Colorado 2023 Regular Session

Colorado Senate Bill SB181 Compare Versions

Only one version of the bill is available at this time.
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11 First Regular Session
22 Seventy-fourth General Assembly
33 STATE OF COLORADO
44 INTRODUCED
55
66
77 LLS NO. 23-0800.01 Amber Paoloemilio x5497
88 SENATE BILL 23-181
99 Senate Committees House Committees
1010 Education
1111 A BILL FOR AN ACT
1212 C
1313 ONCERNING IMPLEMENTING DYSLEXIA SCREENING IN SCHOOLS .101
1414 Bill Summary
1515 (Note: This summary applies to this bill as introduced and does
1616 not reflect any amendments that may be subsequently adopted. If this bill
1717 passes third reading in the house of introduction, a bill summary that
1818 applies to the reengrossed version of this bill will be available at
1919 http://leg.colorado.gov
2020 .)
2121 The bill implements recommendations from the dyslexia working
2222 group. The bill:
2323 ! Directs school districts, boards of cooperative services,
2424 charter schools, and institute charter schools (local
2525 education providers) to screen for students at risk of
2626 foundational literacy skill deficits;
2727 ! Directs local education providers to provide
2828 evidence-based supplemental instruction and intervention
2929 SENATE SPONSORSHIP
3030 Winter F. and Mullica,
3131 HOUSE SPONSORSHIP
3232 (None),
3333 Shading denotes HOUSE amendment. Double underlining denotes SENATE amendment.
3434 Capital letters or bold & italic numbers indicate new material to be added to existing law.
3535 Dashes through the words or numbers indicate deletions from existing law. for children at risk of foundational literacy skill deficits;
3636 ! Requires local education providers to provide the public
3737 and parents information regarding which screening and
3838 interventions the local education provider uses for
3939 foundational literacy skill deficits;
4040 ! Requires the department of education to provide
4141 professional development for local education providers and
4242 the public in evidence-based best practices, including
4343 screening, supplemental instruction, and intervention; and
4444 ! Establishes an independent ombudsman office.
4545 Be it enacted by the General Assembly of the State of Colorado:1
4646 SECTION 1. Legislative declaration. (1) The general assembly2
4747 finds and declares that:3
4848 (a) Reading proficiency is a crucial skill that children must learn4
4949 in school as it is fundamental to essential life activities. Lack of reading5
5050 proficiency can restrict a student's access to content in all academic6
5151 subjects and result in negative consequences such as grade retention; risk7
5252 of dropping out; limited employment opportunities; limited civic8
5353 participation such as jury duty; difficulties with basic life tasks, such as9
5454 accessing medical care and housing; and increased risk of mental health10
5555 issues. The long-term effects of reading difficulties can be devastating.11
5656 According to a study, poor readers are 3 times more likely to consider or12
5757 attempt suicide, and according to another study, approximately 80% of13
5858 persons who are incarcerated are reported to be functionally illiterate.14
5959 (b) A Gallup analysis of the United States Department of15
6060 Education's data on illiteracy found that around 130 million adults in the16
6161 United States have low literacy skills and that more than half of17
6262 Americans between the ages of 16 and 74 read below the equivalent of a18
6363 sixth-grade level. The Colorado Department of Education in the 202019
6464 Dyslexia Handbook states the prevalence of dyslexia ranges from 5-17%20
6565 SB23-181-2- of the population. According to the Learning Disability Association of1
6666 America, the number of people with dyslexia is around 14.5 to 43.52
6767 million children and adults in the United States. According to a study in3
