HOUSE BILL 23-1231
BY REPRESENTATIVE(S) McLachlan and Pugliese, Amabile, Bird,
Brown, Duran, Jodeh, Lieder, Lindsay, Martinez, Ricks, Sharbini, Snyder,
Valdez, Velasco, Woodrow, Young, McCluskie, deGruy Kennedy, English;
also SENATOR(S) Marchman and Lundeen, Bridges, Buckner, Gardner,
Priola, Fenberg.
C
ONCERNING IMPROVING MATHEMATICS OUTCOMES IN PRE -KINDERGARTEN
THROUGH TWELFTH GRADE EDUCATION
, AND, IN CONNECTION
THEREWITH
, MAKING AN APPROPRIATION.
Be it enacted by the General Assembly of the State of Colorado:
SECTION 1. In Colorado Revised Statutes, add 22-2-146.5 as
follows:
22-2-146.5. Department of education - improving mathematics
outcomes - training and technical assistance - report - definitions.
(1) A
S USED IN THIS SECTION, UNLESS THE CONTEXT OTHERWISE REQUIRES :
(a) "C
HILDREN WITH DISABILITIES" HAS THE SAME MEANING AS SET
FORTH IN SECTION
22-20-103.
NOTE: This bill has been prepared for the signatures of the appropriate legislative
officers and the Governor. To determine whether the Governor has signed the bill
or taken other action on it, please consult the legislative status sheet, the legislative
history, or the Session Laws.
________
Capital letters or bold & italic numbers indicate new material added to existing law; dashes
through words or numbers indicate deletions from existing law and such material is not part of
the act. (b) "EVIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN
MATHEMATICS THAT RELIES ON PEER
-REVIEWED EVIDENCE TO ESTABLISH A
BASIS FOR ACCELERATING LEARNING
. "EVIDENCE-INFORMED" INCLUDES
EVIDENCE
-INFORMED CURRICULA , INTERVENTIONS, ACCELERATION
STRATEGIES
, AND ASSESSMENT OPTIONS.
(c) "R
URAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT IN
COLORADO THAT THE DEPARTMENT D ETERMINES IS RURAL BASED ON THE
GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE
SCHOOL DISTRICT FROM THE NEAREST LARGE
, URBANIZED AREA.
(d) "S
MALL RURAL SCHOOL DISTRICT" MEANS A SCHOOL DISTRICT IN
COLORADO THAT THE DEPARTMENT DETERMINES IS RURAL BASED ON THE
GEOGRAPHIC SIZE OF THE SCHOOL DISTRICT AND THE DISTANCE OF THE
SCHOOL DISTRICT FROM THE NEAREST LARGE
, URBANIZED AREA AND THAT
ENROLLS FEWER THAN ONE THOUSAND STUDENTS IN PRE
-KINDERGARTEN
THROUGH TWELFTH GRADE
.
(e) "T
RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH
OTHER EDUCATORS ABOUT MATHEMATICS
.
(2) B
Y JANUARY 2024, THE DEPARTMENT SHALL CONTRACT WITH AN
ORGANIZATION
, IN ACCORDANCE WITH THE "PROCUREMENT CODE",
ARTICLES 101 TO 112 OF TITLE 24, TO CREATE FREE OPTIONAL TRAININGS ,
INCORPORATING THE TRAIN-THE-TRAINER MODEL, IN EVIDENCE-INFORMED
PRACTICES IN MATHEMATICS
, INCLUDING A TRAINING SPECIFICALLY
DESIGNED FOR ELEMENTARY SCHOOL EDUCATORS AND A TRAINING
SPECIFICALLY DESIGNED FOR SECONDARY SCHOOL MATHEMATICS
EDUCATORS
. EACH TRAINING MUST INCLUDE INTERVENTIONS AND
STRATEGIES TO GROW AND ACCELERATE STUDENT PROFICIENCIES IN
MATHEMATICS TO HELP STUDENTS WHO ARE BELOW GRADE LEVEL OR
STRUGGLING IN MATHEMATICS
, CHILDREN WITH DISABILITIES, AND STUDENTS
WHO ARE
ENGLISH LANGUAGE LEARNERS . TRAINING MAY INCLUDE, BUT
NEED NOT BE LIMITED TO
, CONTENT ALIGNED WITH STUDENT ACADEMIC
STANDARDS
, STANDARDS FOR MATHEMATICAL PRACTICE , AND CULTIVATION
OF MATHEMATICAL BEST PRACTICES AND MINDSETS
. 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
PAGE 2-HOUSE BILL 23-1231 ORGANIZATIONS, AS DEFINED IN SECTION 22-2-146.6. THE DEPARTMENT
SHALL KEEP RECORD OF THE SCHOOL DISTRICTS
, RELATED ADMINISTRATIVE
UNITS
, DISTRICT CHARTER SCHOOLS, INSTITUTE CHARTER SCHOOLS , AND
BOARDS OF COOPERATIVE SERVICES THAT PARTICIPATE IN THE EDUCATOR
TRAINING
.
(3) T
HE DEPARTMENT, UPON REQUEST, SHALL PROVIDE TECHNICAL
ASSISTANCE TO RURAL SCHOOL DISTRICTS AND SMALL RURAL SCHOOL
DISTRICTS
, INCLUDING ADMINISTRATIVE UNITS AND DISTRICT CHARTER
SCHOOLS
, AND INSTITUTE CHARTER SCHOOLS IN RURAL AREAS . TECHNICAL
ASSISTANCE MUST INCLUDE IDENTIFYING BEST 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 .
