below grade level or struggling in
	108	+	mathematics and have academic achievement levels in mathematics that
	109	+	are consistently ranked the lowest for public high schools in the state, as
	110	+	determined by the department.
	111	+	The bill includes a requirement that elementary and secondary
	112	+	school mathematics teacher candidates of educator preparation programs
	113	+	be trained in evidence-based practices in mathematics, including
	114	+	interventions to help students who are below grade level or struggling in
	115	+	mathematics, children with disabilities, and students who are English
	116	+	language learners.
	117	+	The bill includes early numeracy as part of the continuing
	118	+	professional development requirements for teachers employed by a
	119	+	preschool provider. The department of early childhood shall include early
	120	+	numeracy as a subject matter area in the resource bank of preschool
	121	+	curricula for use by preschool providers.
	122	+	Be it enacted by the General Assembly of the State of Colorado:1
	123	+	SECTION 1. In Colorado Revised Statutes, add 22-2-146.5 as2
	124	+	follows:3
	125	+	22-2-146.5. Department of education - improving mathematics4
	126	+	outcomes - training and technical assistance - report - definitions.5
19	127		(1) A
20		-	S USED IN THIS SECTION, UNLESS THE CONTEXT OTHERWISE REQUIRES :
	128	+	S USED IN THIS SECTION, UNLESS THE CONTEXT OTHERWISE6
	129	+	REQUIRES:7
21	130		(a) "C
22		-	HILDREN WITH DISABILITIES" HAS THE SAME MEANING AS SET
23		-	FORTH IN SECTION
24		-	22-20-103.
25		-	NOTE: This bill has been prepared for the signatures of the appropriate legislative
26		-	officers and the Governor. To determine whether the Governor has signed the bill
27		-	or taken other action on it, please consult the legislative status sheet, the legislative
28		-	history, or the Session Laws.
29		-	________
30		-	Capital letters or bold & italic numbers indicate new material added to existing law; dashes
31		-	through words or numbers indicate deletions from existing law and such material is not part of
32		-	the act. (b) "EVIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN
33		-	MATHEMATICS THAT RELIES ON PEER
34		-	-REVIEWED EVIDENCE TO ESTABLISH A
35		-	BASIS FOR ACCELERATING LEARNING
36		-	. "EVIDENCE-INFORMED" INCLUDES
37		-	EVIDENCE
38		-	-INFORMED CURRICULA , INTERVENTIONS, ACCELERATION
39		-	STRATEGIES
40		-	, AND ASSESSMENT OPTIONS.
41		-	(c) "R
42		-	URAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT IN
43		-	COLORADO THAT THE DEPARTMENT D ETERMINES IS RURAL BASED ON THE
44		-	GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE
45		-	SCHOOL DISTRICT FROM THE NEAREST LARGE
46		-	, URBANIZED AREA.
47		-	(d) "S
48		-	MALL RURAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT IN
49		-	COLORADO THAT THE DEPARTMENT DETERMINES IS RURAL BASED ON THE
50		-	GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE
51		-	SCHOOL DISTRICT FROM THE NEAREST LARGE
52		-	, URBANIZED AREA AND THAT
53		-	ENROLLS FEWER THAN ONE THOUSAND STUDENTS IN PRE
54		-	-KINDERGARTEN
55		-	THROUGH TWELFTH GRADE
56		-	.
57		-	(e) "T
58		-	RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT
59		-	DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH
60		-	OTHER EDUCATORS ABOUT MATHEMATICS
61		-	.
	131	+	HILDREN WITH DISABILITIES" HAS THE SAME MEANING AS SET8
	132	+	FORTH IN SECTION 22-20-103.9
	133	+	(b) "EVIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN10
	134	+	1231-3- MATHEMATICS THAT RELIES ON PEER-REVIEWED EVIDENCE TO ESTABLISH1
	135	+	A BASIS FOR ACCELERATING LEARNING. "EVIDENCE-INFORMED" INCLUDES2
	136	+	EVIDENCE-INFORMED CURRICULA , INTERVENTIONS, ACCELERATION3
	137	+	STRATEGIES, AND ASSESSMENT OPTIONS.4
	138	+	(c) "RURAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT IN5
	139	+	C
	140	+	OLORADO THAT THE DEPARTMENT D ETERMINES IS RURAL BASED ON THE6
	141	+	GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE7
	142	+	SCHOOL DISTRICT FROM THE NEAREST LARGE , URBANIZED AREA.8(d) "SMALL RURAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT9
	143	+	IN COLORADO THAT THE DEPARTMENT DETERMINES IS RURAL BASED ON10
	144	+	THE GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE11
	145	+	SCHOOL DISTRICT FROM THE NEAREST LARGE , URBANIZED AREA AND THAT12
	146	+	ENROLLS FEWER THAN ONE THOUSAND STUDENTS IN PRE -KINDERGARTEN13
	147	+	THROUGH TWELFTH GRADE .14
	148	+	(e) "TRAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT15
	149	+	DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH16
	150	+	OTHER EDUCATORS ABOUT MATHEMATICS .17
62	151		(2) B
63		-	Y JANUARY 2024, THE DEPARTMENT SHALL CONTRACT WITH AN
64		-	ORGANIZATION
65		-	, IN ACCORDANCE WITH THE "PROCUREMENT CODE",
66		-	ARTICLES 101 TO 112 OF TITLE 24, TO CREATE FREE OPTIONAL TRAININGS ,
67		-	INCORPORATING THE TRAIN-THE-TRAINER MODEL, IN EVIDENCE-INFORMED
68		-	PRACTICES IN MATHEMATICS
69		-	, INCLUDING A TRAINING SPECIFICALLY
70		-	DESIGNED FOR ELEMENTARY SCHOOL EDUCATORS AND A TRAINING
71		-	SPECIFICALLY DESIGNED FOR SECONDARY SCHOOL MATHEMATICS
72		-	EDUCATORS
73		-	. EACH TRAINING MUST INCLUDE INTERVENTIONS AND
74		-	STRATEGIES TO GROW AND ACCELERATE STUDENT PROFICIENCIES IN
75		-	MATHEMATICS TO HELP STUDENTS WHO ARE BELOW GRADE LEVEL OR
76		-	STRUGGLING IN MATHEMATICS
77		-	, CHILDREN WITH DISABILITIES, AND STUDENTS
78		-	WHO ARE
79		-	ENGLISH LANGUAGE LEARNERS . TRAINING MAY INCLUDE, BUT
80		-	NEED NOT BE LIMITED TO
81		-	, CONTENT ALIGNED WITH STUDENT ACADEMIC
82		-	STANDARDS
83		-	, STANDARDS FOR MATHEMATICAL PRACTICE , AND CULTIVATION
84		-	OF MATHEMATICAL BEST PRACTICES AND MINDSETS
85		-	. THE TRAINING IS
86		-	AVAILABLE TO RELEVANT STAFF OF SCHOOL DISTRICTS
87		-	, RELATED
88		-	ADMINISTRATIVE UNITS
89		-	, DISTRICT CHARTER SCHOOLS, INSTITUTE CHARTER
90		-	SCHOOLS
91		-	, BOARDS OF COOPERATIVE SERVICES , AND COMMUNITY-BASED
92		-	PAGE 2-HOUSE BILL 23-1231 ORGANIZATIONS, AS DEFINED IN SECTION 22-2-146.6. THE DEPARTMENT
93		-	SHALL KEEP RECORD OF THE SCHOOL DISTRICTS
94		-	, RELATED ADMINISTRATIVE
95		-	UNITS
96		-	, DISTRICT CHARTER SCHOOLS, INSTITUTE CHARTER SCHOOLS , AND
97		-	BOARDS OF COOPERATIVE SERVICES THAT PARTICIPATE IN THE EDUCATOR
98		-	TRAINING
99		-	.
	152	+	Y JANUARY 2024 , THE DEPARTMENT SHALL
	153	+	CONTRACT WITH18
	154	+	AN ORGANIZATION, IN ACCORDANCE WITH THE "PROCUREMENT CODE",19
	155	+	ARTICLES 101 TO 112 OF TITLE 24, TO CREATE FREE OPTIONAL TRAININGS,20
	156	+	INCORPORATING THE TRAIN-THE-TRAINER MODEL, IN EVIDENCE-INFORMED21
	157	+	PRACTICES IN MATHEMATICS , INCLUDING A TRAINING SPECIFICALLY22
	158	+	DESIGNED FOR ELEMENTARY SCHOOL EDUCATORS AND A TRAINING23
	159	+	SPECIFICALLY DESIGNED FOR SECONDARY SCHOOL MATHEMATICS24
	160	+	EDUCATORS. EACH TRAINING MUST INCLUDE INTERVENTIONS AND25
	161	+	STRATEGIES TO GROW AND ACCELERATE STUDENT PROFICIENCIES IN26
	162	+	MATHEMATICS TO HELP STUDENTS WHO ARE BELOW GRADE LEVEL OR27
	163	+	1231
	164	+	-4- STRUGGLING IN MATHEMATICS , CHILDREN WITH DISABILITIES , AND1
	165	+	STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS . TRAINING MAY2
	166	+	INCLUDE, BUT NEED NOT BE LIMITED TO, CONTENT ALIGNED WITH STUDENT3
	167	+	ACADEMIC STANDARDS, STANDARDS FOR MATHEMATICAL PRACTICE , AND4
	168	+	CULTIVATION OF MATHEMATICAL BEST PRACTICES AND MINDSETS . THE5
	169	+	TRAINING IS AVAILABLE TO RELE VANT STAFF OF SCHOOL DISTRICTS ,6
	170	+	RELATED ADMINISTRATIVE UNITS, DISTRICT CHARTER SCHOOLS, INSTITUTE7
	171	+	CHARTER SCHOOLS , BOARDS OF COOPERATIVE SERVICES , AND8
	172	+	COMMUNITY-BASED ORGANIZATIONS, AS DEFINED IN SECTION 22-2-146.6.9
	173	+	THE DEPARTMENT SHALL KEEP RECORD OF THE SCHOOL DISTRICTS,10
	174	+	RELATED ADMINISTRATIVE UNITS, DISTRICT CHARTER SCHOOLS, INSTITUTE11
	175	+	CHARTER SCHOOLS, AND BOARDS OF COOPERATIVE SERVICES THAT12
	176	+	PARTICIPATE IN THE EDUCATOR TRAINING .13
100	177		(3) T
101		-	HE DEPARTMENT, UPON REQUEST, SHALL PROVIDE TECHNICAL
102		-	ASSISTANCE TO RURAL SCHOOL DISTRICTS AND SMALL RURAL SCHOOL
103		-	DISTRICTS
104		-	, INCLUDING ADMINISTRATIVE UNITS AND DISTRICT CHARTER
105		-	SCHOOLS
106		-	, AND INSTITUTE CHARTER SCHOOLS IN RURAL AREAS . TECHNICAL
107		-	ASSISTANCE MUST INCLUDE IDENTIFYING BEST PRACTICES IN MATHEMATICS
108		-	,
109		-	INCLUDING INTERVENTIONS TO HELP STUDENTS WHO ARE BELOW GRADE
110		-	LEVEL OR STRUGGLING IN MATHEMATICS
111		-	, CHILDREN WITH DISABILITIES, AND
112		-	STUDENTS WHO ARE
113		-	ENGLISH LANGUAGE LEARNERS .
	178	+	HE DEPARTMENT, UPON REQUEST, SHALL PROVIDE TECHNICAL14
	179	+	ASSISTANCE TO RURAL SCHOOL DISTRICTS AND SMALL RURAL SCHOOL15
	180	+	DISTRICTS, INCLUDING ADMINISTRATIVE UNITS AND DISTRICT CHARTER16
	181	+	SCHOOLS, AND INSTITUTE CHARTER SCHOOLS IN RURAL AREAS. TECHNICAL17
	182	+	ASSISTANCE MUST INCLUDE IDENTIFYING BEST PRACTICES IN18
	183	+	MATHEMATICS, INCLUDING INTERVENTIONS TO HELP STUDENTS WHO ARE19
	184	+	BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS , CHILDREN WITH20
	185	+	DISABILITIES, AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .21
114	186		(4) T
115		-	HE DEPARTMENT SHALL PUBLISH , ON A CONTINUOUS BASIS, A
116		-	LIST OF EVIDENCE
117		-	-INFORMED CURRICULA AND ASSESSMENT OPTIONS FOR
118		-	MATHEMATICS
119		-	. THE DEPARTMENT SHALL CONSULT WITH SCHOOLS OF A
120		-	SCHOOL DISTRICT
121		-	, DISTRICT CHARTER SCHOOLS , INSTITUTE CHARTER
122		-	SCHOOLS
123		-	, EDUCATORS WHO TEACH MATHEMATICS , AND NATIONAL EXPERTS
124		-	AND REPOSITORIES TO UPDATE THE LIST OF EVIDENCE
125		-	-INFORMED CURRICULA
126		-	AND ASSESSMENT OPTIONS FOR MATHEMATICS
127		-	. THE DEPARTMENT SHALL
128		-	REVIEW THE LIST AND REMOVE MATERIAL
129		-	, AS NECESSARY, EVERY FOUR
130		-	YEARS
131		-	.
