First Regular Session
Seventy-fifth General Assembly
STATE OF COLORADO
INTRODUCED
LLS NO. 25-0590.01 Anna Petrini x5497
SENATE BILL 25-200
Senate Committees House Committees
Education
A BILL FOR AN ACT
C
ONCERNING TARGETED MEAS URES TO ENCOURAGE EARLY101
ELEMENTARY ACADEMIC SUCCESS , AND, IN CONNECTION102
THEREWITH, UPDATING METHODS FO R ASSESSING CERTAIN103
SKILLS, IDENTIFYING STRUGGLING READERS , AND SUPPORTING104
STUDENTS WITH DYSLEXIA .105
Bill Summary
(Note: This summary applies to this bill as introduced and does
not reflect any amendments that may be subsequently adopted. If this bill
passes third reading in the house of introduction, a bill summary that
applies to the reengrossed version of this bill will be available at
http://leg.colorado.gov
.)
Current law requires a local education provider that offers a
kindergarten program to administer a school readiness assessment to
SENATE SPONSORSHIP
Kolker and Mullica,
HOUSE SPONSORSHIP
Hamrick and Soper,
Shading denotes HOUSE amendment. Double underlining denotes SENATE amendment.
Capital letters or bold & italic numbers indicate new material to be added to existing law.
Dashes through the words or numbers indicate deletions from existing law. kindergarten students within the first 60 days of the school year. The bill
makes administration of a school readiness assessment optional and
permits rather than requires a local education provider to create and
implement an individualized readiness plan for its preschool and
kindergarten students.
The bill clarifies that a teacher may conclude that an early
elementary school student has a significant reading deficiency that
requires remediation through a specialized approach to instruction
(READ plan) based on a body of evidence that includes information in
addition to the student's scores on a reading assessment.
Current law requires certain parental communications in
connection with a student's READ plan. The bill adds specific
information regarding characteristics of dyslexia, if applicable, to the
parental communications.
Beginning no later than the 2025-26 school year, a local education
provider must either develop its own process for identifying early
elementary school students with characteristics of dyslexia or adopt a
dyslexia screening tool that conforms to certain new requirements for
interim reading assessments. To meet the bill's new requirements, interim
reading assessments must accurately and reliably identify students at risk
of reading difficulties, meet standards for validity and reliability,
encourage data-driven instructional decision making, and promote
efficient administration and effective follow-up.
Be it enacted by the General Assembly of the State of Colorado:1
SECTION 1. Legislative declaration. (1) The general assembly2
finds and declares that:3
(a) Early identification and targeted intervention for students4
showing signs of dyslexia are vital to ensure academic success and5
prevent the long-term consequences of poor reading skills. Dyslexia,6
which affects approximately one in 5 individuals, according to data from7
the Yale center for dyslexia and creativity, is among the most common8
learning disabilities. Without strategic, evidence-based support, students9
with dyslexic traits often fall behind, hindering their academic growth,10
limiting future employment prospects, and increasing the risk of negative11
socioeconomic outcomes.12
SB25-200-2- (b) While the "Colorado READ Act" has improved early literacy1
assessment statewide, persistent gaps remain in pinpointing and assisting2
students who exhibit specific deficits in phonemic awareness, word3
decoding, and spelling. Many children pass overall literacy tests, yet4
harbor hidden reading struggles that compound over time.5
(c) Pursuant to section 22-7-1205, Colorado Revised Statutes,6
local education providers currently rely on state board-approved interim7
reading assessments to identify students with significant reading8
deficiencies. Approved assessments yield a composite test score that may9
mask deficits in key sub-skills.10
(d) In contrast, universal dyslexia screening pinpoints precisely11
where a learner may struggle. Screeners measure reading competency12
skills such as phonological awareness, sound-symbol knowledge, rapid13
naming, word decoding, and encoding, reflecting proven best practices.14
Requiring each local education provider to adopt or create a plan for15