(4) T
HE DEPARTMENT SHALL PUBLISH , ON A CONTINUOUS BASIS, A
LIST OF EVIDENCE
-INFORMED CURRICULA AND ASSESSMENT OPTIONS FOR
MATHEMATICS
. THE DEPARTMENT SHALL CONSULT WITH SCHOOLS OF A
SCHOOL DISTRICT
, DISTRICT CHARTER SCHOOLS , INSTITUTE CHARTER
SCHOOLS
, EDUCATORS WHO TEACH MATHEMATICS , AND NATIONAL EXPERTS
AND REPOSITORIES TO UPDATE THE LIST OF EVIDENCE
-INFORMED CURRICULA
AND ASSESSMENT OPTIONS FOR MATHEMATICS
. THE DEPARTMENT SHALL
REVIEW THE LIST AND REMOVE MATERIAL
, AS NECESSARY, EVERY FOUR
YEARS
.
(5) T
HE DEPARTMENT SHALL PROVIDE AND REGULARLY UPDATE
EVIDENCE
-INFORMED INTERVENTIONS FOR IMPROVING MATHEMATICS
ACHIEVEMENT
, INCLUDING INTERVENTION OPTIONS THAT MAY BE AVAILABLE
TO PARENTS REMOTELY
. THE DEPARTMENT SHALL PUBLISH THE
EVIDENCE
-INFORMED INTERVENTIONS ON THE DEPARTMENT 'S WEBSITE.
(6) (a) N
OTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR
BEFORE
JULY 1, 2024, AND ON OR BEFORE JULY 1 EACH YEAR THEREAFTER,
THE DEPARTMENT SHALL REPORT TO THE EDUCATION COMMITTEES OF THE
HOUSE OF REPRESENTATIVES AND THE SENATE
, OR THEIR SUCCESSOR
COMMITTEES
, AND THE STATE BOARD CONCERNING THE ACTIVITIES AND
STATUS OF ANY TECHNICAL ASSISTANCE AND TRAINING PROVIDED PURSUANT
TO THIS SECTION
.
(b) B
EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT ON
PAGE 3-HOUSE BILL 23-1231 THE INFORMATION COLLECTED PURSUANT TO SUBSECTION (6)(a) OF THIS
SECTION
, INCLUDING A LIST OF THE SCHOOL DISTRICTS , RELATED
ADMINISTRATIVE UNITS
, DISTRICT CHARTER SCHOOLS, INSTITUTE CHARTER
SCHOOLS
, AND BOARDS OF COOPERATIVE SERVICES THAT PARTICIPATE IN THE
EDUCATOR TRAINING PURSUANT TO SUBSECTION
(2) OF THIS SECTION, AT THE
DEPARTMENT
'S ANNUAL HEARING HELD PURSUANT TO THE "SMART ACT",
PART 2 OF ARTICLE 7 OF TITLE 2.
SECTION 2. In Colorado Revised Statutes, add 22-32-118.6 as
follows:
22-32-118.6. Intervention strategies - improving mathematics
outcomes - definitions. (1) A
S USED IN THIS SECTION, UNLESS THE
CONTEXT OTHERWISE REQUIRES
:
(a) "T
RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP
A PARENT
, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD IN
UNDERSTANDING MATHEMATICS CONCEPTS
.
(b) "T
RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH
OTHER EDUCATORS ABOUT MATHEMATICS
.
(2) E
ACH SCHOOL DISTRICT BOARD OF EDUCATION OR DISTRICT
CHARTER SCHOOL IS STRONGLY ENC OURAGED TO ADOPT PROCEDURES BY
WHICH THE SCHOOLS OF A SCHOOL DISTRICT OR DISTRICT CHARTER SCHOOLS
PROVIDE SUPPORT TO STUDENTS IN PRE
-KINDERGARTEN THROUGH TWELFTH
GRADE AND STUDENTS
' FAMILIES TO IMPROVE MATHEMATICS OUTCOMES .
P
ROCEDURES MAY INCLUDE :
(a) I
DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR
STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS
ADMINISTERED PURSUANT TO SECTION
22-7-1006.3;
(b) N
OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS IF
A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
;
(c) P
ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH
A LIST OF INTERVENTIONS AND ACCELERATION STRATEGIES TO ASSIST WITH
MATHEMATICS AT HOME
, INCLUDING A STATE-ADVISORY LIST OF CURRICULA
PAGE 4-HOUSE BILL 23-1231 OPTIONS DESCRIBED IN SECTION 22-2-146.5, REFERRALS FOR MATHEMATICS
TUTORING
, OR OTHER INTERVENTION OPPORTUNITIES , WHEN APPLICABLE;
(d) P
UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING
SUPPLEMENTAL CURRICULA OR INTERVENTIONS
; AND
(e) IMPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT
FRAMEWORK PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
;
CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; OR
STUDENTS WHO ARE
ENGLISH LANGUAGE LEARNERS .
(3) I
F A SCHOOL DISTRICT BOARD OF EDUCATION ADOPTS
PROCEDURES PURSUANT TO THIS SECTION
, A PARENT, GUARDIAN, OR LEGAL
CUSTODIAN MAY CONTACT THE SCHOOL DISTRICT IN WHICH THE PARENT
'S,
GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO REQUEST
ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE DEPARTMENT
PURSUANT TO SECTION
22-2-146.5 IF THE PARENT, GUARDIAN, OR LEGAL
CUSTODIAN DETERMINES THE STUDENT NEEDS ADDITIONAL INTERVENTION
SUPPORT
.