	187	+	HE DEPARTMENT SHALL PUBLISH, ON A CONTINUOUS BASIS, A22
	188	+	LIST OF
	189	+	EVIDENCE-INFORMED CURRICULA AND ASSESSMENT OPTIONS FOR23
	190	+	MATHEMATICS. THE DEPARTMENT SHALL CONSULT WITH SCHOOLS OF A24
	191	+	SCHOOL DISTRICT, DISTRICT CHARTER SCHOOLS , INSTITUTE CHARTER25
	192	+	SCHOOLS, EDUCATORS WHO TEACH MATHEMATICS , AND NATIONAL26
	193	+	EXPERTS AND REPOSITORIES TO UPDATE THE LIST OF EVIDENCE-INFORMED27
	194	+	1231
	195	+	-5- CURRICULA AND ASSESSMENT OPTIONS FOR MATHEMATICS . THE1
	196	+	DEPARTMENT SHALL REVIEW THE LIST AND REMOVE MATERIAL , AS2
	197	+	NECESSARY, EVERY FOUR YEARS.3
132	198		(5) T
133		-	HE DEPARTMENT SHALL PROVIDE AND REGULARLY UPDATE
134		-	EVIDENCE
135		-	-INFORMED INTERVENTIONS FOR IMPROVING MATHEMATICS
136		-	ACHIEVEMENT
137		-	, INCLUDING INTERVENTION OPTIONS THAT MAY BE AVAILABLE
138		-	TO PARENTS REMOTELY
139		-	. THE DEPARTMENT SHALL PUBLISH THE
140		-	EVIDENCE
141		-	-INFORMED INTERVENTIONS ON THE DEPARTMENT 'S WEBSITE.
	199	+	HE DEPARTMENT SHALL PROVIDE AND REGULARLY UPDATE4 EVIDENCE-INFORMED INTERVENTIONS FOR IMPROVING MATHEMATICS5
	200	+	ACHIEVEMENT, INCLUDING INTERVENTION OPTIONS THAT MAY BE6
	201	+	AVAILABLE TO PARENTS REMOTELY . THE DEPARTMENT SHALL PUBLISH7
	202	+	THE EVIDENCE-INFORMED INTERVENTIONS ON THE DEPARTMENT 'S8
	203	+	WEBSITE.9
142	204		(6) (a) N
143		-	OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR
	205	+	OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR10
	206	+	BEFORE JULY 1, 2024, AND ON OR BEFORE JULY 1 EACH YEAR THEREAFTER,11
	207	+	THE DEPARTMENT SHALL REPORT TO THE EDUCATION COMMITTEES OF THE12
	208	+	HOUSE OF REPRESENTATIVES AND THE SENATE , OR THEIR SUCCESSOR13
	209	+	COMMITTEES, AND THE STATE BOARD CONCERNING THE ACTIVITIES AND14
	210	+	STATUS OF ANY TECHNICAL ASSISTANCE AND TRAINING PROVIDED15
	211	+	PURSUANT TO THIS SECTION.16
	212	+	(b) B
	213	+	EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT17
	214	+	ON THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (6)(a) OF18
	215	+	THIS
	216	+	SECTION, INCLUDING A LIST OF THE SCHOOL DISTRICTS, RELATED19
	217	+	ADMINISTRATIVE UNITS, DISTRICT CHARTER SCHOOLS, INSTITUTE CHARTER20
	218	+	SCHOOLS, AND BOARDS OF COOPERATIVE SERVICES THAT PARTICIPATE IN21
	219	+	THE EDUCATOR TRAINING PURSUANT TO SUBSECTION (2) OF THIS SECTION,22
	220	+	AT THE DEPARTMENT 'S ANNUAL HEARING HELD PURSUANT TO THE23
	221	+	"SMART
	222	+	ACT", PART 2 OF ARTICLE 7 OF TITLE 2.24
	223	+	SECTION 2. In Colorado Revised Statutes, add 22-32-118.6 as25
	224	+	follows:26
	225	+	22-32-118.6. Intervention strategies - improving mathematics27
	226	+	1231
	227	+	-6- outcomes - definitions. (1) A S USED IN THIS SECTION, UNLESS THE1
	228	+	CONTEXT OTHERWISE REQUIRES :2
	229	+	(a) "T
	230	+	RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP3
	231	+	A PARENT, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD4
	232	+	IN UNDERSTANDING MATHEMATICS CONCEPTS .5
	233	+	(b) "T
	234	+	RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT6
	235	+	DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH7
	236	+	OTHER EDUCATORS ABOUT MATHEMATICS .8
	237	+	(2) E
	238	+	ACH SCHOOL DISTRICT BOARD OF EDUCATION OR DISTRICT9
	239	+	CHARTER SCHOOL IS STRONGLY ENC OURAGED TO ADOPT PROCEDURES BY10
	240	+	WHICH THE SCHOOLS OF A SCHOOL DISTRICT OR DISTRICT CHARTER11
	241	+	SCHOOLS PROVIDE SUPPORT TO STUDENTS IN PRE -KINDERGARTEN12
	242	+	THROUGH TWELFTH GRADE AND STUDENTS ' FAMILIES TO IMPROVE13
	243	+	MATHEMATICS OUTCOMES . PROCEDURES MAY INCLUDE :14
	244	+	(a) I
	245	+	DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR15
	246	+	STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS16
	247	+	ADMINISTERED PURSUANT TO SECTION 22-7-1006.3;17
	248	+	(b) N
	249	+	OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS18
	250	+	IF A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;19
	251	+	(c) P
	252	+	ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH20
	253	+	A LIST OF INTERVENTIONS
	254	+	AND ACCELERATION STRATEGIES TO ASSIST21
	255	+	WITH MATHEMATICS AT HOME , INCLUDING A STATE-ADVISORY LIST OF22
	256	+	CURRICULA OPTIONS DESCRIBED IN SECTION 22-2-146.5, REFERRALS FOR23
	257	+	MATHEMATICS TUTORING , OR OTHER INTERVENTION OPPORTUNITIES ,24
	258	+	WHEN APPLICABLE;25
	259	+	(d) P
	260	+	UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING26
	261	+	SUPPLEMENTAL CURRICULA OR INTERVENTIONS ; AND27
	262	+	1231
	263	+	-7- (e) IMPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT1
	264	+	FRAMEWORK PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR2
	265	+	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN3
	266	+	MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION4
	267	+	22-20-103;
	268	+	OR STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .5
	269	+	(3) I
	270	+	F A SCHOOL DISTRICT BOARD OF EDUCATION ADOPTS6
	271	+	PROCEDURES PURSUANT TO THIS SECTION , A PARENT, GUARDIAN, OR7
	272	+	LEGAL CUSTODIAN MAY CONTACT THE SCHOOL DISTRICT IN WHICH THE8
	273	+	PARENT'S, GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO9
	274	+	REQUEST ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE10
	275	+	DEPARTMENT PURSUANT TO SECTION 22-2-146.5 IF THE PARENT,11
	276	+	GUARDIAN, OR LEGAL CUSTODIAN DETERMINES THE STUDENT NEEDS12
	277	+	ADDITIONAL INTERVENTION SUPPORT .13
	278	+	SECTION 3. In Colorado Revised Statutes, add 22-30.5-526.514
	279	+	as follows:15
	280	+	22-30.5-526.5. Intervention strategies - improving16
	281	+	mathematics outcomes - definitions. (1) A
	282	+	S USED IN THIS SECTION,17
	283	+	UNLESS THE CONTEXT OTHERWISE REQUIRES :18
	284	+	(a) "T
	285	+	RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP19
	286	+	A PARENT, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD20
	287	+	IN UNDERSTANDING MATHEMATICS CONCEPTS .21
	288	+	(b) "T
	289	+	RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT22
	290	+	DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH23
	291	+	OTHER EDUCATORS ABOUT MATHEMATICS .24
	292	+	(2) E
	293	+	ACH INSTITUTE CHARTER SCHOOL IS STRONGLY ENCOURAGED25
	294	+	TO ADOPT PROCEDURES BY WHICH THE INSTITUTE CHARTER SCHOOL26
	295	+	PROVIDES SUPPORTS TO STUDENTS IN PRE -KINDERGARTEN THROUGH27
	296	+	1231
	297	+	-8- TWELFTH GRADE AND STUDENTS ' FAMILIES TO IMPROVE MATHEMATICS1
	298	+	OUTCOMES. PROCEDURES MAY INCLUDE :2
	299	+	(a) I
	300	+	DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR3
	301	+	STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS4
	302	+	ADMINISTERED PURSUANT TO SECTION 22-7-1006.3;5
	303	+	(b) N
	304	+	OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS6
	305	+	IF A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;7
	306	+	(c) P
	307	+	ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH8
	308	+	A LIST OF INTERVENTIONS
	309	+	AND ACCELERATION STRATEGIES TO ASSIST9
	310	+	WITH MATHEMATICS AT HOME , INCLUDING A STATE-ADVISORY LIST OF10
	311	+	CURRICULA OPTIONS DESCRIBED IN SECTION 22-2-146.5, REFERRALS FOR11
	312	+	MATHEMATICS TUTORING , OR OTHER INTERVENTION OPPORTUNITIES ,12
	313	+	WHEN APPLICABLE;13
	314	+	(d) P
	315	+	UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING14
	316	+	SUPPLEMENTAL CURRICULA OR INTERVENTIONS ; AND15
	317	+	(e) I
	318	+	MPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT16
	319	+	PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR STUDENTS WHO17
	320	+	ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ; CHILDREN18
	321	+	WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; OR STUDENTS WHO19
	322	+	ARE ENGLISH LANGUAGE LEARNERS .20
	323	+	(3) I
	324	+	F AN INSTITUTE CHARTER SCHOOL ADOPTS PROCEDURES21
	325	+	PURSUANT TO THIS SECTION, A PARENT, GUARDIAN, OR LEGAL CUSTODIAN22
	326	+	MAY CONTACT THE INSTITUTE CHARTER SCHOOL IN WHICH THE PARENT 'S,23
	327	+	GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO REQUEST24
	328	+	ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE25
	329	+	DEPARTMENT PURSUANT TO SECTION 22-2-146.5 IF THE PARENT,26
	330	+	GUARDIAN, OR LEGAL CUSTODIAN DETERMINES THE STUDENT NEEDS27
	331	+	1231
	332	+	-9- ADDITIONAL INTERVENTION SUPPORT .1
	333	+	SECTION 4. In Colorado Revised Statutes, add 22-2-146.6 as2
	334	+	follows:3
	335	+	22-2-146.6. Colorado academic accelerator grant program -4
	336	+	report - rules - definitions. (1) A
	337	+	S USED IN THIS SECTION, UNLESS THE5
	338	+	CONTEXT OTHERWISE REQUIRES :6
	339	+	(a) "C
	340	+	OLORADO ACADEMIC ACCELERATOR GRANT PROGRAM " OR7
	341	+	"
	342	+	GRANT PROGRAM" MEANS THE COLORADO ACADEMIC ACCELERATOR8
	343	+	GRANT PROGRAM CREATED IN SUBSECTION (2) OF THIS SECTION.9
	344	+	(b) "C
	345	+	OMMUNITY-BASED ORGANIZATION" MEANS A PUBLIC OR10
	346	+	PRIVATE NONPROFIT ORGANIZATION OF DEMONSTRATED EFFECTIVENESS11
	347	+	THAT IS REPRESENTATIVE OF A COMMUNITY OR SIGNIFICANT SEGMENTS OF12
	348	+	A COMMUNITY AND PROVIDES EDUCATIONAL OR RELATED SERVICES TO13
	349	+	INDIVIDUALS IN THE COMMUNITY.14
	350	+	(c) "C
	351	+	OMMUNITY LEARNING CENTER " MEANS AN ENTITY THAT15
	352	+	ASSISTS STUDENTS TO MEET THE RIGOROUS STATE ACADEMIC STANDARDS16
	353	+	BY PROVIDING STUDENTS WITH FREE ACADEMIC ENRICHMENT AND17
	354	+	SUPPORT ACTIVITIES AND A BROAD ARRAY OF OTHER ACTIVITIES DURING18
	355	+	NONSCHOOL HOURS, PERIODS WHEN SCHOOL IS NOT IN SESSION, OR DURING19
	356	+	EXTENDED LEARNING HOURS .20
	357	+	(d) "E
	358	+	LIGIBLE ENTITY" MEANS A LOCAL EDUCATION PROVIDER , A21
	359	+	COMMUNITY-BASED ORGANIZATION , AN INDIAN TRIBE OR TRIBAL22
	360	+	ORGANIZATION, ANOTHER PUBLIC OR PRIVATE ENTITY, OR A CONSORTIUM23
	361	+	OF TWO OR MORE AGENCIES, ORGANIZATIONS, OR ENTITIES.24