6868 the Journal of Pediatrics, the achievement gap between typical and4
6969 dyslexic readers is evident as early as first grade, and this gap persists into5
7070 adolescence.6
7171 (c) These findings provide strong evidence for early identification7
7272 of and intervention for young children at risk for dyslexia. Implementing8
7373 effective reading programs as early as kindergarten or even preschool9
7474 offers the potential to close the achievement gap.10
7575 (d) Rather than assessing students overall, students should be11
7676 assessed in the areas holding a risk of future reading difficulties,12
7777 including dyslexia. According to the International Dyslexia Association,13
7878 research indicates that brain plasticity decreases during childhood. It takes14
7979 4 times as long to intervene in the fourth grade compared to late15
8080 kindergarten, if the first signs of risk are identified and appropriate16
8181 instruction occurs.17
8282 (e) Research indicates the importance of using evidence-based18
8383 practices and reliable screening tools to identify students at risk of19
8484 reading difficulties as early as possible. This ensures that students receive20
8585 the appropriate support and intervention early to succeed in their reading21
8686 development.22
8787 (f) Federal laws and regulations, such as the "Individuals with23
8888 Disabilities Education Act", and specifically the "Child Find" provision,24
8989 20 U.S.C. sec. 1400 (d), require the states to have policies and procedures25
9090 in place ensuring that every student in need of special education and26
9191 related services is identified and evaluated. Because a student with27
9292 SB23-181
9393 -3- dyslexia may be a student with a disability under the "Individuals with1
9494 Disabilities Education Act", the "Child Find" provision includes these2
9595 students. Pursuant to section 504 of the federal "Rehabilitation Act of3
9696 1973", public schools must annually attempt to identify and locate every4
9797 qualified student with a disability residing in its jurisdiction and notify the5
9898 student and the parents of the rights afforded to them pursuant to section6
9999 504.7
100100 (g) As of the beginning of 2023, as many as 40 states have8
101101 mandated screening specifically for dyslexia, and Colorado is not one of9
102102 them; and10
103103 (h) In 2008, House Bill 08-1223 encouraged the Department of11
104104 Education and Colorado school districts to increase overall awareness of12
105105 literacy challenges, including dyslexia, and encouraged the use of13
106106 appropriate interventions for students. In 2019, House Bill 19-113414
107107 established the dyslexia working group, comprised of various15
108108 stakeholders, including representation from rural schools. In that same16
109109 year, 30 other states passed mandated screening legislation. The dyslexia17
110110 working group recommended establishing and mandating screening for18
111111 students at risk of dyslexia and reading challenges in their annual reports19
112112 to the general assembly in 2020, 2021, and 2022.20
113113 (2) Therefore, the general assembly finds and recognizes that21
114114 universal screening for early risk of dyslexia and other reading challenges22
115115 is critical to the health and well-being of Colorado's students.23
116116 SECTION 2. In Colorado Revised Statutes, add 22-7-1215 as24
117117 follows:25
118118 22-7-1215. Reading difficulty early screening - reporting -26
119119 resources - training - ombudsmen - grievance process - rules -27
120120 SB23-181
121121 -4- definitions. (1) A S USED IN THIS SECTION, UNLESS THE CONTEXT1
122122 OTHERWISE REQUIRES:2
123123 (a) "A
124124 T-RISK STUDENT" MEANS A STUDENT WHO HAS3
125125 DEMONSTRATED WEAKNESSES IN EMERGENT PRINT SKILLS , EMERGENT4
126126 READING COMPREHENSION SKILLS , PRINT SKILLS, AND READING5