SECTION 3. In Colorado Revised Statutes, add 22-30.5-526.5 as
follows:
22-30.5-526.5. Intervention strategies - improving mathematics
outcomes - definitions. (1) A
S USED IN THIS SECTION, UNLESS THE
CONTEXT OTHERWISE REQUIRES
:
(a) "T
RAIN-THE-PARENT" MEANS A TRAINING FRAMEWORK TO HELP
A PARENT
, GUARDIAN, OR LEGAL CUSTODIAN ASSIST THE PARENT'S CHILD IN
UNDERSTANDING MATHEMATICS CONCEPTS
.
(b) "T
RAIN-THE-TRAINER" MEANS A TRAINING FRAMEWORK THAT
DEVELOPS EDUCATORS INTO SUBJECT MATTER EXPERTS WHO CAN TEACH
OTHER EDUCATORS ABOUT MATHEMATICS
.
(2) E
ACH INSTITUTE CHARTER SCHOOL IS STRONGLY ENCOURAGED
TO ADOPT PROCEDURES BY WHICH THE INSTITUTE CHARTER SCHOOL
PROVIDES SUPPORTS TO STUDENTS IN PRE
-KINDERGARTEN THROUGH
TWELFTH GRADE AND STUDENTS
' FAMILIES TO IMPROVE MATHEMATICS
PAGE 5-HOUSE BILL 23-1231 OUTCOMES. PROCEDURES MAY INCLUDE :
(a) I
DENTIFYING STUDENTS WHO ARE BELOW GRADE LEVEL OR
STRUGGLING IN MATHEMATICS BASED ON ACADEMIC ASSESSMENTS
ADMINISTERED PURSUANT TO SECTION
22-7-1006.3;
(b) N
OTIFYING THE PARENTS, GUARDIANS, OR LEGAL CUSTODIANS IF
A STUDENT IS BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
;
(c) P
ROVIDING PARENTS, GUARDIANS, OR LEGAL CUSTODIANS WITH
A LIST OF INTERVENTIONS AND ACCELERATION STRATEGIES TO ASSIST WITH
MATHEMATICS AT HOME
, INCLUDING A STATE-ADVISORY LIST OF CURRICULA
OPTIONS DESCRIBED IN SECTION
22-2-146.5, REFERRALS FOR MATHEMATICS
TUTORING
, OR OTHER INTERVENTION OPPORTUNITIES , WHEN APPLICABLE;
(d) P
UBLISHING MATHEMATICS CURRICULA ANNUALLY , INCLUDING
SUPPLEMENTAL CURRICULA OR INTERVENTIONS
; AND
(e) IMPLEMENTING TRAIN-THE-TRAINER OR TRAIN-THE-PARENT
PLANS TO IMPROVE MATHEMATICS ACHIEVEMENTS FOR STUDENTS WHO ARE
BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
; CHILDREN WITH
DISABILITIES
, AS DEFINED IN SECTION 22-20-103; OR STUDENTS WHO ARE
ENGLISH LANGUAGE LEARNERS .
(3) I
F AN INSTITUTE CHARTER SCHOOL ADOPTS PROCEDURES
PURSUANT TO THIS SECTION
, A PARENT, GUARDIAN, OR LEGAL CUSTODIAN
MAY CONTACT THE INSTITUTE CHARTER SCHOOL IN WHICH THE PARENT
'S,
GUARDIAN'S, OR LEGAL CUSTODIAN'S STUDENT IS ENROLLED TO REQUEST
ADDITIONAL MATHEMATICS INTERVENTIONS CREATED BY THE DEPARTMENT
PURSUANT TO SECTION
22-2-146.5 IF THE PARENT, GUARDIAN, OR LEGAL
CUSTODIAN DETERMINES THE STUDENT NEEDS ADDITIONAL INTERVENTION
SUPPORT
.
SECTION 4. In Colorado Revised Statutes, add 22-2-146.6 as
follows:
22-2-146.6. Colorado academic accelerator grant program -
report - rules - definitions. (1) A
S USED IN THIS SECTION, UNLESS THE
CONTEXT OTHERWISE REQUIRES
:
PAGE 6-HOUSE BILL 23-1231 (a) "COLORADO ACADEMIC ACCELERATOR GRANT PROGRAM " OR
"GRANT PROGRAM" MEANS THE COLORADO ACADEMIC ACCELERATOR GRANT
PROGRAM CREATED IN SUBSECTION
(2) OF THIS SECTION.
(b) "C
OMMUNITY-BASED ORGANIZATION" MEANS A PUBLIC OR
PRIVATE NONPROFIT ORGANIZATION OF DEMONSTRATED EFFECTIVENESS
THAT IS REPRESENTATIVE OF A COMMUNITY OR SIGNIFICANT SEGMENTS OF
A COMMUNITY AND PROVIDES EDUCATIONAL OR RELATED SERVICES TO
INDIVIDUALS IN THE COMMUNITY
.
(c) "C
OMMUNITY LEARNING CENTER " MEANS AN ENTITY THAT
ASSISTS STUDENTS TO MEET THE RIGOROUS STATE ACADEMIC STANDARDS BY
PROVIDING STUDENTS WITH FREE ACADEMIC ENRICHMENT AND SUPPORT
ACTIVITIES AND A BROAD ARRAY OF OTHER ACTIVITIES DURING NONSCHOOL
HOURS
, PERIODS WHEN SCHOOL IS NOT IN SESSION, OR DURING EXTENDED
LEARNING HOURS
.
(d) "E
LIGIBLE ENTITY" MEANS A LOCAL EDUCATION PROVIDER , A
COMMUNITY
-BASED ORGANIZATION , AN INDIAN TRIBE OR TRIBAL
ORGANIZATION
, ANOTHER PUBLIC OR PRIVATE ENTITY, OR A CONSORTIUM OF
TWO OR MORE AGENCIES
, ORGANIZATIONS, OR ENTITIES.