dyslexia screening in kindergarten through third grade helps ensure that16
every child, especially those at the most risk, receives timely, targeted17
help.18
(e) While the Colorado department of education regularly updates19
its approved reading assessments, requiring future evaluations to include20
rigorous standards for identifying students with dyslexic traits promotes21
validity and consistency over time.22
(f) Because strong family engagement is critical to reading23
intervention success, schools must also inform parents and guardians if24
screening results suggest dyslexia risk factors, provide a clear explanation25
of findings, and propose practical ways to support reading progress at26
home. These steps mirror successful protocols in other states in which27
SB25-200
-3- early, transparent collaboration between educators and families has1
significantly improved outcomes. Although teachers do not formally2
diagnose dyslexia, they can detect when specialized support is warranted,3
helping avert a cycle of frustration and academic decline.4
(g) Finally, making kindergarten school readiness assessments5
optional allows local education providers greater flexibility in focusing6
on essential literacy measures.7
(2) The general assembly finds, therefore, that to support the8
mission of the "Colorado READ Act", it is essential to highlight dyslexia9
risk factors early, offer data-driven remediation, and engage families as10
partners, ensuring every Colorado child can read proficiently and achieve11
success in school and beyond.12
SECTION 2. In Colorado Revised Statutes, 22-7-1014, amend13
(1)(a), (1)(b), and (2)(a) as follows:14
22-7-1014. Preschool individualized readiness plans - school15
readiness - assessments. (1) (a) Beginning in the fall semester of 2013,16
each OF 2025, A local education provider that provides a preschool or17
kindergarten program shall ensure that each MAY CREATE AND IMPLEMENT18
FOR A student enrolled in a preschool or kindergarten program operated19
by the local education provider receives an individualized readiness plan20
that addresses the preschool standards or kindergarten standards, as21
appropriate, and knowledge and skill areas in which a student needs22
assistance to make progress toward school readiness. If a student is23
identified as having a significant reading deficiency as provided in section24
22-7-1205, the local education provider shall include the student's READ25
plan created pursuant to section 22-7-1206 as a component of the26
student's individualized readiness plan
IF THE LOCAL EDUCATION27
SB25-200
-4- PROVIDER HAS CREATED AN INDIVIDUALIZED READINESS PLAN FOR THE1
STUDENT.2
(b) In creating and implementing IF A LOCAL EDUCATION3
PROVIDER CREATES AND IMPLEMENTS the individualized readiness plans,4
a local education provider shall use assessment instruments that are5
research-based, valid, and reliable to facilitate the systematic6
measurement of a student's increasing knowledge, skills, and7
accomplishments within the classroom context. The purpose of the8
continuing assessments shall be IS to help direct teachers' A TEACHER'S9
practice within the classroom with each A student and thereby maximize10
each students' A STUDENT'S progress toward demonstrating school11
readiness.12
(2) (a) Beginning with students who enter kindergarten in the fall13
semester of 2013, each local education provider shall ensure that each14
student enrolled in a kindergarten program operated by the local15
education provider progresses toward demonstrating school readiness.16
Each A local education provider shall MAY administer the school17
readiness assessment within the first sixty days of the school year to each18
A student enrolled in a kindergarten program operated by the local19
education provider to measure each A student's level of school readiness.20
If the local education provider administers a reading assessment pursuant21
to section 22-7-1205 (1)(a.5) within the first sixty days of the school year22
to students enrolled in the kindergarten program, the local education23
provider is not required to administer the literacy component of the school24
readiness assessment. The local education provider may choose to25
monitor a student's progress toward demonstrating school readiness by26
administering an approved school readiness assessment multiple times27
SB25-200
-5- over the course of the school year.1
SECTION 3. In Colorado Revised Statutes, 22-7-1019, amend2