	362	+	(e) "EVIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN25
	363	+	MATHEMATICS THAT RELIES ON PEER-REVIEWED EVIDENCE TO ESTABLISH26
	364	+	A BASIS FOR ACCELERATING LEARNING. "EVIDENCE-INFORMED" INCLUDES27
	365	+	1231
	366	+	-10- EVIDENCE-INFORMED CURRICULA, INTERVENTIONS, AND ASSESSMENT1
	367	+	OPTIONS.2
	368	+	(f) "LOCAL EDUCATION PROVIDER" MEANS A SCHOOL DISTRICT, A3
	369	+	CHARTER SCHOOL AUTHORIZED BY A SC HOOL DISTRICT PURSUANT TO PART4
	370	+	1
	371	+	OF ARTICLE 30.5 OF THIS TITLE 22, A CHARTER SCHOOL AUTHORIZED BY5
	372	+	THE STATE CHARTER SCHOOL INSTITUTE PURSUANT TO PART 5 OF ARTICLE6
	373	+	30.5
	374	+	THIS TITLE 22, OR A BOARD OF COOPERATIVE SERVICES CREATED AND7
	375	+	OPERATED PURSUANT TO ARTICLE 5 OF THIS TITLE 22 THAT OPERATES8
	376	+	MORE THAN ONE PUBLIC SCHOOL .9
	377	+	(g) "STEM" MEANS THE COMBINATION OF THE DISCIPLINES OF10
	378	+	SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS.11
	379	+	(2) (a) T
	380	+	HERE IS CREATED IN THE DEPARTMENT THE COLORADO12
	381	+	ACADEMIC ACCELERATOR GRANT PROGRAM . THE PURPOSE OF THE GRANT13
	382	+	PROGRAM IS TO CREATE COMMUNITY LEARNING CENTERS THAT :14
	383	+	(I) P
	384	+	ROVIDE OPPORTUNITIES FOR FREE ACADEMIC ENRICHMENT15
	385	+	AND SUPPORT ACTIVITIES, WHICH MUST INCLUDE PROVIDING TUTORIAL16
	386	+	SERVICES TO HELP STUDENTS, PARTICULARLY STUDENTS WHO ATTEND17
	387	+	HIGH-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT , TO MEET18
	388	+	RIGOROUS STATE ACADEMIC STANDARDS , SPECIFICALLY IN STEM AND19
	389	+	MATHEMATICS, AND TO INCREASE PROFICIENCIES IN MATHEMATICS20
	390	+	OUTCOMES; AND21
	391	+	(II) O
	392	+	FFER FAMILIES OF STUDENTS OPPORTUNITIES FOR ACTIVE AND22
	393	+	MEANINGFUL ENGAGEMENT IN STUDENTS ' EDUCATION, INCLUDING23
	394	+	OPPORTUNITIES FOR MATHEMATICS LITERACY AND RELATED EDUCATIONAL24
	395	+	DEVELOPMENT.25
	396	+	(b) T
	397	+	HE DEPARTMENT SHALL ADMINISTER THE GRANT
	398	+	PROGRAM.26
	399	+	AN ELIGIBLE ENTITY THAT RECEIVES GRANT MONEY PURSUANT TO THIS27
	400	+	1231
	401	+	-11- SECTION SHALL USE THE GRANT MONEY TOWARD MEETING THE PURPOSES1
	402	+	SET FORTH IN SUBSECTION (2)(a) OF THIS SECTION. ELIGIBLE ENTITIES ARE2
	403	+	SELECTED FOR A GRANT THAT RUNS FOR A PERIOD OF THREE YEARS . IF A3
	404	+	COMMUNITY-BASED ORGANIZATION APPLIES , THE COMMUNITY-BASED4
	405	+	ORGANIZATION MUST BE EXPERIENCED IN OUT -OF-SCHOOL SUPPORTS AND5
	406	+	SHALL PARTNER WITH A LOCAL EDUCATION PROVIDER AS AN ELIGIBLE6
	407	+	ENTITY.7
	408	+	(c) T
	409	+	HE DEPARTMENT SHALL IMPLEMENT A TIMELINE FOR THE8
	410	+	GRANT PROGRAM, WHICH MUST INCLUDE THE FOLLOWING :9
	411	+	(I) T
	412	+	HE DATE THE DEPARTMENT SHALL ANNOUNCE THE GRANT10
	413	+	PROGRAM AND BEGIN ACCEPTING APPLICATIONS FROM ELIGIBLE ENTITIES ;11
	414	+	(II) T
	415	+	HE DATE BY WHICH AN ELIGIBLE ENTITY MUST SUBMIT AN12
	416	+	APPLICATION;13
	417	+	(III) T
	418	+	HE DATE THE DEPARTMENT SHALL BEGIN DISTRIBUTING14
	419	+	GRANT MONEY TO THE GRANTEES ; AND15
	420	+	(IV) T
	421	+	HE DATES AN ELIGIBLE ENTITY SHALL SUBMIT A REPORT TO16
	422	+	THE DEPARTMENT SUMMARIZING THE USE OF FUNDS PURSUANT TO THIS17
	423	+	SECTION, INCLUDING DATA ON THE ACADEMIC IMPROVEMENT OF STUDENTS18
	424	+	IN MATHEMATICS DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE19
	425	+	LEVEL,
	426	+	DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND20
	427	+	E
	428	+	NGLISH LANGUAGE LEARNER STATUS .21
	429	+	(3) (a) T
	430	+	HE DEPARTMENT SHALL PRIORITIZE ELIGIBLE ENTITIES22
	431	+	THAT:23
	432	+	(I) A
	433	+	DOPT INTERVENTION STRATEGIES DESCRIBED IN SECTION24
	434	+	22-32-118.6
	435	+	OR 22-30.5-526.5;25
	436	+	(II) U
	437	+	SE EVIDENCE-INFORMED
	438	+	PROGRAMS THAT BUILD STUDENT26
	439	+	SKILLS IN STEM AND MATHEMATICS;27
	440	+	1231
	441	+	-12- (III) USE DIGITAL MATH ACCELERATOR PROGRAMS ;1
	442	+	(IV) S
	443	+	ERVE HIGH-NEEDS STUDENTS, AS DETERMINED BY THE2
	444	+	DEPARTMENT;3
	445	+	(V) T
	446	+	ARGET STUDENTS WHO TRANSITION FROM ELEMENTARY4
	447	+	SCHOOL TO MIDDLE SCHOOL AND MIDDLE SCHOOL TO HIGH SCHOOL ;
	448	+	5
	449	+	(VI) H
	450	+	AVE AN ESTABLISHED PRESENCE AND RELATIONSHIP IN THE6 COMMUNITY; AND7
	451	+	(VII) HAVE DEMONSTRATED IN THE APPLICATION HOW THE8
	452	+	ELIGIBLE ENTITY WILL MEET THE NEEDS OF DIVERSE STUDENT9
	453	+	POPULATIONS.10
	454	+	(b) T
	455	+	HE DEPARTMENT SHALL REVIEW THE APPLICATIONS11
	456	+	SUBMITTED PURSUANT TO SUBSECTION (2)(c)(II) OF THIS
	457	+	SECTION. 12
	458	+	(c) T
	459	+	HE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT13
	460	+	OF STATE FUNDS
	461	+	TO ADMINISTER THE GRANT PROGRAM, INCLUDING, BUT14
	462	+	NOT LIMITED TO:15
	463	+	(I) M
	464	+	ONITORING AND EVALUATING
	465	+	GRANT PROGRAM ACTIVITIES;16
	466	+	AND17
	467	+	(II) P
	468	+	ROVIDING TRAINING AND TECHNICAL ASSISTANCE .18
	469	+	(d) T
	470	+	HE DEPARTMENT SHALL ENSURE ELIGIBLE ENTITIES USE19
	471	+	EVIDENCE-INFORMED
	472	+	CURRICULA AND INTERVENTIONS IN20
	473	+	MATHEMATICS AS IDENTIFIED BY THE DEPARTMENT PURSUANT TO SECTION21
	474	+	22-2-146.5,
	475	+	INCLUDING ANY STATE-PURCHASED CURRICULA OR DIGITAL22
	476	+	SOFTWARE FOCUSED ON MATHEMATICS .23
	477	+	(4) (a) E
	478	+	LIGIBLE ENTITIES SHALL USE GRANT FUNDS FOR FREE24
	479	+	ACADEMIC ENRICHMENT AND SUPPORT ACTIVITIES AND TUTORING25
	480	+	PROGRAMS WITH A FOCUS ON STEM AND MATHEMATICS, PARTICULARLY26
	481	+	FOR STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN27
	482	+	1231
	483	+	-13- MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION1
	484	+	22-20-103;
	485	+	AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .2
	486	+	(b) E
	487	+	LIGIBLE ENTITIES MAY USE GRANT FUNDS TO :3
	488	+	(I) F
	489	+	ACILITATE PROGRAMS TO ENGAGE COMMUNITIES TO SUPPORT4
	490	+	HIGH-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT ;5
	491	+	(II) C
	492	+	REATE MENTORSHIP PROGRAMS ; AND6
	493	+	(III) P
	494	+	ROVIDE OTHER ACADEMIC OR SOCIAL ENRICHMENT7
	495	+	OPPORTUNITIES, INCLUDING EXPERIENTIAL MATHEMATICS ACTIVITIES , TO8
	496	+	HELP ENSURE STUDENTS CAN MEET THE STATE 'S RIGOROUS ACADEMIC9
	497	+	STANDARDS.10
	498	+	(c) I
	499	+	F A LOCAL EDUCATION PROVIDER RECEIVES A GRANT TO11
	500	+	BECOME A COMMUNITY LEARNING CENTER , THE LOCAL EDUCATION12
	501	+	PROVIDER SHALL PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT13
	502	+	PROGRAMS, MENTORSHIP PROGRAMS, REMEDIAL EDUCATION PROGRAMS ,14
	503	+	AND TUTORING SERVICES THAT ALIGN WITH THE STATE 'S RIGOROUS15
	504	+	ACADEMIC STANDARDS .16
	505	+	(d) (I) I
	506	+	F A LOCAL EDUCATION PROVIDER IN PARTNERSHIP WITH A17
	507	+	COMMUNITY-BASED ORGANIZATION RECEIVES A GRANT TO BECOME A18
	508	+	COMMUNITY LEARNING CENTER , THE LOCAL EDUCATION PROVIDER SHALL19
	509	+	PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT PROGRAMS ,20
	510	+	MENTORSHIP PROGRAMS , REMEDIAL EDUCATION PROGRAMS , AND21
	511	+	TUTORING SERVICES THAT ALIGN WITH THE STATE 'S RIGOROUS ACADEMIC22
	512	+	STANDARDS. THE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH23
	513	+	THE COMMUNITY-BASED ORGANIZATION TO SHARE DATA ON STUDENT24
	514	+	PERFORMANCE THAT IS RELEVANT TO EACH STUDENT 'S PERFORMANCE IN25
	515	+	SCHOOL IN ACCORDANCE WITH THE FEDERAL "FAMILY EDUCATIONAL26
	516	+	R
	517	+	IGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g, AS AMENDED,27
	518	+	1231
	519	+	-14- AND THE "STUDENT DATA TRANSPARENCY AND SECURITY ACT", CREATED1
	520	+	IN ARTICLE 16 OF THIS TITLE 22.2
	521	+	(II) T
	522	+	HE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH3
	523	+	COMMUNITY-BASED ORGANIZATION INSTRUCTORS TO :4
	524	+	(A) O
	525	+	FFER ACCESS TO RELEVANT DISTRICT OR STATE TRAINING5
	526	+	FOCUSED ON STEM AND MATHEMATICS INSTRUCTION , INCLUDING6
	527	+	TRAINING CREATED PURSUANT TO SECTION 22-2-146.5 (1); AND7
	528	+	(B) P
	529	+	ROVIDE ACCESS TO DISTRICT OR STATEWIDE SOFTWARE8
	530	+	LICENSES FOR DIGITAL MATH ACCELERATOR PROGRAMS .9
	531	+	(5) T
	532	+	HE STATE BOARD MAY PROMULGATE RULES FOR THE10
	533	+	IMPLEMENTATION OF THIS SECTION.11
	534	+	(6) (a) O
	535	+	N OR BEFORE JULY 1, 2024, THE DEPARTMENT SHALL12
	536	+	CONTRACT WITH A THIRD-PARTY
	537	+	EVALUATOR, IN ACCORDANCE WITH THE13
	538	+	"PROCUREMENT CODE," ARTICLES 101 TO 112 OF TITLE 24, TO REVIEW,14
	539	+	EVALUATE, AND DRAFT A REPORT SUMMARIZING THE FOLLOWING :15
	540	+	(I) T
	541	+	HE IMPACT OF THE GRANT PROGRAM ON FINANCIAL SAVINGS16
	542	+	FOR PARENTS;17
	543	+	(II) D
	544	+	ATA ON STUDENT ENGAGEMENT , DROPOUT RATES ,18
	545	+	GRADUATION RATES, CHRONIC ABSENTEEISM, AND MOBILITY RATES;19
	546	+	(III) S
	547	+	TUDENT ACADEMIC IMPROVEMENT IN MATHEMATICS ,20
	548	+	INCLUDING DATA DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE21
	549	+	LEVEL,
	550	+	DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND22
	551	+	E
	552	+	NGLISH LANGUAGE LEARNER STATUS ; AND23
	553	+	(IV) T
	554	+	HE DISAGGREGATED DATA OF ELIGIBLE ENTITIES SUBMI TTED24
	555	+	TO THE DEPARTMENT PURSUANT TO SUBSECTION (2)(c)(IV) OF THIS25
	556	+	SECTION.26
	557	+	(b) THE DEPARTMENT SHALL COLLECT THE DATA REPORTED TO THE27
	558	+	1231
	559	+	-15- DEPARTMENT BY ELIGIBLE ENTITIES PURSUANT TO SUBSECTION (2)(c)(IV)1
	560	+	OF THIS SECTION AND BY THE THIRD-PARTY EVALUATOR PURSUANT TO2
	561	+	THIS SUBSECTION (6).3
	562	+	(7) (a) N
	563	+	OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR4
144	564		BEFORE
145		-	JULY 1, 2024, AND ON OR BEFORE JULY 1 EACH YEAR THEREAFTER,
146		-	THE DEPARTMENT SHALL REPORT TO THE EDUCATION COMMITTEES OF THE
147		-	HOUSE OF REPRESENTATIVES AND THE SENATE
148		-	, OR THEIR SUCCESSOR
149		-	COMMITTEES
150		-	, AND THE STATE BOARD CONCERNING THE ACTIVITIES AND
151		-	STATUS OF ANY TECHNICAL ASSISTANCE AND TRAINING PROVIDED PURSUANT
152		-	TO THIS SECTION
153		-	.