(e) "E
VIDENCE-INFORMED" MEANS A PROGRAM OR PRACTICE IN
MATHEMATICS THAT RELIES ON PEER
-REVIEWED EVIDENCE TO ESTABLISH A
BASIS FOR ACCELERATING LEARNING
. "EVIDENCE-INFORMED" INCLUDES
EVIDENCE
-INFORMED CURRICULA , INTERVENTIONS, AND ASSESSMENT
OPTIONS
.
(f) "L
OCAL EDUCATION PROVIDER " MEANS A SCHOOL DISTRICT, A
CHARTER SCHOOL AUTHORIZED BY A SCHOOL DISTRICT PURSUANT TO PART
1 OF ARTICLE 30.5 OF THIS TITLE 22, A CHARTER SCHOOL AUTHORIZED BY
THE STATE CHARTER SCHOOL INSTITUTE PURSUANT TO PART
5 OF ARTICLE
30.5 THIS TITLE 22, OR A BOARD OF COOPERATIVE SERVICES CREATED AND
OPERATED PURSUANT TO ARTICLE
5 OF THIS TITLE 22 THAT OPERATES MORE
THAN ONE PUBLIC SCHOOL
.
(g) "STEM"
MEANS THE COMBINATION OF THE DISCIPLINES OF
SCIENCE
, TECHNOLOGY, ENGINEERING, AND MATHEMATICS.
(2) (a) T
HERE IS CREATED IN THE DEPARTMENT THE COLORADO
PAGE 7-HOUSE BILL 23-1231 ACADEMIC ACCELERATOR GRANT PROGRAM . THE PURPOSE OF THE GRANT
PROGRAM IS TO CREATE COMMUNITY LEARNING CENTERS THAT
:
(I) P
ROVIDE OPPORTUNITIES FOR FREE ACADEMIC ENRICHMENT AND
SUPPORT ACTIVITIES
, WHICH MUST INCLUDE PROVIDING TUTORIAL SERVICES
TO HELP STUDENTS
, PARTICULARLY STUDENTS WHO ATTEND HIGH -NEEDS
SCHOOLS
, AS DETERMINED BY THE DEPARTMENT , TO MEET RIGOROUS STATE
ACADEMIC STANDARDS
, SPECIFICALLY IN STEM AND MATHEMATICS, AND TO
INCREASE PROFICIENCIES IN MATHEMATICS OUTCOMES
; AND
(II) OFFER FAMILIES OF STUDENTS OPPORTUNITIES FOR ACTIVE AND
MEANINGFUL ENGAGEMENT IN STUDENTS
' EDUCATION, INCLUDING
OPPORTUNITIES FOR MATHEMATICS LITERACY AND RELATED EDUCATIONAL
DEVELOPMENT
.
(b) T
HE DEPARTMENT SHALL ADMINISTER THE GRANT PROGRAM . AN
ELIGIBLE ENTITY THAT RECEIVES GRANT MONEY PURSUANT TO THIS SECTION
SHALL USE THE GRANT MONEY TOWARD MEETING THE PURPOSES SET FORTH
IN SUBSECTION
(2)(a) OF THIS SECTION. ELIGIBLE ENTITIES ARE SELECTED
FOR A GRANT THAT RUNS FOR A PERIOD OF THREE YEARS
. IF A
COMMUNITY
-BASED ORGANIZATION APPLIES , THE COMMUNITY -BASED
ORGANIZATION MUST BE EXPERIENCED IN OUT
-OF-SCHOOL SUPPORTS AND
SHALL PARTNER WITH A LOCAL EDUCATION PROVIDER AS AN ELIGIBLE
ENTITY
.
(c) T
HE DEPARTMENT SHALL IMPLEMENT A TIMELINE FOR THE GRANT
PROGRAM
, WHICH MUST INCLUDE THE FOLLOWING :
(I) T
HE DATE THE DEPARTMENT SHALL ANNOUNCE THE GRANT
PROGRAM AND BEGIN ACCEPTING APPLICATIONS FROM ELIGIBLE ENTITIES
;
(II) T
HE DATE BY WHICH AN ELIGIBLE ENTITY MUST SUBMIT AN
APPLICATION
;
(III) T
HE DATE THE DEPARTMENT SHALL BEGIN DISTRIBUTING GRANT
MONEY TO THE GRANTEES
; AND
(IV) THE DATES AN ELIGIBLE ENTITY SHALL SUBMIT A REPORT TO
THE DEPARTMENT SUMMARIZING THE USE OF FUNDS PURS UANT TO THIS
SECTION
, INCLUDING DATA ON THE ACADEMIC IMPROVEMENT OF STUDENTS
PAGE 8-HOUSE BILL 23-1231 IN MATHEMATICS DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE
LEVEL
, DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND
ENGLISH LANGUAGE LEARNER STATUS .
(3) (a) T
HE DEPARTMENT SHALL PRIORITIZE ELIGIBLE ENTITIES THAT:
(I) A
DOPT INTERVENTION STRATEGIES DESCRIBED IN SECTION
22-32-118.6 OR 22-30.5-526.5;
(II) U
SE EVIDENCE-INFORMED PROGRAMS THAT BUILD STUDENT
SKILLS IN
STEM AND MATHEMATICS;
(III) U
SE DIGITAL MATH ACCELERATOR PROGRAMS ;
(IV) S
ERVE HIGH-NEEDS STUDENTS, AS DETERMINED BY THE
DEPARTMENT
;
(V) T
ARGET STUDENTS WHO TRANSITION FROM ELEMENTARY
SCHOOL TO MIDDLE SCHOOL AND MIDDLE SCHOOL TO HIGH SCHOOL
;
(VI) H
AVE AN ESTABLISHED PRESENCE AND RELATIONSHIP IN THE
COMMUNITY
; AND
(VII) HAVE DEMONSTRATED IN THE APPLICATION HOW THE ELIGIBLE
ENTITY WILL MEET THE NEEDS OF DIVERSE STUDENT POPULATIONS
.