(3)(a)(I) as follows:3
22-7-1019. Preschool to postsecondary and workforce4
readiness - progress reports - effectiveness reports. (3) (a) At a5
minimum, the report shall include the following information for the6
preceding academic year:7
(I) The levels of school readiness demonstrated by students8
enrolled in kindergarten,
IF A SCHOOL READINESS ASSESSMENT WAS9
ADMINISTERED;10
SECTION 4. In Colorado Revised Statutes, 22-7-1203, amend11
(1); and add (1.5), (3.5), (3.7), (7.6), (7.7), (9.5), (9.7), (9.9), (10.5),12
(10.6), (18), and (19) as follows:13
22-7-1203. Definitions. As used in this part 12, unless the context14
otherwise requires:15
(1) "Body of evidence" means a collection of information about16
a student's academic performance which, when considered in its entirety,17
documents the level of a student's academic performance. A body of18
evidence, at a minimum, shall
MUST include scores on formative or19
interim assessments and work that a student independently produces in a20
classroom, including, but not limited to, the ANY school readiness21
assessments adopted pursuant to section 22-7-1004 (2)(a)
THAT A LOCAL22
EDUCATION PROVIDER MAY ADMINISTER . A body of evidence may include23
scores on summative assessments if a local education provider decides24
that summative assessments are appropriate and useful in measuring25
students' literacy skills. F
OR THE PURPOSES OF IDENTIFYING STUDENTS26
WITH SIGNIFICANT READING DEFICIENCIES , "BODY OF EVIDENCE" MAY27
SB25-200
-6- INCLUDE THE ADDITIONAL ELEMENTS IDENTIFIED IN SECTION 22-7-12051
(1)(b)(II).2
(1.5) "C
HARACTERISTICS OF DYSLEXIA " MEANS COMMONLY3
ACCEPTED FEATURES OF DYSLEXIA , INCLUDING DIFFICULTY WITH4
PHONOLOGICAL PROCESSING , LACK OF ORAL READING FLUENCY ,5
DIFFICULTY WITH SPELLING, AND DIFFICULTY WITH RAPID NAMING.6
(3.5) "D
YSLEXIA" MEANS A SPECIFIC LEARNING DISABILITY THAT7
IS NEUROBIOLOGICAL IN ORIGIN AND CHARACTERIZED BY DIFFICULTIES8
WITH ACCURATE OR FLUENT WORD RECOGNITION AND BY POOR SPELLING9
AND WORD-DECODING ABILITIES. THESE DIFFICULTIES TYPICALLY RESULT10
FROM A DEFICIT IN THE PHONOLOGICAL COMPONENT OF LANGUAGE THAT11
IS OFTEN UNEXPECTED IN RELATION TO OTHER COGNITIVE ABILITIES AND12
THE PROVISION OF EFFECTIVE CLASSROOM INSTRUCTION . SECONDARY13
CONSEQUENCES OF DYSLEXIA MAY INCLUDE PROBLEMS IN READING14
COMPREHENSION AND REDUCED READING EXPERIENCE THAT CAN IMPEDE15
GROWTH OF VOCABULARY AND BACKGROUND KNOWLEDGE .16
(3.7) "E
NCODING" MEANS THE PROCESS OF TRANSLATING SPOKEN17
SOUNDS INTO WRITTEN LETTERS THAT REFLECTS AN UNDERSTANDING OF18
SOUND-SYMBOL RELATIONSHIPS AND CONVENTIONAL SPELLING PATTERNS .19
(7.6) "O
RAL READING FLUENCY" MEANS THE ABILITY TO READ20
TEXT ORALLY WITH ACCURACY , EXPRESSION, AND AT AN APPROPRIATE21
RATE IN ORDER TO FACILITATE READING COMPREHENSION .22
(7.7) "O
RAL SKILLS" MEANS APTITUDE WITH EXPRESSIVE AND23
RECEPTIVE ORAL LANGUAGE , INCLUDING VOCABULARY , SYNTAX,24
LANGUAGE COMPREHENSION , ORAL READING FLUENCY , AND25
COMPREHENSION.26
(9.5) "P
HONEMIC AWARENESS" MEANS THE ABILITY TO SEGMENT27
SB25-200
-7- A WORD INTO THE WORD'S COMPONENT SOUNDS, OR PHONEMES.1
(9.7) "P
HONICS" MEANS EXPLICIT AND SYSTEMATIC INSTRUCTION2
IN SOUND-SYMBOL RECOGNITION THAT TEACHES THE RELATIONSHIPS3
BETWEEN THE LETTERS AND L ETTER PATTERNS OF WRITTEN LANGUAGE4
AND THE INDIVIDUAL SOUNDS OF SPOKEN L ANGUAGE . PHONICS5
INSTRUCTION INCLUDES THE DEVELOPMENT OF ALPHABETIC KNOWLEDGE ,6
WORD-DECODING SKILLS, AND ENCODING SKILLS, SUPPORTING ACCURATE7
AND AUTOMATIC WORD RECOGNITION AND ORAL READING FLUENCY .8
(9.9) "P
HONOLOGICAL PROCESSING " MEANS THE ABILITY TO9
RECOGNIZE AND MANIPULATE A WORD 'S COMPONENT SOUNDS THR OUGH10
PHONOLOGICAL AWARENESS , PHONOLOGICAL MEMORY , AND11
PHONOLOGICAL RETRIEVAL OR RAPID NAMING .12
(10.5) "R
EADING COMPETENCY SKILL" MEANS A STUDENT MEETS13
THE STUDENT'S GRADE LEVEL EXPECTATIONS IN READING SKILLS AS14
ADOPTED BY THE STATE BOARD PURSUANT TO SECTION 22-7-1209 (1)(a).15
(10.6) "R
EADING COMPREHENSION " MEANS THE ABILITY TO16
UNDERSTAND AND INTERPRET WRITTEN LANGUAGE .17
(18) "V
OCABULARY DEVELOPMENT " MEANS THE PROCESS OF18
LEARNING NEW WORDS AND THEIR MEANINGS .19
(19) "W
ORD DECODING" MEANS THE ABILITY TO ACCURATELY AND20
EFFICIENTLY TRANSLATE WRITTEN LETTERS AND LETTER PATTERNS INTO21
THEIR CORRESPONDING SOUNDS IN SPOKEN LANGUAGE , USING KNOWLEDGE22
OF SOUND-SYMBOL RELATIONSHIPS.23
SECTION 5. In Colorado Revised Statutes, 22-7-1205, amend24