127127 COMPREHENSION SKILLS THAT INDICATE A PROBABILITY THAT THE6
128128 STUDENT DOES OR WILL STRUGGLE WITH LEARNING TO READ , WRITE, OR7
129129 SPELL WITH ACCURACY AND FLUENCY .8
130130 (b) "D
131131 ECODING" MEANS THE KNOWLEDGE OF SOUND -SYMBOL9
132132 CORRESPONDENCE TO READ WORDS .10
133133 (c) "E
134134 MERGENT COMPREHENSION SKILLS " MEANS PRE-READING11
135135 SKILLS THAT SUPPORT READING COMPREHENSION , INCLUDING12
136136 VOCABULARY KNOWLEDGE , BOTH RECEPTIVE AND EXPRESSIVE , AND13
137137 LISTENING COMPREHENSION.14
138138 (d) "E
139139 MERGENT PRINT SKILLS" MEANS PRE-READING SKILLS THAT15
140140 SUPPORT DECODING, WORD READING, SPELLING, AND ACCURATE TEXT16
141141 READING, INCLUDING PHONOLOGICAL AWARENESS , PHONEMIC17
142142 AWARENESS, ALPHABET KNOWLEDGE, AND SOUND-SYMBOL RECOGNITION.18
143143 (e) "E
144144 NCODING" MEANS A STUDENT'S SPELLING ABILITY THAT19
145145 REFLECTS AN UNDERSTANDING OF SOUND -SYMBOL RELATIONSHIPS AND20
146146 CONVENTIONAL SPELLING PATTERNS .21
147147 (f) "F
148148 AMILY AND TEACHER OBSERVATIONS " MEANS ADDITIONAL22
149149 INFORMATION PROVIDED BY A STUDENT 'S FAMILY AND TEACHERS ABOUT23
150150 A STUDENT'S BACKGROUND, INCLUDING FAMILY HISTORY OF READING24
151151 DIFFICULTIES OR CHALLENGES , CLASSROOM PERFORMANCE , RATING25
152152 SCALES OR INFORMAL DESCRIPTIONS OF THE STUDENT 'S LANGUAGE26
153153 ABILITIES, AND BEHAVIOR AND ACADEMIC STANDINGS .27
154154 SB23-181
155155 -5- (g) "FLUENCY" MEANS ORAL READING ACCURACY AND ORAL1
156156 READING RATE.2
157157 (h) "G
158158 RAPHEMES" MEANS THE LETTERS AND SPELLINGS THAT3
159159 REPRESENT THE SOUNDS IN WRITTEN LANGUAGE .4
160160 (i) "I
161161 NDIVIDUAL EDUCATION PROGRAM " OR "IEP" HAS THE SAME5
162162 MEANING AS SET FORTH IN SECTION 22-20-103.6
163163 (j) "I
164164 NFORMAL DIAGNOSTIC ASSESSMENT " MEANS A VALID AND7
165165 RELIABLE PROCEDURE USED TO IDENTIFY A STUDENT 'S SPECIFIC AREAS OF8
166166 LITERACY STRENGTHS AND WEAKNESSES ; DETERMINE DIFFICULTIES A9
167167 STUDENT MAY HAVE LEARNING TO READ , WRITE, AND SPELL; AND10
168168 DETERMINE LITERACY INTERVENTIONS FOR A STUDENT .11
169169 (k) "L
170170 ITERACY" MEANS THE ABILITY TO USE LANGUAGE TO READ ,12
171171 WRITE, LISTEN, AND SPEAK.13
172172 (l) "M
173173 ORPHOLOGICAL AWARENESS " MEANS AN UNDERSTANDING14
174174 OF HOW WORDS CAN BE BROKEN DOWN INTO SMALLER UNITS CALLED15
175175 MORPHEMES AND INCLUDE ROOTS , BASES, PREFIXES, AND SUFFIXES.16
176176 (m) "M
177177 ULTILINGUAL LEARNER" MEANS A STUDENT WHO IS17
178178 LINGUISTICALLY DIVERSE AND IS IDENTIFIED USING THE STATE-APPROVED18
179179 E
180180 NGLISH LANGUAGE PROFICIENCY ASSESSMENT AS HAVING A LEVEL OF19
181181 E
182182 NGLISH LANGUAGE PROFICIENCY THAT REQUIRES LANGUAGE SUPPORT TO20
183183 ACHIEVE GRADE-LEVEL STANDARDS IN ENGLISH.21
184184 (n) "O
185185 RAL READING FLUENCY" MEANS READING ALOUD AT AN22
186186 APPROPRIATE RATE WITH WORD LEVEL ACCURACY AND EXPRESSION .23
187187 (o) "O
188188 RAL READING FLUENCY SCREENING" MEANS AN ASSESSMENT24
189189 THAT REFLECTS DATA ON BOTH RATE , WORDS CORRECT PER MINUTE, AND25
190190 ACCURACY, TOTAL WORDS READ CORRECTLY .26
191191 (p) "P
192192 HONEMIC AWARENESS" MEANS THE ABILITY TO DISTINGUISH,27
193193 SB23-181
194194 -6- SEGMENT, BLEND, AND MANIPULATE PHONEMES IN WORDS .1
195195 (q) "P
196196 HONICS" MEANS THE PREDICTABLE RELATIONSHIP BETWEEN2
197197 PHONEMES AND GRAPHEMES .3
198198 (r) "P
199199 HONOLOGICAL AWARENESS " MEANS THE ABILITY TO4
200200 RECOGNIZE AND MANIPULATE RHYMES , WORDS, SYLLABLES, ONSETS AND5
201201 RIMES, AND PHONEMES.6
202202 (s) "P
203203 RINT SKILLS" MEANS THE ABILITY TO DECODE THE WRITTEN7
204204 WORD, CONNECT PRINTED WORD TO ITS SOUND AND MEANING WITH8
205205 ACCURACY AND AUTOMATICITY , AND ENCODE ACCURATELY .9
206206 (t) "P
207207 ROGRESS MONITORING" MEANS A MEASUREMENT PROCEDURE10
208208 USED AT SPECIFIED TIME INTERVALS TO MEASURE A STUDENT 'S RESPONSE11
209209 TO INSTRUCTION AND INTERVENTION .12
210210 (u) "R