(b) T
HE DEPARTMENT SHALL REVIEW THE APPLICATIONS SUBMITTED
PURSUANT TO SUBSECTION
(2)(c)(II) OF THIS SECTION.
(c) T
HE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT OF
STATE FUNDS TO ADMINISTER THE GRANT PROGRAM
, INCLUDING, BUT NOT
LIMITED TO
:
(I) M
ONITORING AND EVALUATING GRANT PROGRAM ACTIVITIES ;
AND
(II) PROVIDING TRAINING AND TECHNICAL ASSISTANCE .
(d) T
HE DEPARTMENT SHALL ENSURE ELIGIBLE ENTITIES USE
EVIDENCE
-INFORMED CURRICULA AND INTERVENTIONS IN MATHEMATICS AS
PAGE 9-HOUSE BILL 23-1231 IDENTIFIED BY THE DEPARTMENT PURSUANT TO SECTION 22-2-146.5,
INCLUDING ANY STATE-PURCHASED CURRICULA OR DIGITAL SOFTWARE
FOCUSED ON MATHEMATICS
.
(4) (a) E
LIGIBLE ENTITIES SHALL USE GRANT FUNDS FOR FREE
ACADEMIC ENRICHMENT AND SUPPORT ACTIVITIES AND TUTORING
PROGRAMS WITH A FOCUS ON
STEM AND MATHEMATICS, PARTICULARLY FOR
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
;
CHILDREN WITH DISABILITIES, AS DEFINED IN SECTION 22-20-103; AND
STUDENTS WHO ARE
ENGLISH LANGUAGE LEARNERS .
(b) E
LIGIBLE ENTITIES MAY USE GRANT FUNDS TO :
(I) F
ACILITATE PROGRAMS TO ENGAGE COMMUNITIES TO SUPPORT
HIGH
-NEEDS SCHOOLS, AS DETERMINED BY THE DEPARTMENT ;
(II) C
REATE MENTORSHIP PROGRAMS ; AND
(III) PROVIDE OTHER ACADEMIC OR SOCIAL ENRICHMENT
OPPORTUNITIES
, INCLUDING EXPERIENTIAL MATHEMATICS ACTIVITIES , TO
HELP ENSURE STUDENTS CAN MEET THE STATE
'S RIGOROUS ACADEMIC
STANDARDS
.
(c) I
F A LOCAL EDUCATION PROVIDER RECEIVES A GRANT TO BECOME
A COMMUNITY LEARNING CENTER
, THE LOCAL EDUCATION PROVIDER SHALL
PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT PROGRAMS
,
MENTORSHIP PROGRAMS , REMEDIAL EDUCATION PROGRAMS , AND TUTORING
SERVICES THAT ALIGN WITH THE STATE
'S RIGOROUS ACADEMIC STANDARDS .
(d) (I) I
F A LOCAL EDUCATION PROVIDER IN PARTNERSHIP WITH A
COMMUNITY
-BASED ORGANIZATION RECEIVES A GRANT TO BECOME A
COMMUNITY LEARNING CENTER
, THE LOCAL EDUCATION PROVIDER SHALL
PROVIDE FREE ACADEMIC ENRICHMENT AND SUPPORT PROGRAMS
,
MENTORSHIP PROGRAMS, REMEDIAL EDUCATION PROGRAMS , AND TUTORING
SERVICES THAT ALIGN WITH THE STATE
'S RIGOROUS ACADEMIC STANDARDS .
T
HE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH THE
COMMUNITY
-BASED ORGANIZATION TO SHARE DATA ON STUDENT
PERFORMANCE THAT IS RELEVANT TO EACH STUDENT
'S PERFORMANCE IN
SCHOOL IN ACCORDANCE WITH THE FEDERAL
"FAMILY EDUCATIONAL
RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g, AS AMENDED,
PAGE 10-HOUSE BILL 23-1231 AND THE "STUDENT DATA TRANSPARENCY AND SECURITY ACT", CREATED
IN ARTICLE
16 OF THIS TITLE 22.
(II) T
HE LOCAL EDUCATION PROVIDER SHALL COORDINATE WITH
COMMUNITY
-BASED ORGANIZATION INSTRUCTORS TO :
(A) O
FFER ACCESS TO RELEVANT DISTRICT OR STATE TRAINING
FOCUSED ON
STEM AND MATHEMATICS INSTRUCTION , INCLUDING TRAINING
CREATED PURSUANT TO SECTION
22-2-146.5 (1); AND
(B) PROVIDE ACCESS TO DISTRICT OR STATEWIDE SOFTWARE
LICENSES FOR DIGITAL MATH ACCELERATOR PROGRAMS
.
(5) T
HE STATE BOARD MAY PROMULGATE RULES FOR THE
IMPLEMENTATION OF THIS SECTION
.