	565	+	JANUARY 1, 2025, AND EACH JANUARY 1 THEREAFTER, THE5
	566	+	DEPARTMENT SHALL SUBMIT THE REPORT DESCRIBED IN SUBSECTION (6)6
	567	+	OF THIS SECTION TO THE EDUCATION COMMITTEES OF THE HOUSE OF7
	568	+	REPRESENTATIVES AND THE SENATE , OR THEIR SUCCESSOR COMMITTEES,8
	569	+	THE GOVERNOR, AND THE STATE BOARD.9
154	570		(b) B
155		-	EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT ON
156		-	PAGE 3-HOUSE BILL 23-1231 THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (6)(a) OF THIS
157		-	SECTION
158		-	, INCLUDING A LIST OF THE SCHOOL DISTRICTS , RELATED
159		-	ADMINISTRATIVE UNITS
160		-	, DISTRICT CHARTER SCHOOLS, INSTITUTE CHARTER
161		-	SCHOOLS
162		-	, AND BOARDS OF COOPERATIVE SERVICES THAT PARTICIPATE IN THE
163		-	EDUCATOR TRAINING PURSUANT TO SUBSECTION
164		-	(2) OF THIS SECTION, AT THE
165		-	DEPARTMENT
166		-	'S ANNUAL HEARING HELD PURSUANT TO THE "SMART ACT",
167		-	PART 2 OF ARTICLE 7 OF TITLE 2.
168		-	SECTION 2. In Colorado Revised Statutes, add 22-32-118.6 as
169		-	follows:
170		-	22-32-118.6. Intervention strategies - improving mathematics
171		-	outcomes - definitions. (1) A
172		-	S USED IN THIS SECTION, UNLESS THE
173		-	CONTEXT OTHERWISE REQUIRES
174		-	:
175		-	(a) "T
176		-	RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP
177		-	A PARENT
178		-	, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD IN
179		-	UNDERSTANDING MATHEMATICS CONCEPTS
180		-	.
181		-	(b) "T
182		-	RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT
183		-	DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH
184		-	OTHER EDUCATORS ABOUT MATHEMATICS
185		-	.
186		-	(2) E
187		-	ACH SCHOOL DISTRICT BOARD OF EDUCATION OR DISTRICT
188		-	CHARTER SCHOOL IS STRONGLY ENC OURAGED TO ADOPT PROCEDURES BY
189		-	WHICH THE SCHOOLS OF A SCHOOL DISTRICT OR DISTRICT CHARTER SCHOOLS
190		-	PROVIDE SUPPORT TO STUDENTS IN PRE
191		-	-KINDERGARTEN THROUGH TWELFTH
192		-	GRADE AND STUDENTS
193		-	' FAMILIES TO IMPROVE MATHEMATICS OUTCOMES .
194		-	P
195		-	ROCEDURES MAY INCLUDE :
196		-	(a) I
197		-	DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR
198		-	STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS
199		-	ADMINISTERED PURSUANT TO SECTION
200		-	22-7-1006.3;
201		-	(b) N
202		-	OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS IF
203		-	A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
204		-	;
205		-	(c) P
206		-	ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH
207		-	A LIST OF INTERVENTIONS AND ACCELERATION STRATEGIES TO ASSIST WITH
208		-	MATHEMATICS AT HOME
209		-	, INCLUDING A STATE-ADVISORY LIST OF CURRICULA
210		-	PAGE 4-HOUSE BILL 23-1231 OPTIONS DESCRIBED IN SECTION 22-2-146.5, REFERRALS FOR MATHEMATICS
211		-	TUTORING
212		-	, OR OTHER INTERVENTION OPPORTUNITIES , WHEN APPLICABLE;
213		-	(d) P
214		-	UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING
215		-	SUPPLEMENTAL CURRICULA OR INTERVENTIONS
216		-	; AND
217		-	(e) IMPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT
218		-	FRAMEWORK PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR
219		-	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
220		-	;
221		-	CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; OR
222		-	STUDENTS WHO ARE
223		-	ENGLISH LANGUAGE LEARNERS .
224		-	(3) I
225		-	F A SCHOOL DISTRICT BOARD OF EDUCATION ADOPTS
226		-	PROCEDURES PURSUANT TO THIS SECTION
227		-	, A PARENT, GUARDIAN, OR LEGAL
228		-	CUSTODIAN MAY CONTACT THE SCHOOL DISTRICT IN WHICH THE PARENT
229		-	'S,
230		-	GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO REQUEST
231		-	ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE DEPARTMENT
232		-	PURSUANT TO SECTION
233		-	22-2-146.5 IF THE PARENT, GUARDIAN, OR LEGAL
234		-	CUSTODIAN DETERMINES THE STUDENT NEEDS ADDITIONAL INTERVENTION
235		-	SUPPORT
236		-	.
237		-	SECTION 3. In Colorado Revised Statutes, add 22-30.5-526.5 as
238		-	follows:
239		-	22-30.5-526.5. Intervention strategies - improving mathematics
240		-	outcomes - definitions. (1) A
241		-	S USED IN THIS SECTION, UNLESS THE
242		-	CONTEXT OTHERWISE REQUIRES
243		-	:
244		-	(a) "T
245		-	RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP
246		-	A PARENT
247		-	, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD IN
248		-	UNDERSTANDING MATHEMATICS CONCEPTS
249		-	.
250		-	(b) "T
251		-	RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT
252		-	DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH
253		-	OTHER EDUCATORS ABOUT MATHEMATICS
254		-	.
255		-	(2) E
256		-	ACH INSTITUTE CHARTER SCHOOL IS STRONGLY ENCOURAGED
257		-	TO ADOPT PROCEDURES BY WHICH THE INSTITUTE CHARTER SCHOOL
258		-	PROVIDES SUPPORTS TO STUDENTS IN PRE
259		-	-KINDERGARTEN THROUGH
260		-	TWELFTH GRADE AND STUDENTS
261		-	' FAMILIES TO IMPROVE MATHEMATICS
262		-	PAGE 5-HOUSE BILL 23-1231 OUTCOMES. PROCEDURES MAY INCLUDE :
263		-	(a) I
264		-	DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR
265		-	STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS
266		-	ADMINISTERED PURSUANT TO SECTION
267		-	22-7-1006.3;
268		-	(b) N
269		-	OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS IF
270		-	A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
271		-	;
272		-	(c) P
273		-	ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH
274		-	A LIST OF INTERVENTIONS AND ACCELERATION STRATEGIES TO ASSIST WITH
275		-	MATHEMATICS AT HOME
276		-	, INCLUDING A STATE-ADVISORY LIST OF CURRICULA
277		-	OPTIONS DESCRIBED IN SECTION
278		-	22-2-146.5, REFERRALS FOR MATHEMATICS
279		-	TUTORING
280		-	, OR OTHER INTERVENTION OPPORTUNITIES , WHEN APPLICABLE;
281		-	(d) P
282		-	UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING
283		-	SUPPLEMENTAL CURRICULA OR INTERVENTIONS
284		-	; AND
285		-	(e) IMPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT
286		-	PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR STUDENTS WHO ARE
287		-	BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
288		-	; CHILDREN WITH
289		-	DISABILITIES
290		-	, AS DEFINED IN SECTION 22-20-103; OR STUDENTS WHO ARE
291		-	ENGLISH LANGUAGE LEARNERS .
292		-	(3) I
293		-	F AN INSTITUTE CHARTER SCHOOL ADOPTS PROCEDURES
294		-	PURSUANT TO THIS SECTION
295		-	, A PARENT, GUARDIAN, OR LEGAL CUSTODIAN
296		-	MAY CONTACT THE INSTITUTE CHARTER SCHOOL IN WHICH THE PARENT
297		-	'S,
298		-	GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO REQUEST
299		-	ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE DEPARTMENT
300		-	PURSUANT TO SECTION
301		-	22-2-146.5 IF THE PARENT, GUARDIAN, OR LEGAL
302		-	CUSTODIAN DETERMINES THE STUDENT NEEDS ADDITIONAL INTERVENTION
303		-	SUPPORT
304		-	.
305		-	SECTION 4. In Colorado Revised Statutes, add 22-2-146.6 as
306		-	follows:
307		-	22-2-146.6. Colorado academic accelerator grant program -
308		-	report - rules - definitions. (1) A
309		-	S USED IN THIS SECTION, UNLESS THE
310		-	CONTEXT OTHERWISE REQUIRES
311		-	:
312		-	PAGE 6-HOUSE BILL 23-1231 (a) "COLORADO ACADEMIC ACCELERATOR GRANT PROGRAM " OR
313		-	"GRANT PROGRAM" MEANS THE COLORADO ACADEMIC ACCELERATOR GRANT
314		-	PROGRAM CREATED IN SUBSECTION
315		-	(2) OF THIS SECTION.
316		-	(b) "C
317		-	OMMUNITY-BASED ORGANIZATION" MEANS A PUBLIC OR
318		-	PRIVATE NONPROFIT ORGANIZATION OF DEMONSTRATED EFFECTIVENESS
319		-	THAT IS REPRESENTATIVE OF A COMMUNITY OR SIGNIFICANT SEGMENTS OF
320		-	A COMMUNITY AND PROVIDES EDUCATIONAL OR RELATED SERVICES TO
321		-	INDIVIDUALS IN THE COMMUNITY
322		-	.