211211 APID AUTOMATIC NAMING " MEANS THE ABILITY TO13
212212 ACCURATELY AND AUTOMATICALLY NAME A REPEATED SEQUENCE OF14
213213 KNOWN OBJECTS, COLORS, NUMBERS, OR LETTERS.15
214214 (v) "R
215215 EADING COMPREHENSION " MEANS THE ABILITY TO16
216216 UNDERSTAND AND INTERPRET WHAT IS READ .17
217217 (w) "R
218218 EADING COMPREHENSION SKILLS" MEANS ABILITIES NEEDED18
219219 TO UNDERSTAND A TEXT FULLY , INCLUDING DECODING THE ALPHABET AND19
220220 WORDS, LANGUAGE FLUENCY, STRONG VOCABULARY , UNDERSTANDING20
221221 SENTENCE STRUCTURE, BACKGROUND KNOWLEDGE OF THE TOPIC , AND21
222222 WORKING MEMORY .22
223223 (x) "R
224224 EADING VOCABULARY " MEANS THE WORDS NEEDED TO23
225225 KNOW AND UNDERSTAND WHAT IS READ .24
226226 (y) "R
227227 ESPONSE TO INTERVENTION" OR "RTI" MEANS A PREVENTIVE25
228228 APPROACH TO IMPROVING INDIVIDUAL OUTCOMES THROUGH26
229229 HIGH-QUALITY UNIVERSAL INSTRUCTION WITHIN A MULTI -TIERED SYSTEM27
230230 SB23-181
231231 -7- OF SUPPORT THAT CONNECT SUPPORTS MATCHED TO STUDENTS ' ACADEMIC,1
232232 SOCIAL-EMOTIONAL, AND BEHAVIORAL NEEDS.2
233233 (z) "S
234234 CREENING" OR "SCREENING INSTRUMENT" MEANS A BRIEF,3
235235 VALID, AND RELIABLE MEASUREMENT PROCEDURE USED TO IDENTIFY OR4
236236 PREDICT WHETHER A STUDENT MAY BE AT RISK FOR INADE QUATE5
237237 LEARNING OUTCOMES.6
238238 (aa) "S
239239 KILLS" MEANS THE ACQUISITION OF THE FOUNDATIONAL7
240240 INFORMATION AND TOOLS REQUIRED TO RAPIDLY RECOGNIZE AND DECODE8
241241 PRINTED WORDS IN A MEANINGFUL CONNECTED TEXT , AND NEARLY9
242242 EFFORTLESSLY RECORD IDEAS IN PRINT.10
243243 (bb) "S
244244 TANDARDS" MEANS CLEAR, MEASURABLE LEARNING11
245245 TARGETS THAT EXPLAIN THE INFORMATION A STUDENT SHOULD KNOW OR12
246246 SKILLS A STUDENT SHOULD BE ABLE TO PERFORM IN A PARTICULAR13
247247 INSTRUCTIONAL AREA.14
248248 (cc) "S
249249 TUDENT" MEANS A YOUTH WHO:15
250250 (I) I
251251 S ENROLLED IN PRESCHOOL WITH A LOCAL EDUCATION16
252252 PROVIDER; OR17
253253 (II) I
254254 S AT LEAST FIVE YEARS OF AGE ON OR BEFORE OCTOBER 1 OF18
255255 THE SCHOOL YEAR THE STUDE NT WILL ATTEND KINDERGARTEN ; OR19
256256 (III) E
257257 NTERS OR TRANSFERS TO A PUBLIC SCHOOL IN PRESCHOOL ,20
258258 KINDERGARTEN, FIRST GRADE, SECOND GRADE, OR THIRD GRADE; OR21
259259 (IV) E
260260 NTERS OR TRANSFERS TO A PUBLIC SCHOOL IN GRADE FOUR22
261261 OR HIGHER WHO:23
262262 (A) H
263263 AS NOT BEEN PREVIOUSLY SCREENED IN THIS STATE FOR24
264264 READING DIFFICULTIES AS DEFINED IN THIS SECTION;25
265265 (B) D
266266 EMONSTRATES DIFFICULTY MASTERING GRADE -LEVEL26
267267 READING; OR27
268268 SB23-181
269269 -8- (C) WHOSE PARENTS OR TEACHER REQUEST AN ASSESSMENT .1
270270 (dd) "S
271271 UPPLEMENTAL READING INSTRUCTION " MEANS AN2
272272 EVIDENCE-BASED, SEQUENTIAL, SYSTEMATIC, EXPLICIT, AND CUMULATIVE3
273273 INSTRUCTION OR INTERVENTION OF FOUNDATIONAL READING SKILLS ,4
274274 INCLUDING PHONOLOGICAL OR PHONEMIC AWARENESS AND PROCESSING ,5
275275 PHONICS, MORPHOLOGICAL AWARENESS , AND VOCABULARY TO SUPPORT6
276276 THE DEVELOPMENT OF DECODING , ENCODING, FLUENCY, AND READING7
277277 COMPREHENSION SKILLS TO MEET GRADE LEVEL CURRICULUM AND8
278278 GRADE-LEVEL STANDARDS.9
279279 (ee) "W
280280 ORD READING" MEANS CONNECTING A PRINTED WORD TO10
281281 ITS SOUND AND MEANING WITH ACCURACY AND AUTOMATICITY .11
282282 (2) (a) B
283283 EGINNING IN THE 2024-25 SCHOOL YEAR, EACH LOCAL12
284284 EDUCATION PROVIDER SHALL ENSURE THAT STUDENTS ARE SCREENED TO13
285285 IDENTIFY IF A STUDENT IS AN AT-RISK STUDENT. A SCREENING MAY BE14
286286 CONDUCTED BY:15
287287 (I) A
288288 CLASSROOM TEACHER;16
289289 (II) A
290290 SCHOOL PSYCHOLOGIST;17
291291 (III) A
292292 SPECIAL EDUCATION TEACHER;18
293293 (IV) A
294294 SPEECH-LANGUAGE PATHOLOGIST ;19
295295 (V) A
296296 READING INTERVENTIONIST;20
297297 (VI) A
298298 DESIGNATED READING SPECIALIST; OR21
299299 (VII) A
300300 NY OTHER INDIVIDUAL TRAINED IN SCREENING22
301301 INSTRUMENTS AND PROTOCOLS AND AUTHORIZED BY THE LOCAL23