(6) (a) O
N OR BEFORE JULY 1, 2024, THE DEPARTMENT SHALL
CONTRACT WITH A THIRD
-PARTY EVALUATOR, IN ACCORDANCE WITH THE
"PROCUREMENT CODE," ARTICLES 101 TO 112 OF TITLE 24, TO REVIEW,
EVALUATE, AND DRAFT A REPORT SUMMARIZING THE FOLLOWING :
(I) T
HE IMPACT OF THE GRANT PROGRAM ON FINANCIAL SAVINGS FOR
PARENTS
;
(II) D
ATA ON STUDENT ENGAGEMENT , DROPOUT RATES ,
GRADUATION RATES, CHRONIC ABSENTEEISM, AND MOBILITY RATES;
(III) S
TUDENT ACADEMIC IMPROVEMENT IN MATHEMATICS ,
INCLUDING DATA DISAGGREGATED BY RACE , ETHNICITY, GENDER, GRADE
LEVEL
, DISABILITY, SOCIOECONOMIC STATUS, GEOGRAPHIC LOCATION, AND
ENGLISH LANGUAGE LEARNER STATUS ; AND
(IV) THE DISAGGREGATED DATA OF ELIGIBLE ENTITIES SUBMITTED
TO THE DEPARTMENT PURSUANT TO SUBSECTION
(2)(c)(IV) OF THIS SECTION.
(b) T
HE DEPARTMENT SHALL COLLECT THE DATA REPORTED TO THE
DEPARTMENT BY ELIGIBLE ENTITIES PURSUANT TO SUBSECTION
(2)(c)(IV) OF
THIS SECTION AND BY THE THIRD
-PARTY EVALUATOR PURSUANT TO THIS
SUBSECTION
(6).
PAGE 11-HOUSE BILL 23-1231 (7) (a) NOTWITHSTANDING SECTION 24-1-136 (11)(a)(I), ON OR
BEFORE
JANUARY 1, 2025, AND EACH JANUARY 1 THEREAFTER, THE
DEPARTMENT SHALL SUBMIT THE REPORT DESCRIBED IN SUBSECTION
(6) OF
THIS SECTION TO THE EDUCATION COMMITTEES OF THE HOUSE OF
REPRESENTATIVES AND THE SENATE
, OR THEIR SUCCESSOR COMMITTEES, THE
GOVERNOR
, AND THE STATE BOARD.
(b) B
EGINNING JANUARY 2025, THE DEPARTMENT SHALL REPORT ON
THE INFORMATION COLLECTED PURSUANT TO SUBSECTION
(7)(a) OF THIS
SECTION AT THE DEPARTMENT
'S ANNUAL HEARING HELD PURSUANT TO THE
"SMART ACT", PART 2 OF ARTICLE 7 OF TITLE 2.
(8) T
HE DEPARTMENT AND ELIGIBLE ENTITIES SHALL REPORT DATA
PURSUANT TO THIS SECTION IN COMPLIANCE WITH THE FEDERAL
"FAMILY
EDUCATIONAL RIGHTS AND PRIVACY ACT OF 1974", 20 U.S.C. SEC. 1232g,
AS AMENDED, AND THE "STUDENT DATA TRANSPARENCY AND SECURITY
ACT", CREATED IN ARTICLE 16 OF THIS TITLE 22.
(9) F
OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY SHALL
APPROPRIATE TWENTY
-FOUR MILLION FIVE HUNDRED THOUSAND DOLLARS
TO THE DEPARTMENT
. THE DEPARTMENT SHALL HAVE THE AUTHORITY TO
SPEND FUNDS CONTINUOUSLY THRO UGH THE
2026-27 BUDGET YEAR FOR THE
PURPOSES OF THIS SECTION
. ANY UNEXPENDED FUNDS THAT REMAIN AT THE
END OF THE
2026-27 BUDGET YEAR REVERT BACK TO THE GENERAL FUND .
SECTION 5. In Colorado Revised Statutes, 22-11-304, amend (3)
introductory portion; and add (3)(a.7) as follows:
22-11-304. Accredited with improvement plan - school district
or institute - plan contents - adoption. (3) A district improvement plan
or an institute improvement plan shall
MUST be designed to ensure that the
school district or the institute improves its performance to the extent that,
following completion of its next annual accreditation review, the school
district or the institute attains a higher accreditation category. At a
minimum, a district improvement plan or an institute improvement plan
shall
MUST:
(a.7) I
DENTIFY 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
PAGE 12-HOUSE BILL 23-1231 THE SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE
GRADE
-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE
TUTORING
, INCLUDING PEER TUTORING; ADDITIONAL EDUCATOR TRAINING ;
PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
IN
-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
TECHNIQUES
; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
SECTION 6. In Colorado Revised Statutes, 22-11-305, add (3)(a.7)
as follows:
22-11-305. Accredited with priority improvement plan - school
district or institute - plan contents - adoption. (3) A district priority
improvement plan or an institute priority improvement plan must be
designed to ensure that the school district or the institute improves its
performance to the extent that, following completion of its next annual
accreditation review, the school district or the institute attains a higher
accreditation category. At a minimum, a district priority improvement plan
or an institute priority improvement plan must:
(a.7) I
DENTIFY 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 SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE
GRADE
-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE
TUTORING
, INCLUDING PEER TUTORING; ADDITIONAL EDUCATOR TRAINING ;
PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
IN
-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
TECHNIQUES
; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
SECTION 7. In Colorado Revised Statutes, 22-11-306, add (3)(a.7)
as follows:
22-11-306. Accredited with turnaround plan - school district or
institute - plan content - adoption. (3) A district turnaround plan or an
PAGE 13-HOUSE BILL 23-1231 institute turnaround plan must be designed to ensure that the school district
or the institute improves its performance to the extent that, following
completion of its next annual accreditation review, the school district or the
institute attains a higher accreditation category. At a minimum, a district
turnaround plan or an institute turnaround plan must:
(a.7) I
DENTIFY 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 SCHOOL DISTRICT OR THE INSTITUTE SHALL ATTAIN IN REDUCING THE
NUMBER OF STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN
MATHEMATICS AND TO INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE
GRADE
-LEVEL EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE
TUTORING
, INCLUDING PEER TUTORING; ADDITIONAL EDUCATOR TRAINING ;
PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