323		-	(c) "C
324		-	OMMUNITY LEARNING CENTER " MEANS AN ENTITY THAT
325		-	ASSISTS STUDENTS TO MEET THE RIGOROUS STATE ACADEMIC STANDARDS BY
326		-	PROVIDING STUDENTS WITH FREE ACADEMIC ENRICHMENT AND SUPPORT
327		-	ACTIVITIES AND A BROAD ARRAY OF OTHER ACTIVITIES DURING NONSCHOOL
328		-	HOURS
329		-	, PERIODS WHEN SCHOOL IS NOT IN SESSION, OR DURING EXTENDED
330		-	LEARNING HOURS
331		-	.
332		-	(d) "E
333		-	LIGIBLE ENTITY" MEANS A LOCAL EDUCATION PROVIDER , A
334		-	COMMUNITY
335		-	-BASED ORGANIZATION , AN INDIAN TRIBE OR TRIBAL
336		-	ORGANIZATION
337		-	, ANOTHER PUBLIC OR PRIVATE ENTITY, OR A CONSORTIUM OF
338		-	TWO OR MORE AGENCIES
339		-	, ORGANIZATIONS, OR ENTITIES.
340		-	(e) "E
341		-	VIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN
342		-	MATHEMATICS THAT RELIES ON PEER
343		-	-REVIEWED EVIDENCE TO ESTABLISH A
344		-	BASIS FOR ACCELERATING LEARNING
345		-	. "EVIDENCE-INFORMED" INCLUDES
346		-	EVIDENCE
347		-	-INFORMED CURRICULA , INTERVENTIONS, AND ASSESSMENT
348		-	OPTIONS
349		-	.
350		-	(f) "L
351		-	OCAL EDUCATION PROVIDER " MEANS A SCHOOL DISTRICT, A
352		-	CHARTER SCHOOL AUTHORIZED BY A SCHOOL DISTRICT PURSUANT TO PART
353		-	1 OF ARTICLE 30.5 OF THIS TITLE 22, A CHARTER SCHOOL AUTHORIZED BY
354		-	THE STATE CHARTER SCHOOL INSTITUTE PURSUANT TO PART
355		-	5 OF ARTICLE
356		-	30.5 THIS TITLE 22, OR A BOARD OF COOPERATIVE SERVICES CREATED AND
357		-	OPERATED PURSUANT TO ARTICLE
358		-	5 OF THIS TITLE 22 THAT OPERATES MORE
359		-	THAN ONE PUBLIC SCHOOL
360		-	.
361		-	(g) "STEM"
362		-	MEANS THE COMBINATION OF THE DISCIPLINES OF
363		-	SCIENCE
364		-	, TECHNOLOGY, ENGINEERING, AND MATHEMATICS.
365		-	(2) (a) T
366		-	HERE IS CREATED IN THE DEPARTMENT THE COLORADO
367		-	PAGE 7-HOUSE BILL 23-1231 ACADEMIC ACCELERATOR GRANT PROGRAM . THE PURPOSE OF THE GRANT
368		-	PROGRAM IS TO CREATE COMMUNITY LEARNING CENTERS THAT
369		-	:
370		-	(I) P
371		-	ROVIDE OPPORTUNITIES FOR FREE ACADEMIC ENRICHMENT AND
372		-	SUPPORT ACTIVITIES
373		-	, WHICH MUST INCLUDE PROVIDING TUTORIAL SERVICES
374		-	TO HELP STUDENTS
375		-	, PARTICULARLY STUDENTS WHO ATTEND HIGH -NEEDS
376		-	SCHOOLS
377		-	, AS DETERMINED BY THE DEPARTMENT , TO MEET RIGOROUS STATE
378		-	ACADEMIC STANDARDS
379		-	, SPECIFICALLY IN STEM AND MATHEMATICS, AND TO
380		-	INCREASE PROFICIENCIES IN MATHEMATICS OUTCOMES
381		-	; AND
382		-	(II) OFFER FAMILIES OF STUDENTS OPPORTUNITIES FOR ACTIVE AND
383		-	MEANINGFUL ENGAGEMENT IN STUDENTS
384		-	' EDUCATION, INCLUDING
385		-	OPPORTUNITIES FOR MATHEMATICS LITERACY AND RELATED EDUCATIONAL
386		-	DEVELOPMENT
387		-	.
388		-	(b) T
389		-	HE DEPARTMENT SHALL ADMINISTER THE GRANT PROGRAM . AN
390		-	ELIGIBLE ENTITY THAT RECEIVES GRANT MONEY PURSUANT TO THIS SECTION
391		-	SHALL USE THE GRANT MONEY TOWARD MEETING THE PURPOSES SET FORTH
392		-	IN SUBSECTION
393		-	(2)(a) OF THIS SECTION. ELIGIBLE ENTITIES ARE SELECTED
394		-	FOR A GRANT THAT RUNS FOR A PERIOD OF THREE YEARS
395		-	. IF A
396		-	COMMUNITY
397		-	-BASED ORGANIZATION APPLIES , THE COMMUNITY -BASED
398		-	ORGANIZATION MUST BE EXPERIENCED IN OUT
399		-	-OF-SCHOOL SUPPORTS AND
400		-	SHALL PARTNER WITH A LOCAL EDUCATION PROVIDER AS AN ELIGIBLE
401		-	ENTITY
402		-	.
403		-	(c) T
404		-	HE DEPARTMENT SHALL IMPLEMENT A TIMELINE FOR THE GRANT
405		-	PROGRAM
406		-	, WHICH MUST INCLUDE THE FOLLOWING :
407		-	(I) T
408		-	HE DATE THE DEPARTMENT SHALL ANNOUNCE THE GRANT
409		-	PROGRAM AND BEGIN ACCEPTING APPLICATIONS FROM ELIGIBLE ENTITIES
410		-	;
411		-	(II) T
412		-	HE DATE BY WHICH AN ELIGIBLE ENTITY MUST SUBMIT AN
413		-	APPLICATION
414		-	;
415		-	(III) T
416		-	HE DATE THE DEPARTMENT SHALL BEGIN DISTRIBUTING GRANT
417		-	MONEY TO THE GRANTEES
418		-	; AND
419		-	(IV) THE DATES AN ELIGIBLE ENTITY SHALL SUBMIT A REPORT TO
420		-	THE DEPARTMENT SUMMARIZING THE USE OF FUNDS PURS UANT TO THIS
421		-	SECTION
422		-	, INCLUDING DATA ON THE ACADEMIC IMPROVEMENT OF STUDENTS
423		-	PAGE 8-HOUSE BILL 23-1231 IN MATHEMATICS DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE
424		-	LEVEL
425		-	, DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND
426		-	ENGLISH LANGUAGE LEARNER STATUS .
427		-	(3) (a) T
428		-	HE DEPARTMENT SHALL PRIORITIZE ELIGIBLE ENTITIES THAT:
429		-	(I) A
430		-	DOPT INTERVENTION STRATEGIES DESCRIBED IN SECTION
431		-	22-32-118.6 OR 22-30.5-526.5;
432		-	(II) U
433		-	SE EVIDENCE-INFORMED PROGRAMS THAT BUILD STUDENT
434		-	SKILLS IN
435		-	STEM AND MATHEMATICS;
436		-	(III) U
437		-	SE DIGITAL MATH ACCELERATOR PROGRAMS ;
438		-	(IV) S
439		-	ERVE HIGH-NEEDS STUDENTS, AS DETERMINED BY THE
440		-	DEPARTMENT
441		-	;
442		-	(V) T
443		-	ARGET STUDENTS WHO TRANSITION FROM ELEMENTARY
444		-	SCHOOL TO MIDDLE SCHOOL AND MIDDLE SCHOOL TO HIGH SCHOOL
445		-	;
446		-	(VI) H
447		-	AVE AN ESTABLISHED PRESENCE AND RELATIONSHIP IN THE
448		-	COMMUNITY
449		-	; AND
450		-	(VII) HAVE DEMONSTRATED IN THE APPLICATION HOW THE ELIGIBLE
451		-	ENTITY WILL MEET THE NEEDS OF DIVERSE STUDENT POPULATIONS
452		-	.
453		-	(b) T
454		-	HE DEPARTMENT SHALL REVIEW THE APPLICATIONS SUBMITTED
455		-	PURSUANT TO SUBSECTION
456		-	(2)(c)(II) OF THIS SECTION.
457		-	(c) T
458		-	HE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT OF
459		-	STATE FUNDS TO ADMINISTER THE GRANT PROGRAM
460		-	, INCLUDING, BUT NOT
461		-	LIMITED TO
462		-	:
463		-	(I) M
464		-	ONITORING AND EVALUATING GRANT PROGRAM ACTIVITIES ;
465		-	AND
466		-	(II) PROVIDING TRAINING AND TECHNICAL ASSISTANCE .
467		-	(d) T
468		-	HE DEPARTMENT SHALL ENSURE ELIGIBLE ENTITIES USE
469		-	EVIDENCE
470		-	-INFORMED CURRICULA AND INTERVENTIONS IN MATHEMATICS AS
471		-	PAGE 9-HOUSE BILL 23-1231 IDENTIFIED BY THE DEPARTMENT PURSUANT TO SECTION 22-2-146.5,
472		-	INCLUDING ANY STATE-PURCHASED CURRICULA OR DIGITAL SOFTWARE
473		-	FOCUSED ON MATHEMATICS
474		-	.
475		-	(4) (a) E
476		-	LIGIBLE ENTITIES SHALL USE GRANT FUNDS FOR FREE
477		-	ACADEMIC ENRICHMENT AND SUPPORT ACTIVITIES AND TUTORING
478		-	PROGRAMS WITH A FOCUS ON
479		-	STEM AND MATHEMATICS, PARTICULARLY FOR
480		-	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
481		-	;
482		-	CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; AND
483		-	STUDENTS WHO ARE
484		-	ENGLISH LANGUAGE LEARNERS .
485		-	(b) E
486		-	LIGIBLE ENTITIES MAY USE GRANT FUNDS TO :
487		-	(I) F
488		-	ACILITATE PROGRAMS TO ENGAGE COMMUNITIES TO SUPPORT
489		-	HIGH
490		-	-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT ;
491		-	(II) C
492		-	REATE MENTORSHIP PROGRAMS ; AND
493		-	(III) PROVIDE OTHER ACADEMIC OR SOCIAL ENRICHMENT
494		-	OPPORTUNITIES
495		-	, INCLUDING EXPERIENTIAL MATHEMATICS ACTIVITIES , TO
496		-	HELP ENSURE STUDENTS CAN MEET THE STATE
497		-	'S RIGOROUS ACADEMIC
498		-	STANDARDS
499		-	.
500		-	(c) I
501		-	F A LOCAL EDUCATION PROVIDER RECEIVES A GRANT TO BECOME
502		-	A COMMUNITY LEARNING CENTER
503		-	, THE LOCAL EDUCATION PROVIDER SHALL
504		-	PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT PROGRAMS
505		-	,
506		-	MENTORSHIP PROGRAMS , REMEDIAL EDUCATION PROGRAMS , AND TUTORING
507		-	SERVICES THAT ALIGN WITH THE STATE
508		-	'S RIGOROUS ACADEMIC STANDARDS .
509		-	(d) (I) I
510		-	F A LOCAL EDUCATION PROVIDER IN PARTNERSHIP WITH A
511		-	COMMUNITY
512		-	-BASED ORGANIZATION RECEIVES A GRANT TO BECOME A
513		-	COMMUNITY LEARNING CENTER
514		-	, THE LOCAL EDUCATION PROVIDER SHALL
515		-	PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT PROGRAMS
516		-	,
517		-	MENTORSHIP PROGRAMS, REMEDIAL EDUCATION PROGRAMS , AND TUTORING
518		-	SERVICES THAT ALIGN WITH THE STATE
519		-	'S RIGOROUS ACADEMIC STANDARDS .
520		-	T
521		-	HE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH THE
522		-	COMMUNITY
523		-	-BASED ORGANIZATION TO SHARE DATA ON STUDENT
524		-	PERFORMANCE THAT IS RELEVANT TO EACH STUDENT
525		-	'S PERFORMANCE IN
526		-	SCHOOL IN ACCORDANCE WITH THE FEDERAL
527		-	"FAMILY EDUCATIONAL
528		-	RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g, AS AMENDED,
529		-	PAGE 10-HOUSE BILL 23-1231 AND THE "STUDENT DATA TRANSPARENCY AND SECURITY ACT", CREATED
530		-	IN ARTICLE
531		-	16 OF THIS TITLE 22.