302302 EDUCATION PROVIDER TO ADMINISTER THE SCREENING INSTRUMENTS .24
303303 (b) U
304304 PON REGISTRATION OF A STUDENT AT A PUBLIC SCHOOL , THE25
305305 LOCAL EDUCATION PROVIDER SHALL PROVIDE THE PARENT OR GUARDIAN26
306306 OF THE STUDENT:27
307307 SB23-181
308308 -9- (I) A DESCRIPTION OF THE SCREENING AND SUPPLEMENTAL1
309309 INSTRUCTION PROCESS FOR THE LOCAL EDUCATION PROVIDER ; AND2
310310 (II) A
311311 NY CHECKLISTS OR FORMS NEEDED TO SUPPORT THE3
312312 SCREENING PROTOCOL.4
313313 (c) A
314314 LOCAL EDUCATION PROVIDER SHALL SELECT ONE OR MORE5
315315 APPROPRIATE SCREENING INSTRUMENTS FROM THE APPROVED LIST THAT :6
316316 (I) A
317317 CCURATELY AND RELIABLY IDENTIFY STUDENTS AT RISK ;7
318318 (II) A
319319 RE DEVELOPMENTALLY APPROPRIATE ;8
320320 (III) A
321321 RE ECONOMICAL TO ADMINISTER IN TIME AND COST ;9
322322 (IV) A
323323 RE NOT REDUNDANT;10
324324 (V) U
325325 SE NORM-REFERENCED OR CRITERION-BASED SCORES; AND11
326326 (VI) I
327327 NCLUDE EMERGENT PRINT SKILLS , EMERGENT12
328328 COMPREHENSION SKILLS, PRINT SKILLS, READING COMPREHENSION SKILLS,13
329329 RAPID AUTOMATIC NAMING , ORAL READING FLUENCY, AND FAMILY AND14
330330 TEACHER HISTORY AND OBSERVATIONS .15
331331 (d) I
332332 F A LOCAL EDUCATION PROVIDER HAS SELECTED AN16
333333 ASSESSMENT PURSUANT TO SECTION 22-7-1205 THAT DOES NOT ASSESS17
334334 THE SKILLS DESCRIBED IN SUBSECTIONS (2)(e) TO (2)(h) OF THIS SECTION18
335335 IN A SUFFICIENTLY VALID, RELIABLE, AND SENSITIVE MANNER USING19
336336 NORM-REFERENCED AND CRITERION -BASED SCORES, THE LOCAL20
337337 EDUCATION PROVIDER MAY CHOOSE AN ADDITIONAL SCREENING21
338338 INSTRUMENT WHICH MEETS THE REQUIREMENTS OF SUBSECTION (2)(c) OF22
339339 THIS SECTION NO LATER THAN AUGUST 1, 2025.23
340340 (e) F
341341 OR A STUDENT IN PRESCHOOL, A LOCAL EDUCATION PROVIDER24
342342 SHALL USE ONE OR MORE SCREENING INSTRUMENTS THAT ASSESS25
343343 PHONOLOGICAL AWARENESS AND PHONEMIC AWARENESS .26
344344 (f) F
345345 OR A STUDENT IN KINDERGARTEN , A LOCAL EDUCATION27
346346 SB23-181
347347 -10- PROVIDER SHALL USE ONE OR MORE SCREENING INSTRUMENTS THAT1
348348 ASSESS:2
349349 (I) E
350350 MERGENT PRINT SKILLS , INCLUDING PHONOLOGICAL3
351351 AWARENESS, PHONEMIC AWARENESS , ALPHABET KNOWLEDGE , AND4
352352 SOUND-SYMBOL RECOGNITION;5
353353 (II) E
354354 MERGENT COMPREHENSION SKILLS , INCLUDING ORAL6
355355 VOCABULARY AND LISTENING COMPREHENSION ;7
356356 (III) R
357357 APID AUTOMATIZED NAMING ; AND8
358358 (IV) F
359359 AMILY AND TEACHER OBSERVATION , INCLUDING FAMILY9
360360 HISTORY OF READING CHALLENGES .10
361361 (g) F
362362 OR A STUDENT IN FIRST GRADE , A LOCAL EDUCATION11
363363 PROVIDER SHALL USE ONE OR MORE SCREENING INSTRUMENTS THAT12
364364 ASSESS:13
365365 (I) E
366366 MERGENT PRINT SKILLS , INCLUDING PHONOLOGICAL14
367367 AWARENESS AND PHONEMIC AWARENESS , ALPHABET KNOWLEDGE , AND15
368368 SOUND-SYMBOL RECOGNITION;16
369369 (II) E
370370 MERGENT COMPREHENSION SKILLS , INCLUDING ORAL17
371371 VOCABULARY AND LISTENING COMPREHENSION ;18
372372 (III) P
373373 RINT SKILLS, INCLUDING DECODING, AUTOMATIC AND19
374374 FLUENT SINGLE-WORD READING OF NONSENSE AND REAL WORDS ,20
375375 ENCODING, AND STARTING IN THE MIDDLE OF FIRST GRADE, ORAL READING21
376376 FLUENCY;22
377377 (IV) R
378378 EADING COMPREHENSION SKILLS , INCLUDING READING23
379379 VOCABULARY AND READING COMPREHENSION ;24
380380 (V) R
381381 APID AUTOMATIZED NAMING ; AND25
382382 (VI) F
383383 AMILY AND TEACHER OBSERVATION , INCLUDING FAMILY26
384384 HISTORY OF READING CHALLENGES .27
385385 SB23-181
386386 -11- (h) FOR A STUDENT IN SECOND GRADE OR ABOVE , A LOCAL1
387387 EDUCATION PROVIDER SHALL USE ONE OR MORE SCREENING INSTRUMENTS2
388388 THAT ASSESS:3
389389 (I) P
390390 RINT SKILLS, INCLUDING ORAL READING FLUENCY AND4
391391 AUTOMATIC AND FLUENT SINGLE-WORD READING OF NONSENSE AND REAL5
392392 WORDS;6
393393 (II) E
394394 NCODING;7
395395 (III) R
396396 EADING COMPREHENSION SKILLS , INCLUDING READING8