IN
-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
TECHNIQUES
; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
SECTION 8. In Colorado Revised Statutes, 22-11-404, amend (3)
introductory portion; and add (3)(a.7) as follows:
22-11-404. School improvement plan - contents. (3) A school
improvement plan shall
MUST be designed to raise the academic
performance of students enrolled in the public school and to ensure that the
public school, following the next annual performance review, attains a
higher accreditation category. At a minimum, each school improvement
plan shall
MUST:
(a.7) I
DENTIFY 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 AND TO
INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE GRADE
-LEVEL
EXPECTATIONS IN MATHEMATICS
. STRATEGIES MAY INCLUDE TUTORING ,
INCLUDING PEER TUTORING ; ADDITIONAL EDUCATOR TRAINING ;
PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
IN
-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
TECHNIQUES
; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
PAGE 14-HOUSE BILL 23-1231 INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
SECTION 9. In Colorado Revised Statutes, 22-11-405, add (4)(a.7)
as follows:
22-11-405. School priority improvement plan - contents. (4) A
school priority improvement plan must be designed to ensure that the public
school improves its performance to the extent that, following completion of
the public school's next annual performance review, the public school
attains a higher accreditation category. At a minimum, a school priority
improvement plan must:
(a.7) I
DENTIFY 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 AND TO
INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE GRADE
-LEVEL
EXPECTATIONS IN MATHEMATICS
. STRATEGIES MAY INCLUDE TUTORING ,
INCLUDING PEER TUTORING ; ADDITIONAL EDUCATOR TRAINING ;
PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
IN
-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
TECHNIQUES
; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
SECTION 10. In Colorado Revised Statutes, 22-11-406, add
(3)(a.7) as follows:
22-11-406. School turnaround plan - contents. (3) A school
turnaround plan must be designed to ensure that the public school improves
its performance to the extent that, following completion of the public
school's next annual performance review, the public school attains a higher
accreditation category. At a minimum, a school turnaround plan must:
(a.7) I
DENTIFY 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 AND TO
INCREASE THE NUMBER OF STUDENTS WHO ACHIEVE GRADE
-LEVEL
PAGE 15-HOUSE BILL 23-1231 EXPECTATIONS IN MATHEMATICS . STRATEGIES MAY INCLUDE TUTORING ,
INCLUDING PEER TUTORING ; ADDITIONAL EDUCATOR TRAINING ;
PERSONALIZED LEARNING MODELS , WHICH MAY INCLUDE A COMBINATION OF
IN
-PERSON INSTRUCTION, ONLINE MODULES, AND SELF-PACED LEARNING
TECHNIQUES
; OR SUPPLEMENTAL SUPPORTS OR CURRICULA IN MATHEMATICS ,
INCLUDING DIGITAL MATHEMATICS ACCELERATOR PROGRAMS .
SECTION 11. In Colorado Revised Statutes, 22-14-109.5, amend
(4); and add (7.5) as follows:
22-14-109.5. Ninth-grade success grant program - created -
criteria - use of grant money - report - rules - definitions - repeal.
(4) (a) The department shall review each of the applications received
pursuant to this section and recommend to the state board applicants to
receive grants and the amount, duration, and grant match amount of each
recommended grant. Beginning in the 2019-20 budget year, the state board,
subject to available appropriations, shall award the grants, taking into
consideration the recommendations of the department. In awarding a grant,
the state board shall specify the amount and duration of the grant and the
amount of the grant match, including any type of in-kind contribution, that
the grant recipient must provide.
(b) The department and the state board, in recommending and
awarding grants, shall prioritize applicants that:
(I) Have a four-year graduation rate that, over the preceding three
school years, has consistently ranked within the lowest twenty percent of the
four-year graduation rates for public high schools in the state;
(II) P
ROPOSE PROGRAMMING FOCUSED ON EVIDENCE -INFORMED, AS
DEFINED IN SECTION
22-2-146.6, MATHEMATICS SKILLS, INTERVENTION
STRATEGIES
, AND ACCELERATION STRATEGIES , INCLUDING A FOCUS ON
STUDENTS WHO ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
;
AND
(III) HAVE ACADEMIC ACHIEVEMENT LEVELS IN MATHEMATICS THAT
ARE CONSISTENTLY RANKED THE LOWEST FOR PUBLIC HIGH SCHOOLS IN THE
STATE
, AS DETERMINED BY THE DEPARTMENT .
(c) To the extent practicable, the state board shall also ensure that
PAGE 16-HOUSE BILL 23-1231 the grant recipients vary in student population size and are located in urban,
suburban, and rural areas throughout the state.
(d) T
HE DEPARTMENT SHALL NOT USE MORE THAN FIVE PERCENT OF
STATE FUNDS TO ADMINISTER THE GRANT PROGRAM
.
(7.5) F
OR THE 2023-24 BUDGET YEAR, THE GENERAL ASSEMBLY
SHALL APPROPRIATE ONE MILLION SIX HUNDRED THOUSAND DOLLARS FROM
THE GENERAL FUND TO THE DEPARTMENT FOR PURPOSES OF THE PROGRAM
.
SECTION 12. In Colorado Revised Statutes, 23-1-121, add (2)(g)
as follows:
23-1-121. Commission directive - approval of educator
preparation programs - review - report - legislative declaration.
(2) The commission shall adopt policies establishing the requirements for
educator preparation programs offered by institutions of higher education.