532		-	(II) T
533		-	HE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH
534		-	COMMUNITY
535		-	-BASED ORGANIZATION INSTRUCTORS TO :
536		-	(A) O
537		-	FFER ACCESS TO RELEVANT DISTRICT OR STATE TRAINING
538		-	FOCUSED ON
539		-	STEM AND MATHEMATICS INSTRUCTION , INCLUDING TRAINING
540		-	CREATED PURSUANT TO SECTION
541		-	22-2-146.5 (1); AND
542		-	(B) PROVIDE ACCESS TO DISTRICT OR STATEWIDE SOFTWARE
543		-	LICENSES FOR DIGITAL MATH ACCELERATOR PROGRAMS
544		-	.
545		-	(5) T
546		-	HE STATE BOARD MAY PROMULGATE RULES FOR THE
547		-	IMPLEMENTATION OF THIS SECTION
548		-	.
549		-	(6) (a) O
550		-	N OR BEFORE JULY 1, 2024, THE DEPARTMENT SHALL
551		-	CONTRACT WITH A THIRD
552		-	-PARTY EVALUATOR, IN ACCORDANCE WITH THE
553		-	"PROCUREMENT CODE," ARTICLES 101 TO 112 OF TITLE 24, TO REVIEW,
554		-	EVALUATE, AND DRAFT A REPORT SUMMARIZING THE FOLLOWING :
555		-	(I) T
556		-	HE IMPACT OF THE GRANT PROGRAM ON FINANCIAL SAVINGS FOR
557		-	PARENTS
558		-	;
559		-	(II) D
560		-	ATA ON STUDENT ENGAGEMENT , DROPOUT RATES ,
561		-	GRADUATION RATES, CHRONIC ABSENTEEISM, AND MOBILITY RATES;
562		-	(III) S
563		-	TUDENT ACADEMIC IMPROVEMENT IN MATHEMATICS ,
564		-	INCLUDING DATA DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE
565		-	LEVEL
566		-	, DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND
567		-	ENGLISH LANGUAGE LEARNER STATUS ; AND
568		-	(IV) THE DISAGGREGATED DATA OF ELIGIBLE ENTITIES SUBMITTED
569		-	TO THE DEPARTMENT PURSUANT TO SUBSECTION
570		-	(2)(c)(IV) OF THIS SECTION.
571		-	(b) T
572		-	HE DEPARTMENT SHALL COLLECT THE DATA REPORTED TO THE
573		-	DEPARTMENT BY ELIGIBLE ENTITIES PURSUANT TO SUBSECTION
574		-	(2)(c)(IV) OF
575		-	THIS SECTION AND BY THE THIRD
576		-	-PARTY EVALUATOR PURSUANT TO THIS
577		-	SUBSECTION
578		-	(6).
579		-	PAGE 11-HOUSE BILL 23-1231 (7) (a) NOTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR
580		-	BEFORE
581		-	JANUARY 1, 2025, AND EACH JANUARY 1 THEREAFTER, THE
582		-	DEPARTMENT SHALL SUBMIT THE REPORT DESCRIBED IN SUBSECTION
583		-	(6) OF
584		-	THIS SECTION TO THE EDUCATION COMMITTEES OF THE HOUSE OF
585		-	REPRESENTATIVES AND THE SENATE
586		-	, OR THEIR SUCCESSOR COMMITTEES, THE
587		-	GOVERNOR
588		-	, AND THE STATE BOARD.
589		-	(b) B
590		-	EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT ON
591		-	THE INFORMATION COLLECTED PURSUANT TO SUBSECTION
592		-	(7)(a) OF THIS
593		-	SECTION AT THE DEPARTMENT
594		-	'S ANNUAL HEARING HELD PURSUANT TO THE
595		-	"SMART ACT", PART 2 OF ARTICLE 7 OF TITLE 2.
	571	+	EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT10
	572	+	ON THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (7)(a) OF11
	573	+	THIS SECTION AT THE DEPARTMENT'S ANNUAL HEARING HELD PURSUANT12
	574	+	TO THE "SMART ACT", PART 2 OF ARTICLE 7 OF TITLE 2.13
596	575		(8) T
597		-	HE DEPARTMENT AND ELIGIBLE ENTITIES SHALL REPORT DATA
598		-	PURSUANT TO THIS SECTION IN COMPLIANCE WITH THE FEDERAL
599		-	"FAMILY
600		-	EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g,
601		-	AS AMENDED, AND THE "STUDENT DATA TRANSPARENCY AND SECURITY
602		-	ACT", CREATED IN ARTICLE 16 OF THIS TITLE 22.
	576	+	HE DEPARTMENT AND ELIGIBLE ENTITIES SHALL REPORT DATA14
	577	+	PURSUANT TO THIS SECTION IN COMPLIANCE WITH THE FEDERAL "FAMILY15
	578	+	E
	579	+	DUCATIONAL RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC.16
	580	+	1232g,
	581	+	AS AMENDED, AND THE "STUDENT DATA TRANSPARENCY AND17
	582	+	S
	583	+	ECURITY ACT", CREATED IN ARTICLE 16 OF THIS TITLE 22.18
603	584		(9) F
604		-	OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY SHALL
605		-	APPROPRIATE TWENTY
606		-	-FOUR MILLION FIVE HUNDRED THOUSAND DOLLARS
607		-	TO THE DEPARTMENT
608		-	. THE DEPARTMENT SHALL HAVE THE AUTHORITY TO
609		-	SPEND FUNDS CONTINUOUSLY THRO UGH THE
610		-	2026-27 BUDGET YEAR FOR THE
611		-	PURPOSES OF THIS SECTION
612		-	. ANY UNEXPENDED FUNDS THAT REMAIN AT THE
613		-	END OF THE
614		-	2026-27 BUDGET YEAR REVERT BACK TO THE GENERAL FUND .
615		-	SECTION 5. In Colorado Revised Statutes, 22-11-304, amend (3)
616		-	introductory portion; and add (3)(a.7) as follows:
617		-	22-11-304. Accredited with improvement plan - school district
618		-	or institute - plan contents - adoption. (3) A district improvement plan
619		-	or an institute improvement plan shall
620		-	MUST be designed to ensure that the
621		-	school district or the institute improves its performance to the extent that,
622		-	following completion of its next annual accreditation review, the school
623		-	district or the institute attains a higher accreditation category. At a
624		-	minimum, a district improvement plan or an institute improvement plan
625		-	shall
626		-	MUST:
	585	+	OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY19
	586	+	SHALL APPROPRIATE TWENTY -FOUR MILLION FIVE HUNDRED THOUSAND
	587	+	20
	588	+	DOLLARS TO THE DEPARTMENT . THE DEPARTMENT SHALL HAVE THE21
	589	+	AUTHORITY TO SPEND FUNDS CONTINUOUSLY THROUGH THE 2026-2722
	590	+	BUDGET YEAR FOR THE PURPOSES OF THIS SECTION . ANY UNEXPENDED23
	591	+	FUNDS THAT REMAIN AT THE END OF THE 2026-27 BUDGET YEAR REVERT24
	592	+	BACK TO THE GENERAL FUND.25
	593	+	SECTION 5. In Colorado Revised Statutes, 22-11-304, amend26
	594	+	(3) introductory portion; and add (3)(a.7) as follows:27
	595	+	1231
	596	+	-16- 22-11-304. Accredited with improvement plan - school district1
	597	+	or institute - plan contents - adoption. (3) A district improvement plan2
	598	+	or an institute improvement plan shall MUST be designed to ensure that3
	599	+	the school district or the institute improves its performance to the extent4
	600	+	that, following completion of its next annual accreditation review, the5
	601	+	school district or the institute attains a higher accreditation category. At6
	602	+	a minimum, a district improvement plan or an institute improvement plan7
	603	+	shall MUST:8
627	604		(a.7) I
628		-	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS
629		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET
630		-	OR REVISE
631		-	, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT
632		-	PAGE 12-HOUSE BILL 23-1231 THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE
633		-	NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN
634		-	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE
635		-	GRADE
636		-	-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE
637		-	TUTORING
638		-	, INCLUDING PEER TUTORING; ADDITIONAL EDUCATOR TRAINING ;
639		-	PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
640		-	IN
641		-	-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
642		-	TECHNIQUES
643		-	; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
644		-	INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
645		-	SECTION 6. In Colorado Revised Statutes, 22-11-305, add (3)(a.7)
646		-	as follows:
647		-	22-11-305. Accredited with priority improvement plan - school
648		-	district or institute - plan contents - adoption. (3) A district priority
649		-	improvement plan or an institute priority improvement plan must be
650		-	designed to ensure that the school district or the institute improves its
651		-	performance to the extent that, following completion of its next annual
652		-	accreditation review, the school district or the institute attains a higher
653		-	accreditation category. At a minimum, a district priority improvement plan
654		-	or an institute priority improvement plan must:
	605	+	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS9
	606	+	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET10
	607	+	OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT11
	608	+	THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE12
	609	+	NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN13
	610	+	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO14
	611	+	ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES15
	612	+	MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL16
	613	+	EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY17
	614	+	INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,18
	615	+	AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR19
	616	+	CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS20
	617	+	ACCELERATOR PROGRAMS .21
	618	+	SECTION 6. In Colorado Revised Statutes, 22-11-305, add22
	619	+	(3)(a.7) as follows:23
	620	+	22-11-305. Accredited with priority improvement plan - school24
	621	+	district or institute - plan contents - adoption. (3) A district priority25
	622	+	improvement plan or an institute priority improvement plan must be26
	623	+	designed to ensure that the school district or the institute improves its27
	624	+	1231
	625	+	-17- performance to the extent that, following completion of its next annual1
	626	+	accreditation review, the school district or the institute attains a higher2
	627	+	accreditation category. At a minimum, a district priority improvement3
	628	+	plan or an institute priority improvement plan must:4
655	629		(a.7) I
656		-	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS
657		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET
658		-	OR REVISE
659		-	, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT
660		-	THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE
661		-	NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN
662		-	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE
663		-	GRADE
664		-	-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE
665		-	TUTORING
666		-	, INCLUDING PEER TUTORING; ADDITIONAL EDUCATOR TRAINING ;
667		-	PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
668		-	IN
669		-	-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
670		-	TECHNIQUES
671		-	; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
672		-	INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
673		-	SECTION 7. In Colorado Revised Statutes, 22-11-306, add (3)(a.7)
674		-	as follows:
675		-	22-11-306. Accredited with turnaround plan - school district or
676		-	institute - plan content - adoption. (3) A district turnaround plan or an
677		-	PAGE 13-HOUSE BILL 23-1231 institute turnaround plan must be designed to ensure that the school district
678		-	or the institute improves its performance to the extent that, following
679		-	completion of its next annual accreditation review, the school district or the
680		-	institute attains a higher accreditation category. At a minimum, a district
681		-	turnaround plan or an institute turnaround plan must:
	630	+	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS5
	631	+	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET6
	632	+	OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT7
	633	+	THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE8
	634	+	NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN9
	635	+	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO10
	636	+	ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES11
	637	+	MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL12
	638	+	EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY13
	639	+	INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,14
	640	+	AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR15
	641	+	CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS16
	642	+	ACCELERATOR PROGRAMS .17
	643	+	SECTION 7. In Colorado Revised Statutes, 22-11-306, add18
	644	+	(3)(a.7) as follows:19
	645	+	22-11-306. Accredited with turnaround plan - school district20
	646	+	or institute - plan content - adoption. (3) A district turnaround plan or21
	647	+	an institute turnaround plan must be designed to ensure that the school22
	648	+	district or the institute improves its performance to the extent that,23
	649	+	following completion of its next annual accreditation review, the school24
	650	+	district or the institute attains a higher accreditation category. At a25
	651	+	minimum, a district turnaround plan or an institute turnaround plan must:26
682	652		(a.7) I
683		-	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS
684		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET
685		-	OR REVISE
686		-	, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT
687		-	THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE
688		-	NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN
689		-	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE
690		-	GRADE
691		-	-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE
692		-	TUTORING
693		-	, INCLUDING PEER TUTORING; ADDITIONAL EDUCATOR TRAINING ;
694		-	PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
695		-	IN
696		-	-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
697		-	TECHNIQUES
698		-	; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
699		-	INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
700		-	SECTION 8. In Colorado Revised Statutes, 22-11-404, amend (3)
701		-	introductory portion; and add (3)(a.7) as follows:
702		-	22-11-404. School improvement plan - contents. (3) A school
703		-	improvement plan shall
704		-	MUST be designed to raise the academic
705		-	performance of students enrolled in the public school and to ensure that the
706		-	public school, following the next annual performance review, attains a
707		-	higher accreditation category. At a minimum, each school improvement
708		-	plan shall
709		-	MUST:
	653	+	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS27
	654	+	1231