397397 VOCABULARY AND READING COMPREHENSION ;9
398398 (IV) F
399399 AMILY AND TEACHER OBSERVATION , INCLUDING FAMILY10
400400 HISTORY OF READING CHALLENGES ; AND11
401401 (V) R
402402 APID AUTOMATIZED NAMING , IF THE STUDENT HAS NOT BEEN12
403403 PREVIOUSLY ASSESSED WITH A RAPID AUTOMATIZED NAMING ASSESSMENT13
404404 IN KINDERGARTEN OR FIRST GRADE.14
405405 (3) S
406406 TUDENTS MUST BE SCREENED ACCORDING TO THE SCHEDULE15
407407 OF THE SCREENING INSTRUMENT SELECTED BY THE LOCAL EDUCATION16
408408 PROVIDER AND PURSUANT TO THIS PART 12.17
409409 (4) I
410410 F THE SCREENING RESULTS INDICATE THAT A STUDENT IS AT18
411411 RISK OF READING DIFFICULTIES IN ANY SKILL AREA MENTIONED IN THIS19
412412 SECTION, THE LOCAL EDUCATION PROVIDER SHALL :20
413413 (a) C
414414 ONDUCT AN INFORMAL DIAGNOSTIC ASSESSMENT OF THE21
415415 STUDENT TO DETERMINE THE SPECIFIC AREAS OF INSTRUCTIONAL NEED FOR22
416416 SUPPLEMENTAL READING INSTRUCTION ;23
417417 (b) P
418418 ROVIDE SUPPLEMENTAL READING INSTRUCTION TO ADDRESS24
419419 THE STUDENT'S IDENTIFIED AREAS OF NEED, INCLUDING FOUNDATIONAL25
420420 SKILL AREAS; AND26
421421 (c) S
422422 END A NOTIFICATION LETTER WITHIN FIFTEEN SCHOOL DAYS27
423423 SB23-181
424424 -12- AFTER THE SCREENING RESULTS TO THE PARENT OR GUARDIAN OF THE1
425425 STUDENT THAT INCLUDES:2
426426 (I) T
427427 HE SCREENING RESULTS;3
428428 (II) T
429429 HE INFORMAL DIAGNOSTIC ASSESSMENT RESULTS ; AND4
430430 (III) A
431431 DESCRIPTION OF THE SUPPLEMENTAL READING INSTRUCTION5
432432 THAT WILL BE PROVIDED TO THE STUDENT .6
433433 (5) A
434434 LOCAL EDUCATION PROVIDER SHALL SET A SCHEDULE , WITH7
435435 INTERVALS OF NOT MORE THAN TEN WEEKS , FOR PROGRESS MONITORING8
436436 OF A STUDENT WHO RECEIVES SUPPLEMENTAL READING INSTRUCTION .9
437437 (6) I
438438 F PROGRESS MONITORING DATA REFLECTS INSUFFICIENT10
439439 PROGRESS, A LOCAL EDUCATION PROVIDER SHALL ADJUST THE11
440440 SUPPLEMENTAL READING INSTRUCTION TO ENSURE THE STUDENT IS12
441441 MAKING CONSISTENT AND ADEQUATE PROGRESS TOWARD GRADE -LEVEL13
442442 STANDARDS.14
443443 (7) T
444444 HE LOCAL EDUCATION PROVIDER SHALL PROVIDE THE PARENT15
445445 OR GUARDIAN OF THE STUDENT WITH PROGRESS MONITORING16
446446 INFORMATION AS OUTLINED IN SUBSECTION (5) OF THIS SECTION.17
447447 (8) A
448448 REFERRAL FOR SPECIAL EDUCATION EVALUATION MAY BE18
449449 MADE AT ANY TIME PURSUANT TO THE "COLORADO EXCEPTIONAL19
450450 C
451451 HILDREN'S EDUCATION ACT", ARTICLE 20 OF THIS TITLE 22, AND THE20
452452 FEDERAL "INDIVIDUALS WITH DISABILITIES EDUCATION ACT", 20 U.S.C.21
453453 SEC. 1400 ET SEQ.22
454454 (9) E
455455 ACH LOCAL EDUCATION PROVIDER SHALL PROVIDE ON THE23
456456 LOCAL EDUCATION PROVIDER 'S WEBSITE THE FOLLOWING:24
457457 (a) L
458458 ITERACY SCREENING INSTRUMENTS USED BY THE LOCAL25
459459 EDUCATION PROVIDER;26
460460 (b) I
461461 NFORMAL DIAGNOSTIC ASSESSMENTS USED BY THE LOCAL27
462462 SB23-181
463463 -13- EDUCATION PROVIDER;1
464464 (c) A
465465 N INVENTORY OF THE LOCAL EDUCATION PROVIDER 'S2
466466 LITERACY SCREENING ASSESSMENTS , QUESTIONNAIRES, OR CHECKLISTS BY3
467467 GRADE LEVEL AND SCREENING AREA , INCLUDING:4
468468 (I) E
469469 MERGENT PRINT SKILLS;5
470470 (II) E
471471 MERGENT COMPREHENSION SKILLS ;6
472472 (III) P
473473 RINT SKILLS;7
474474 (IV) R
475475 EADING COMPREHENSION SKILLS ;8
476476 (V) R
477477 APID AUTOMATIZED NAMING ;9
478478 (VI) O
479479 RAL READING FLUENCY; AND10
480480 (VII) F
481481 AMILY AND TEACHER OBSERVATIONS , INCLUDING FAMILY11
482482 HISTORY OF READING CHALLENGES .12
483483 (10) O
484484 N OR BEFORE SEPTEMBER 1 OF EACH YEAR, BEGINNING WITH13
485485 THE 2025-26 SCHOOL YEAR, EACH LOCAL EDUCATION PROVIDER SHALL14
486486 REPORT TO THE DEPARTMENT THE FOLLOWING DATA , SEPARATED AND15
487487 SEARCHABLE BY LOCAL EDUCATION PROVIDER AND SCHOOL LEVEL ,16
488488 UPDATED ANNUALLY AND AVAILABLE ON THE LOCAL EDUCATION17
489489 PROVIDER'S WEBSITE:18
490490 (a) T