The department shall work in cooperation with the state board of education
in developing the requirements for educator preparation programs. At a
minimum, the requirements must ensure that each educator preparation
program complies with section 23-1-125, is designed on a
performance-based model, and includes:
(g) A
REQUIREMENT THAT CANDIDATES FOR AN ELEMENTARY
EDUCATION ENDORSEMENT
, A MIDDLE SCHOOL MATHEMATICS
ENDORSEMENT
, OR A SECONDARY MATHEMATICS E NDORSEMENT ARE
TRAINED IN EVIDENCE
-INFORMED PRACTICES IN MATHEMATICS , AS DEFINED
IN SECTION
22-2-146.6, INCLUDING INTERVENTIONS TO HELP STUDENTS WHO
ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
; CHILDREN
WITH DISABILITIES
, AS DEFINED IN SECTION 22-20-103; AND STUDENTS WHO
ARE
ENGLISH LANGUAGE LEARNERS .
SECTION 13. In Colorado Revised Statutes, 23-78-104, amend (1)
as follows:
23-78-104. Educator preparation program - best practices -
guidelines - report. (1) (a) The department of higher education and the
department of education, in collaboration with the deans of the schools of
education in Colorado institutions of higher education, or their designees,
shall review research and practices from other states and other countries to
PAGE 17-HOUSE BILL 23-1231 identify best practices in providing educator preparation programs,
including:
(I) Effective curricula, teaching teacher candidates the science of
teaching reading and strategies to ensure all students learn to read, course
scope and sequence, and timing of and effective practices in providing
clinical practice;
AND
(II) EFFECTIVE CURRICULA AND INTERVENTIONS , TEACHING
CANDIDATES FOR AN ELEMENTARY EDUCATION ENDORSEMENT
, A MIDDLE
SCHOOL MATHEMATICS ENDORSEMENT
, OR A SECONDARY MATHEMATICS
ENDORSEMENT INTERVENTIONS AND STRATEGIES TO HELP STUDENTS WHO
ARE BELOW GRADE LEVEL OR STRUGGLING IN MATHEMATICS
; CHILDREN
WITH DISABILITIES
, AS DEFINED IN SECTION 22-20-103; AND STUDENTS WHO
ARE
ENGLISH LANGUAGE LEARNERS .
(b) The departments and deans, or their designees, shall work with
persons who implement alternative teacher programs, local education
providers, teachers, and other interested parties in identifying the best
practices. No later than January 1, 2020, the departments shall jointly adopt
guidelines to assist educator preparation programs in adopting and
implementing the best practices, including best practices to ensure that
teacher candidates are well trained to teach students to read.
SECTION 14. In Colorado Revised Statutes, 26.5-4-205, amend
(2)(e) and (3)(a)(III); and add (3)(a)(III.5) as follows:
26.5-4-205. Quality standards - evaluation - support. (2) At a
minimum, the quality standards established in rule must include:
(e) Requirements for continuing professional development for
teachers employed by a preschool provider, which must be focused on
improving teacher-child interactions and quality of instruction, including
improving fidelity in implementing evidence-based curricula and student
outcomes, and may allow for training in
DEVELOPMENTALLY APPROPRIATE
early NUMERACY, language, and literacy development, and the science of
reading that is appropriate for early childhood education and comparable to
the training required for early grade teachers pursuant to the "Colorado
READ Act", part 12 of article 7 of title 22. The department shall work with
the department of education to allow, to the fullest extent possible, a teacher
PAGE 18-HOUSE BILL 23-1231 who is licensed by the department of education to use the professional
development required to renew the teaching license to also meet the
professional development requirements established by the department for
teachers employed by a preschool provider.
(3) (a) Using the procedures specified in subsection (3)(b) of this
section, the department shall create a resource bank of preschool curricula
for use by preschool providers. The resource bank may include only
curricula that, at a minimum:
(III) Promote literacy, as developmentally appropriate, based on the
science of reading by providing language development, including speech
sounds, vocabulary, grammar, and use, and providing developmentally
appropriate instruction to support children's success in early elementary
grades when receiving instruction pursuant to the "Colorado READ Act",
part 12 of article 7 of title 22, in the areas of phonemic awareness; phonics;
vocabulary development; reading fluency, including oral skills; and reading
comprehension; and
(III.5) PROMOTE DEVELOPMENTALLY APPROPRIATE EARLY
NUMERACY
; AND
SECTION 15. Appropriation. For the 2023-24 state fiscal year,
$26,694,530 is appropriated to the department of education. This
appropriation is from the general fund. To implement this act, the
department may use this appropriation as follows:
(a) $594,530 for math educator training and improvement planning,
which amount is based on an assumption that the department will require
an additional 3.2 FTE;
(b) $24,500,000 for the Colorado academic accelerator grant
program, which amount is based on an assumption that the department will
require an additional 2.6 FTE; and
(c) $1,600,000 for the ninth grade success grant program, which
amount is based on an assumption that the department will require an
additional 1.2 FTE.
SECTION 16. Safety clause. The general assembly hereby finds,
PAGE 19-HOUSE BILL 23-1231 determines, and declares that this act is necessary for the immediate
preservation of the public peace, health, or safety.
____________________________ ____________________________
Julie McCluskie Steve Fenberg
SPEAKER OF THE HOUSE PRESIDENT OF
OF REPRESENTATIVES THE SENATE
____________________________ ____________________________
Robin Jones Cindi L. Markwell
CHIEF CLERK OF THE HOUSE SECRETARY OF
OF REPRESENTATIVES THE SENATE
APPROVED________________________________________
(Date and Time)
_________________________________________
Jared S. Polis
GOVERNOR OF THE STATE OF COLORADO
PAGE 20-HOUSE BILL 23-1231