	655	+	-18- WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET1
	656	+	OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT2
	657	+	THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE3
	658	+	NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN4
	659	+	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO5
	660	+	ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES6
	661	+	MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL7
	662	+	EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY8
	663	+	INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,9
	664	+	AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR10
	665	+	CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS11
	666	+	ACCELERATOR PROGRAMS .12
	667	+	SECTION 8. In Colorado Revised Statutes, 22-11-404, amend13
	668	+	(3) introductory portion; and add (3)(a.7) as follows:14
	669	+	22-11-404. School improvement plan - contents. (3) A school15
	670	+	improvement plan shall MUST be designed to raise the academic16
	671	+	performance of students enrolled in the public school and to ensure that17
	672	+	the public school, following the next annual performance review, attains18
	673	+	a higher accreditation category. At a minimum, each school improvement19
	674	+	plan shall MUST:20
710	675		(a.7) I
711		-	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS
712		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET
713		-	OR REVISE
714		-	, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT
715		-	THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF STUDENTS
716		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND TO
717		-	INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE GRADE
718		-	-LEVEL
719		-	EXPECTATIONS IN MATHEMATICS
720		-	. STRATEGIES MAY INCLUDE TUTORING ,
721		-	INCLUDING PEER TUTORING ; ADDITIONAL EDUCATOR TRAINING ;
722		-	PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
723		-	IN
724		-	-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
725		-	TECHNIQUES
726		-	; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
727		-	PAGE 14-HOUSE BILL 23-1231 INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
728		-	SECTION 9. In Colorado Revised Statutes, 22-11-405, add (4)(a.7)
729		-	as follows:
730		-	22-11-405. School priority improvement plan - contents. (4) A
731		-	school priority improvement plan must be designed to ensure that the public
732		-	school improves its performance to the extent that, following completion of
733		-	the public school's next annual performance review, the public school
734		-	attains a higher accreditation category. At a minimum, a school priority
735		-	improvement plan must:
	676	+	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS21
	677	+	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET22
	678	+	OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT23
	679	+	THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF24
	680	+	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN25
	681	+	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO26
	682	+	ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES27
	683	+	1231
	684	+	-19- MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL1
	685	+	EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY2
	686	+	INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,3
	687	+	AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR4
	688	+	CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS5
	689	+	ACCELERATOR PROGRAMS .6
	690	+	SECTION 9. In Colorado Revised Statutes, 22-11-405, add7
	691	+	(4)(a.7) as follows:8
	692	+	22-11-405. School priority improvement plan - contents. (4) A9
	693	+	school priority improvement plan must be designed to ensure that the10
	694	+	public school improves its performance to the extent that, following11
	695	+	completion of the public school's next annual performance review, the12
	696	+	public school attains a higher accreditation category. At a minimum, a13
	697	+	school priority improvement plan must:14
736	698		(a.7) I
737		-	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS
738		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET
739		-	OR REVISE
740		-	, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT
741		-	THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF STUDENTS
742		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND TO
743		-	INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE GRADE
744		-	-LEVEL
745		-	EXPECTATIONS IN MATHEMATICS
746		-	. STRATEGIES MAY INCLUDE TUTORING ,
747		-	INCLUDING PEER TUTORING ; ADDITIONAL EDUCATOR TRAINING ;
748		-	PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
749		-	IN
750		-	-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
751		-	TECHNIQUES
752		-	; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
753		-	INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
754		-	SECTION 10. In Colorado Revised Statutes, 22-11-406, add
755		-	(3)(a.7) as follows:
756		-	22-11-406. School turnaround plan - contents. (3) A school
757		-	turnaround plan must be designed to ensure that the public school improves
758		-	its performance to the extent that, following completion of the public
759		-	school's next annual performance review, the public school attains a higher
760		-	accreditation category. At a minimum, a school turnaround plan must:
	699	+	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS15
	700	+	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET16
	701	+	OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT17
	702	+	THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF18
	703	+	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN19
	704	+	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO20
	705	+	ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES21
	706	+	MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL22
	707	+	EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY23
	708	+	INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,24
	709	+	AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR25
	710	+	CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS26
	711	+	ACCELERATOR PROGRAMS .27
	712	+	1231
	713	+	-20- SECTION 10. In Colorado Revised Statutes, 22-11-406, add1
	714	+	(3)(a.7) as follows:2
	715	+	22-11-406. School turnaround plan - contents. (3) A school3
	716	+	turnaround plan must be designed to ensure that the public school4
	717	+	improves its performance to the extent that, following completion of the5
	718	+	public school's next annual performance review, the public school attains6
	719	+	a higher accreditation category. At a minimum, a school turnaround plan7
	720	+	must:8
761	721		(a.7) I
762		-	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS
763		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET
764		-	OR REVISE
765		-	, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT
766		-	THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF STUDENTS
767		-	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND TO
768		-	INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE GRADE
769		-	-LEVEL
770		-	PAGE 15-HOUSE BILL 23-1231 EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE TUTORING ,
771		-	INCLUDING PEER TUTORING ; ADDITIONAL EDUCATOR TRAINING ;
772		-	PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
773		-	IN
774		-	-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
775		-	TECHNIQUES
776		-	; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
777		-	INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
778		-	SECTION 11. In Colorado Revised Statutes, 22-14-109.5, amend
779		-	(4); and add (7.5) as follows:
780		-	22-14-109.5. Ninth-grade success grant program - created -
781		-	criteria - use of grant money - report - rules - definitions - repeal.
782		-	(4) (a) The department shall review each of the applications received
783		-	pursuant to this section and recommend to the state board applicants to
784		-	receive grants and the amount, duration, and grant match amount of each
785		-	recommended grant. Beginning in the 2019-20 budget year, the state board,
786		-	subject to available appropriations, shall award the grants, taking into
787		-	consideration the recommendations of the department. In awarding a grant,
788		-	the state board shall specify the amount and duration of the grant and the
789		-	amount of the grant match, including any type of in-kind contribution, that
790		-	the grant recipient must provide.
791		-	(b) The department and the state board, in recommending and
792		-	awarding grants, shall prioritize applicants that:
793		-	(I) Have a four-year graduation rate that, over the preceding three
794		-	school years, has consistently ranked within the lowest twenty percent of the
795		-	four-year graduation rates for public high schools in the state;
	722	+	DENTIFY STRATEGIES TO ADDRESS THE NEEDS OF STUDENTS9
	723	+	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS AND SET10
	724	+	OR REVISE, AS APPROPRIATE, AMBITIOUS BUT ATTAINABLE TARGETS THAT11
	725	+	THE PUBLIC SCHOOL SHALL ATTAIN IN REDUCING THE NUMBER OF12
	726	+	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN13
	727	+	MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO14
	728	+	ACHIEVE GRADE-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES15
	729	+	MAY INCLUDE TUTORING , INCLUDING PEER TUTORING ; ADDITIONAL16
	730	+	EDUCATOR TRAINING; PERSONALIZED LEARNING MODELS , WHICH MAY17
	731	+	INCLUDE A COMBINATION OF IN-PERSON INSTRUCTION, ONLINE MODULES,18
	732	+	AND SELF-PACED LEARNING TECHNIQUES; OR SUPPLEMENTAL SUPPORTS OR19
	733	+	CURRICULA IN MATHEMATICS , INCLUDING DIGITAL MATHEMATICS20
	734	+	ACCELERATOR PROGRAMS .21
	735	+	SECTION 11. In Colorado Revised Statutes, 22-14-109.5,22
	736	+	amend (4); and add (7.5)
	737	+	as follows:23
	738	+	22-14-109.5. Ninth-grade success grant program - created -24
	739	+	criteria - use of grant money - report - rules - definitions - repeal.25
	740	+	(4) (a) The department shall review each of the applications received26
	741	+	pursuant to this section and recommend to the state board applicants to27
	742	+	1231
	743	+	-21- receive grants and the amount, duration, and grant match amount of each1
	744	+	recommended grant. Beginning in the 2019-20 budget year, the state2
	745	+	board, subject to available appropriations, shall award the grants, taking3
	746	+	into consideration the recommendations of the department. In awarding4
	747	+	a grant, the state board shall specify the amount and duration of the grant5
	748	+	and the amount of the grant match, including any type of in-kind6
	749	+	contribution, that the grant recipient must provide.7
	750	+	(b) The department and the state board, in recommending and8
	751	+	awarding grants, shall prioritize applicants that:9
	752	+	(I) Have a four-year graduation rate that, over the preceding three10
	753	+	school years, has consistently ranked within the lowest twenty percent of11
	754	+	the four-year graduation rates for public high schools in the state;12
796	755		(II) P
797		-	ROPOSE PROGRAMMING FOCUSED ON EVIDENCE -INFORMED, AS
798		-	DEFINED IN SECTION
799		-	22-2-146.6, MATHEMATICS SKILLS, INTERVENTION
800		-	STRATEGIES
801		-	, AND ACCELERATION STRATEGIES , INCLUDING A FOCUS ON
802		-	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
803		-	;
804		-	AND
805		-	(III) HAVE ACADEMIC ACHIEVEMENT LEVELS IN MATHEMATICS THAT
806		-	ARE CONSISTENTLY RANKED THE LOWEST FOR PUBLIC HIGH SCHOOLS IN THE
807		-	STATE
808		-	, AS DETERMINED BY THE DEPARTMENT .
809		-	(c) To the extent practicable, the state board shall also ensure that
810		-	PAGE 16-HOUSE BILL 23-1231 the grant recipients vary in student population size and are located in urban,
811		-	suburban, and rural areas throughout the state.
812		-	(d) T
813		-	HE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT OF
814		-	STATE FUNDS TO ADMINISTER THE GRANT PROGRAM
815		-	.
	756	+	ROPOSE PROGRAMMING FOCUSED ON
	757	+	EVIDENCE-INFORMED,13
	758	+	AS DEFINED IN SECTION 22-2-146.6, MATHEMATICS SKILLS, INTERVENTION14
	759	+	STRATEGIES, AND ACCELERATION STRATEGIES , INCLUDING A FOCUS ON15
	760	+	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN16
	761	+	MATHEMATICS; AND17
	762	+	(III) H
	763	+	AVE ACADEMIC ACHIEVEMENT LEVELS IN MATHEMATICS18
	764	+	THAT ARE CONSISTENTLY RANKED THE LOWEST FOR PUBLIC HIGH SCHOOLS19
	765	+	IN THE STATE, AS DETERMINED BY THE DEPARTMENT .20
	766	+	(c) To the extent practicable, the state board shall also ensure that21
	767	+	the grant recipients vary in student population size and are located in22
	768	+	urban, suburban, and rural areas throughout the state.23(d) THE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT24
	769	+	OF STATE FUNDS TO ADMINISTER THE GRANT PROGRAM .25
816	770		(7.5) F
817	771		OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY
818		-	SHALL APPROPRIATE ONE MILLION SIX HUNDRED THOUSAND DOLLARS FROM
819		-	THE GENERAL FUND TO THE DEPARTMENT FOR PURPOSES OF THE PROGRAM
820		-	.
821		-	SECTION 12. In Colorado Revised Statutes, 23-1-121, add (2)(g)
822		-	as follows:
823		-	23-1-121. Commission directive - approval of educator
824		-	preparation programs - review - report - legislative declaration.
825		-	(2) The commission shall adopt policies establishing the requirements for
826		-	educator preparation programs offered by institutions of higher education.