491491 HE NUMBER OF STUDENTS SCREENED BY THE LOCAL19
492492 EDUCATION PROVIDER IN EACH GRADE LEVEL , DISAGGREGATED BY EACH20
493493 INDIVIDUAL SCHOOL, RACE AND ETHNICITY, SEX, ENGLISH PROFICIENCY,21
494494 AND DISABILITY, IN ADDITION TO THE TOTAL NUMBER OF STUDENTS IN22
495495 EACH GRADE LEVEL;23
496496 (b) T
497497 HE NUMBER OF STUDENTS IDENTIFIED THROUGH THE24
498498 SCREENING PROCESS AS AT RISK FOR READING DIFFICULTIES IN EACH25
499499 GRADE LEVEL, DISAGGREGATED BY EACH INDIVIDUAL SCHOOL , RACE AND26
500500 ETHNICITY, SEX, ENGLISH PROFICIENCY, AND DISABILITY; AND27
501501 SB23-181
502502 -14- (c) THE NUMBER OF STUDENTS IDENTIFIED THROUGH THE1
503503 SCREENING PROCESS AS AT RISK FOR READING DIFFICULTIES IN EACH2
504504 GRADE LEVEL WHO RECEIVED SUPPLEMENTAL READING INSTRUCTION ,3
505505 DISAGGREGATED BY EACH INDIVIDUAL SCHOOL , RACE AND ETHNICITY,4
506506 SEX, ENGLISH PROFICIENCY, AND DISABILITY.5
507507 (11) O
508508 N OR BEFORE JUNE 1, 2025, AND AT LEAST ONCE EVERY FIVE6
509509 YEARS THEREAFTER, THE DEPARTMENT, IN CONSULTATION WITH PARENTS,7
510510 TEACHERS, AND OTHER INTERESTED STAKEHOLDERS , SHALL DEVELOP AND8
511511 UPDATE RESOURCES, WHICH THE DEPARTMENT SHALL MAKE AVAILABLE9
512512 ON THE DEPARTMENT'S WEBSITE. THE RESOURCES MUST INCLUDE :10
513513 (a) A
514514 LIST OF RECOMMENDED SCREENING AND INFORMAL11
515515 DIAGNOSTIC ASSESSMENTS THAT MEET THE REQUIREMENTS OF THIS12
516516 SECTION;13
517517 (b) A
518518 LIST OF RECOMMENDED SUPPLEMENTAL READING14
519519 INSTRUCTION PROGRAMS AND PROGRESS MONITORING INSTRUMENTS THAT15
520520 MEET THE REQUIREMENTS OF THIS SECTION ;16
521521 (c) B
522522 EST PRACTICES FOR CHOOSING SCREENING ASSESSMENTS ,17
523523 CHOOSING AND UTILIZING PROGRESS MONITORING ASSESSMENTS , AND18
524524 DATA COLLECTION PROCESSES ;19
525525 (d) B
526526 EST PRACTICES FOR SUPPLEMENTAL READING INSTRUCTION20
527527 BASED ON INFORMAL DIAGNOSTIC AND PROGRESS MONITORING DATA ;21
528528 (e) P
529529 ROCEDURES AND CRITERIA FOR APPROPRIATE SCREENING OF22
530530 STUDENTS WHO ARE MULTILINGUAL LEARNERS ;23
531531 (f) S
532532 AMPLE PARENT AND GUARDIAN NOTIFICATION LETTERS FOR24
533533 READING DIFFICULTIES, INCLUDING DYSLEXIA; AND25
534534 (g) A
535535 CHECKLIST OF EARLY WARNING SIGNS OF READING26
536536 DIFFICULTIES, INCLUDING DYSLEXIA, BY GRADE LEVEL.27
537537 SB23-181
538538 -15- (12) (a) THE DEPARTMENT SHALL PROVIDE TRAINING1
539539 OPPORTUNITIES ANNUALLY FOR INDIVIDUALS WHO CONDUCT SCREENINGS2
540540 PURSUANT TO THIS SECTION AND FOR SCHOOL ADMINISTRATORS ON :3
541541 (I) B
542542 EST PRACTICES FOR DESIGNING AND IMPLEMENTING A4
543543 MULTI-TIERED SYSTEM OF SUPPORT;5
544544 (II) T
545545 HE ADMINISTRATION AND INTERPRETATION OF SCREENINGS ,6
546546 INFORMAL DIAGNOSTIC INSTRUMENTS , PROGRESS MONITORING7
547547 INSTRUMENTS, AND STUDENT DATA;8
548548 (III) P
549549 ROVIDING AND INTERPRETING SCREENINGS , ASSESSMENTS,9
550550 AND PROGRESS MONITORING RESULTS FOR PARENTS ;10
551551 (IV) T
552552 HE ELEMENTS, PRINCIPLES, AND BEST PRACTICES OF11
553553 SUPPLEMENTAL READING INSTRUCTION ; AND12
554554 (V) B
555555 EST PRACTICES FOR DESIGNING AND IMPLEMENTING13
556556 SUPPLEMENTAL READING INSTRUCTION BASED ON :14
557557 (A) I
558558 NFORMAL DIAGNOSTIC ASSESSMENT DATA ; AND15
559559 (B) P
560560 ROGRESS MONITORING DATA .16
561561 (b) T
562562 HE DEPARTMENT SHALL MAKE AVAILABLE ON THE17
563563 DEPARTMENT'S WEBSITE THE NUMBER OF PARTICIPANTS FROM EACH LOCAL18
564564 EDUCATION PROVIDER THAT PARTICIPATE IN EACH TRAINING SESSION .19
565565 (13) T
566566 HE DEPARTMENT SHALL MAKE AVAILABLE BEFORE THE20
567567 START OF THE 2024-25 SCHOOL YEAR, AND BEFORE EACH SCHOOL YEAR21
568568 THEREAFTER, AN ONLINE DYSLEXIA AWARENESS COURSE , UPDATED AS22
569569 NEEDED, FOR PRESCHOOL TO TWELFTH GRADE FOR EDUCATORS , TUTORS,23
570570 PARENTS AND GUARDIANS, AND THE COMMUNITY, THAT INCLUDES:24
571571 (a) R
572572 ELEVANT COLORADO AND FEDERAL LAWS AND STATUTES ,25
573573 INCLUDING THE CHILD FIND MANDATE AND RESPONSIBILITIES DESCRIBED26