827		-	The department shall work in cooperation with the state board of education
828		-	in developing the requirements for educator preparation programs. At a
829		-	minimum, the requirements must ensure that each educator preparation
830		-	program complies with section 23-1-125, is designed on a
831		-	performance-based model, and includes:
	772	+	26
	773	+	SHALL APPROPRIATE ONE MILLION SIX HUNDRED THOUSAND DOLLARS27
	774	+	1231
	775	+	-22- FROM THE GENERAL FUND TO THE DEPARTMENT FOR PURPOSES OF THE1
	776	+	PROGRAM.2
	777	+	SECTION 12. In Colorado Revised Statutes, 23-1-121, add3
	778	+	(2)(g) as follows:4
	779	+	23-1-121. Commission directive - approval of educator5
	780	+	preparation programs - review - report - legislative declaration.6
	781	+	(2) The commission shall adopt policies establishing the requirements for7
	782	+	educator preparation programs offered by institutions of higher education.8
	783	+	The department shall work in cooperation with the state board of9
	784	+	education in developing the requirements for educator preparation10
	785	+	programs. At a minimum, the requirements must ensure that each11
	786	+	educator preparation program complies with section 23-1-125, is12
	787	+	designed on a performance-based model, and includes:13
832	788		(g) A
833		-	REQUIREMENT THAT CANDIDATES FOR AN ELEMENTARY
834		-	EDUCATION ENDORSEMENT
835		-	, A MIDDLE SCHOOL MATHEMATICS
836		-	ENDORSEMENT
837		-	, OR A SECONDARY MATHEMATICS E NDORSEMENT ARE
838		-	TRAINED IN EVIDENCE
839		-	-INFORMED PRACTICES IN MATHEMATICS , AS DEFINED
840		-	IN SECTION
841		-	22-2-146.6, INCLUDING INTERVENTIONS TO HELP STUDENTS WHO
842		-	ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
843		-	; CHILDREN
844		-	WITH DISABILITIES
845		-	, AS DEFINED IN SECTION 22-20-103; AND STUDENTS WHO
846		-	ARE
847		-	ENGLISH LANGUAGE LEARNERS .
848		-	SECTION 13. In Colorado Revised Statutes, 23-78-104, amend (1)
849		-	as follows:
850		-	23-78-104. Educator preparation program - best practices -
851		-	guidelines - report. (1) (a) The department of higher education and the
852		-	department of education, in collaboration with the deans of the schools of
853		-	education in Colorado institutions of higher education, or their designees,
854		-	shall review research and practices from other states and other countries to
855		-	PAGE 17-HOUSE BILL 23-1231 identify best practices in providing educator preparation programs,
856		-	including:
857		-	(I) Effective curricula, teaching teacher candidates the science of
858		-	teaching reading and strategies to ensure all students learn to read, course
859		-	scope and sequence, and timing of and effective practices in providing
	789	+	REQUIREMENT THAT
	790	+	CANDIDATES FOR AN ELEMENTARY14
	791	+	EDUCATION ENDORSEMENT , A MIDDLE SCHOOL MATHEMATICS15
	792	+	ENDORSEMENT, OR A SECONDARY MATHEMATICS ENDORSEMENT ARE16
	793	+	TRAINED IN EVIDENCE-INFORMED PRACTICES IN MATHEMATICS , AS17
	794	+	DEFINED IN SECTION 22-2-146.6, INCLUDING INTERVENTIONS TO HELP18
	795	+	STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN19
	796	+	MATHEMATICS; CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION20
	797	+	22-20-103;
	798	+	AND STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .21
	799	+	SECTION 13. In Colorado Revised Statutes, 23-78-104, amend22
	800	+	(1) as follows:23
	801	+	23-78-104. Educator preparation program - best practices -24
	802	+	guidelines - report. (1) (a) The department of higher education and the25
	803	+	department of education, in collaboration with the deans of the schools26
	804	+	of education in Colorado institutions of higher education, or their27
	805	+	1231
	806	+	-23- designees, shall review research and practices from other states and other1
	807	+	countries to identify best practices in providing educator preparation2
	808	+	programs, including:3
	809	+	(I) Effective curricula, teaching teacher candidates the science of4
	810	+	teaching reading and strategies to ensure all students learn to read, course5
	811	+	scope and sequence, and timing of and effective practices in providing6
860	812		clinical practice;
861		-	AND
862		-	(II) EFFECTIVE CURRICULA AND INTERVENTIONS , TEACHING
863		-	CANDIDATES FOR AN ELEMENTARY EDUCATION ENDORSEMENT
864		-	, A MIDDLE
865		-	SCHOOL MATHEMATICS ENDORSEMENT
866		-	, OR A SECONDARY MATHEMATICS
867		-	ENDORSEMENT INTERVENTIONS AND STRATEGIES TO HELP STUDENTS WHO
868		-	ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
869		-	; CHILDREN
870		-	WITH DISABILITIES
871		-	, AS DEFINED IN SECTION 22-20-103; AND STUDENTS WHO
872		-	ARE
873		-	ENGLISH LANGUAGE LEARNERS .
874		-	(b) The departments and deans, or their designees, shall work with
875		-	persons who implement alternative teacher programs, local education
876		-	providers, teachers, and other interested parties in identifying the best
877		-	practices. No later than January 1, 2020, the departments shall jointly adopt
878		-	guidelines to assist educator preparation programs in adopting and
879		-	implementing the best practices, including best practices to ensure that
880		-	teacher candidates are well trained to teach students to read.
881		-	SECTION 14. In Colorado Revised Statutes, 26.5-4-205, amend
882		-	(2)(e) and (3)(a)(III); and add (3)(a)(III.5) as follows:
883		-	26.5-4-205. Quality standards - evaluation - support. (2) At a
884		-	minimum, the quality standards established in rule must include:
885		-	(e) Requirements for continuing professional development for
886		-	teachers employed by a preschool provider, which must be focused on
887		-	improving teacher-child interactions and quality of instruction, including
888		-	improving fidelity in implementing evidence-based curricula and student
889		-	outcomes, and may allow for training in
890		-	DEVELOPMENTALLY APPROPRIATE
891		-	early NUMERACY, language, and literacy development, and the science of
892		-	reading that is appropriate for early childhood education and comparable to
893		-	the training required for early grade teachers pursuant to the "Colorado
894		-	READ Act", part 12 of article 7 of title 22. The department shall work with
895		-	the department of education to allow, to the fullest extent possible, a teacher
896		-	PAGE 18-HOUSE BILL 23-1231 who is licensed by the department of education to use the professional
897		-	development required to renew the teaching license to also meet the
898		-	professional development requirements established by the department for
899		-	teachers employed by a preschool provider.
900		-	(3) (a) Using the procedures specified in subsection (3)(b) of this
901		-	section, the department shall create a resource bank of preschool curricula
902		-	for use by preschool providers. The resource bank may include only
903		-	curricula that, at a minimum:
904		-	(III) Promote literacy, as developmentally appropriate, based on the
905		-	science of reading by providing language development, including speech
906		-	sounds, vocabulary, grammar, and use, and providing developmentally
907		-	appropriate instruction to support children's success in early elementary
908		-	grades when receiving instruction pursuant to the "Colorado READ Act",
909		-	part 12 of article 7 of title 22, in the areas of phonemic awareness; phonics;
910		-	vocabulary development; reading fluency, including oral skills; and reading
911		-	comprehension; and
912		-	(III.5) PROMOTE DEVELOPMENTALLY APPROPRIATE EARLY
913		-	NUMERACY
914		-	; AND
915		-	SECTION 15. Appropriation. For the 2023-24 state fiscal year,
916		-	$26,694,530 is appropriated to the department of education. This
917		-	appropriation is from the general fund. To implement this act, the
918		-	department may use this appropriation as follows:
919		-	(a) $594,530 for math educator training and improvement planning,
920		-	which amount is based on an assumption that the department will require
921		-	an additional 3.2 FTE;
922		-	(b) $24,500,000 for the Colorado academic accelerator grant
923		-	program, which amount is based on an assumption that the department will
924		-	require an additional 2.6 FTE; and
925		-	(c) $1,600,000 for the ninth grade success grant program, which
926		-	amount is based on an assumption that the department will require an
927		-	additional 1.2 FTE.
928		-	SECTION 16. Safety clause. The general assembly hereby finds,
929		-	PAGE 19-HOUSE BILL 23-1231 determines, and declares that this act is necessary for the immediate
930		-	preservation of the public peace, health, or safety.
931		-	____________________________ ____________________________
932		-	Julie McCluskie Steve Fenberg
933		-	SPEAKER OF THE HOUSE PRESIDENT OF
934		-	OF REPRESENTATIVES THE SENATE
935		-	____________________________ ____________________________
936		-	Robin Jones Cindi L. Markwell
937		-	CHIEF CLERK OF THE HOUSE SECRETARY OF
938		-	OF REPRESENTATIVES THE SENATE
939		-	APPROVED________________________________________
940		-	(Date and Time)
941		-	_________________________________________
942		-	Jared S. Polis
943		-	GOVERNOR OF THE STATE OF COLORADO
944		-	PAGE 20-HOUSE BILL 23-1231
	813	+	AND7
	814	+	(II) E
	815	+	FFECTIVE CURRICULA AND INTERVENTIONS , TEACHING8
	816	+	CANDIDATES FOR AN ELEMENTARY EDUCATION ENDORSEMENT, A MIDDLE9
	817	+	SCHOOL MATHEMATICS ENDORSEMENT, OR A SECONDARY MATHEMATICS10
	818	+	ENDORSEMENT INTERVENTIONS AND STRATEGIES TO HELP STUDENTS11
	819	+	WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS ;12
	820	+	CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; AND13
	821	+	STUDENTS WHO ARE ENGLISH LANGUAGE LEARNERS .14
	822	+	(b) The departments and deans, or their designees, shall work with15
	823	+	persons who implement alternative teacher programs, local education16
	824	+	providers, teachers, and other interested parties in identifying the best17
	825	+	practices. No later than January 1, 2020, the departments shall jointly18
	826	+	adopt guidelines to assist educator preparation programs in adopting and19
	827	+	implementing the best practices, including best practices to ensure that20
	828	+	teacher candidates are well trained to teach students to read.21
	829	+	SECTION 14. In Colorado Revised Statutes, 26.5-4-205, amend22
	830	+	(2)(e) and (3)(a)(III); and add (3)(a)(III.5) as follows:23
	831	+	26.5-4-205. Quality standards - evaluation - support. (2) At a24
	832	+	minimum, the quality standards established in rule must include:25
	833	+	(e) Requirements for continuing professional development for26
	834	+	teachers employed by a preschool provider, which must be focused on27
	835	+	1231
	836	+	-24- improving teacher-child interactions and quality of instruction, including1
	837	+	improving fidelity in implementing evidence-based curricula and student2
	838	+	outcomes, and may allow for training in DEVELOPMENTALLY3
	839	+	APPROPRIATE early NUMERACY, language, and literacy development, and4
	840	+	the science of reading that is appropriate for early childhood education5
	841	+	and comparable to the training required for early grade teachers pursuant6
	842	+	to the "Colorado READ Act", part 12 of article 7 of title 22. The7
	843	+	department shall work with the department of education to allow, to the8
	844	+	fullest extent possible, a teacher who is licensed by the department of9
	845	+	education to use the professional development required to renew the10
	846	+	teaching license to also meet the professional development requirements11
	847	+	established by the department for teachers employed by a preschool12
	848	+	provider.13
	849	+	(3) (a) Using the procedures specified in subsection (3)(b) of this14
	850	+	section, the department shall create a resource bank of preschool curricula15
	851	+	for use by preschool providers. The resource bank may include only16
	852	+	curricula that, at a minimum:17
	853	+	(III) Promote literacy, as developmentally appropriate, based on18
	854	+	the science of reading by providing language development, including19
	855	+	speech sounds, vocabulary, grammar, and use, and providing20
	856	+	developmentally appropriate instruction to support children's success in21
	857	+	early elementary grades when receiving instruction pursuant to the22
	858	+	"Colorado READ Act", part 12 of article 7 of title 22, in the areas of23
	859	+	phonemic awareness; phonics; vocabulary development; reading fluency,24
	860	+	including oral skills; and reading comprehension; and25
	861	+	(III.5) P
	862	+	ROMOTE
	863	+	DEVELOPMENTALLY APPROPRIATE EARLY26
	864	+	NUMERACY; AND27
	865	+	1231
	866	+	-25- SECTION 15. Appropriation. For the 2023-24 state fiscal year,1
	867	+	$26,694,530 is appropriated to the department of education. This2
	868	+	appropriation is from the general fund. To implement this act, the3
	869	+	department may use this appropriation as follows:4
	870	+	(a) $594,530 for math educator training and improvement5
	871	+	planning, which amount is based on an assumption that the department6
	872	+	will require an additional 3.2 FTE; 7
	873	+	(b) $24,500,000 for the Colorado academic accelerator grant8
	874	+	program, which amount is based on an assumption that the department9
	875	+	will require an additional 2.6 FTE; and10
	876	+	(c) $1,600,000 for the ninth grade success grant program, which11
	877	+	amount is based on an assumption that the department will require an12
	878	+	additional 1.2 FTE.13
	879	+	SECTION 16. Safety clause. The general assembly hereby finds,14
	880	+	determines, and declares that this act is necessary for the immediate15
	881	+	preservation of the public peace, health, or safety.16
	882	+	1231
	883	+	-26-