574574 IN THE "COLORADO EXCEPTIONAL CHILDREN'S EDUCATION ACT", ARTICLE27
575575 SB23-181
576576 -16- 20 OF THIS TITLE 22, THE FEDERAL "INDIVIDUALS WITH DISABILITIES1
577577 E
578578 DUCATION ACT", 20 U.S.C. SEC. 1400 ET SEQ., AND THIS SECTION,2
579579 INCLUDING RESOURCES AND GUIDANCE ON WHEN TO SUSPECT THAT3
580580 STUDENT IS A CHILD WITH A DISABILITY IN NEED, OR IS BELIEVED TO NEED,4
581581 SPECIAL INSTRUCTION OR RELATED SERVICES ;5
582582 (b) T
583583 HE DEFINITION OF DYSLEXIA AS SET FORTH IN SECTION6
584584 22-20.5-102;7
585585 (c) P
586586 REDICTED RATES OF OCCURRENCE ;8
587587 (d) I
588588 NDICATORS BY AGE OR GRADE;9
589589 (e) B
590590 RAIN RESEARCH;10
591591 (f) C
592592 O-OCCURRING CONDITIONS;11
593593 (g) S
594594 OCIAL OR EMOTIONAL IMPACT;12
595595 (h) E
596596 QUITY;13
597597 (i) M
598598 ULTILINGUAL LEARNERS;14
599599 (j) D
600600 YSLEXIA FACTS AND MYTHS;15
601601 (k) T
602602 HE SCIENCE OF READING OVERVIEW AND EVIDENCE ; AND16
603603 (l) S
604604 TUDENT ACCOMMODATIONS AND HOW TO UTILIZE THEM TO17
605605 ENSURE STUDENTS ACCESS GRADE LEVEL MATERIAL AND LEARNING .18
606606 (14) T
607607 HE DEPARTMENT SHALL PROMOTE AN ANNUAL DYSLEXIA19
608608 AWARENESS DAY TO ENCOURAGE DISTRICTS TO EXPAND AWARENESS AND20
609609 DISCUSSION FOR PRESCHOOL THROUGH TWELFTH GRADE , WHICH INCLUDES21
610610 PARENTS AND GUARDIANS , DURING DYSLEXIA AWARENESS MONTH IN22
611611 O
612612 CTOBER OF EACH CALENDAR YEAR .23
613613 (15) (a) T
614614 HE COMMISSIONER OF EDUCATION AND STATE BOARD24
615615 SHALL APPOINT A LITERACY OMBUDSMAN . THE LITERACY OMBUDSMAN25
616616 AND CORRESPONDING OFFICE IS CREATED SEPARATE FROM THE26
617617 DEPARTMENT. THE OMBUDSMAN WILL REPORT DIRECTLY TO THE27
618618 SB23-181
619619 -17- COMMISSIONER OF EDUCATION AND STATE BOARD AND WILL :1
620620 (I) B
621621 E RESPONSIBLE FOR ASSESSING THE K-12 LITERACY2
622622 ACHIEVEMENT, "READ ACT" IMPLEMENTATION, READ PLAN AND IEP3
623623 ADEQUACY AND SPECIFICATION , RTI OR MULTI-TIERED SYSTEMS OF4
624624 SUPPORT PROCESSES; ASSESSING THE ADEQUACY OF IDENTIFICATION OF5
625625 STRUGGLING READERS AND CHARACTERISTICS OF DYSLEXIA AND ACCESS6
626626 TO GRADE LEVEL CONTENT WHILE CONTINUING TO RECEIVE7
627627 INTERVENTIONS; AND REPORTING CONCERNS AND RISKS TO THE STATE8
628628 BOARD AND THE COMMISSIONER ; AND9
629629 (II) B
630630 E INDEPENDENT AND HAVE NO CONFLICTS OF INTEREST OR10
631631 FORMER ALLIANCES WITH LOBBYING GROUPS INCLUDING THE COLORADO11
632632 DEPARTMENT OF EDUCATION , THE COLORADO ASSOCIATION OF SCHOOL12
633633 EXECUTIVES, THE COLORADO ASSOCIATION OF SCHOOL BOARDS , THE13
634634 C
635635 OLORADO EDUCATION ASSOCIATION , THE AMERICAN FEDERATION OF14
636636 TEACHERS, OR A LOCAL EDUCATION PROVIDER.15
637637 (b) T
638638 HE LITERACY OMBUDSMAN OFFICE MUST CREATE AND16
639639 MAINTAIN A "READ ACT" GRIEVANCE PROCESS FOR PARENTS OR17
640640 GUARDIANS THROUGH THE OMBUDSMAN OFFICE , INCLUDING GRIEVANCES18
641641 RELATED TO LACK OR DELAY OF SCREENING AND LACK OF ADEQUATE19
642642 PROGRESS WITH INTERVENTION .20
643643 (16) T
644644 HE DEPARTMENT SHALL PROMULGATE RULES TO IMPLEMENT21
645645 THE REQUIREMENTS OF THIS SECTION.22
646646 SECTION 3. Act subject to petition - effective date. This act23
647647 takes effect at 12:01 a.m. on the day following the expiration of the24
648648 ninety-day period after final adjournment of the general assembly; except25
649649 that, if a referendum petition is filed pursuant to section 1 (3) of article V26
650650 of the state constitution against this act or an item, section, or part of this27
651651 SB23-181
652652 -18- act within such period, then the act, item, section, or part will not take1
653653 effect unless approved by the people at the general election to be held in2
654654 November 2024 and, in such case, will take effect on the date of the3
655655 official declaration of the vote thereon by the governor.4
656656 SB23-181
657657 -19-