(1)(b), (2)(b)(II), (2)(b)(IV), and (2)(b)(V) as follows:25
22-7-1205. Reading competency - assessments - READ plan26
creation - parental involvement. (1) (b) (I) If a teacher finds, based on27
SB25-200
-8- a student's scores on the approved reading assessments, that the student1
may have a significant reading deficiency, the teacher shall administer to2
the student one or more diagnostic assessments within sixty days after the3
previous assessment to determine the student's specific reading skill4
deficiencies. Each local education provider shall select from the list of5
approved assessments adopted by rule of the state board pursuant to6
section 22-7-1209 (1) those assessments it uses to determine a student's7
specific reading skill deficiencies. A local education provider may choose8
to use other diagnostic reading assessments in addition to but not in lieu9
of the approved assessments.10
(II) A
TEACHER MAY CONCLUDE THAT A STUDENT HAS A11
SIGNIFICANT READING DEFICIENCY IF THE STUDENT 'S BODY OF EVIDENCE12
SUPPORTS THE CONCLUSION. A STUDENT'S BODY OF EVIDENCE FOR THE13
PURPOSES OF IDENTIFYING THE STUDENT AS HAVING A SIGNIFICANT14
READING DEFICIENCY MAY INCLUDE :15
(A) R
ESULTS FROM VARIOUS FORMAL AND INFORMAL DIAGNOSTIC16
ASSESSMENTS, AS DEVELOPMENTALLY APPROPRIATE FOR THE STUDENT 'S17
GRADE LEVEL, IN THE AREAS OF PHONOLOGICAL AND PHONEMIC18
AWARENESS, SOUND-SYMBOL RECOGNITION , ALPHABET KNOWLEDGE ,19
WORD DECODING, RAPID NAMING, ENCODING, AND ORAL READING20
FLUENCY;21
(B) R
ESULTS FROM ADDITIONAL DIAGNOSTIC ASSESSMENTS FOR22
IDENTIFYING RELEVANT LITERACY SKILL WE AKNESSES , AS23
DEVELOPMENTALLY APPROPRIATE FOR THE STUDENT 'S GRADE LEVEL, THAT24
MAY INCLUDE ORAL LANGUAGE , VOCABULARY , LANGUAGE25
COMPREHENSION, AND READING COMPREHENSION ;26
(C) D
IRECT OR INDIRECT OBSERVATIONAL ASSESSMENTS FROM27
SB25-200
-9- TEACHERS AND PARENTS, AS AVAILABLE, THAT MAY CONTRIBUTE TO A1
FULLER UNDERSTANDING OF A STUDENT 'S ACADEMIC PERFORMANCE OR2
SCORES;3
(D) R
ELEVANT STUDENT DEMOGRAPHIC INFORMATION , ENGLISH4
LANGUAGE PROFICIENCY, OR LANGUAGE SPOKEN AT HOME ;5
(E) T
HE STUDENT'S EDUCATIONAL AND DEVELOPMENTAL HISTORY ,6
INCLUDING ACCESS TO PRESCHOOL EDUCATION ; AND7
(F) C
ONSIDERATION OF POTENTIAL ERRORS IN ASSESSMENT ,8
INCLUDING ADMINISTRATION AND SCORING .9
(2) (b) The teacher and the other personnel shall communicate and10
discuss with the parent the following information:11
(II) The nature of the student's significant reading deficiency,12
including a clear explanation of what the significant reading deficiency13
is,
WHETHER OR NOT THE SIGNIFICANT READING DEFICIENCY MAY INCLUDE14
CHARACTERISTICS OF DYSLEXIA , and the basis upon which the teacher15
identified the significant reading deficiency;16
(IV) Reading skills are critical to success in school. Under state17
law, the student qualifies for and the local education provider is required18
to provide targeted, scientifically based or evidence-based interventions19
to remediate the student's specific, diagnosed
IDENTIFIED reading skill20
deficiencies, which interventions are designed to enable the student to21
achieve reading competency and attain the skills necessary to achieve the22
state's academic achievement goals.23
(V) The student's READ plan will include targeted, scientifically24
based or evidence-based intervention instruction to address and remediate25
the student's specific, diagnosed IDENTIFIED reading skill deficiencies;26
SECTION 6. In Colorado Revised Statutes, 22-7-1206, amend27
SB25-200
-10- (4) and (5)(a) as follows:1
22-7-1206. Reading to ensure academic development (READ)2
plan - contents - implementation. (4) If a student enrolled in3
kindergarten is identified as having a significant reading deficiency, the4
local education provider shall create the student's READ plan as a5
component of the student's individualized readiness plan,
IF AN6
INDIVIDUALIZED READINESS PLAN HAS BEEN created pursuant to section7
22-7-1014. The local education provider may include components of the8
student's individualized readiness plan that apply to teaching literacy as9
part of the student's READ plan after the student completes kindergarten,10
so long as the local education provider administers an approved reading11
assessment to the student in grades one through three as required in12
section 22-7-1205 (1) and the student's READ plan meets the13
requirements specified in subsection (5) of this section.14
(5) Each READ plan must include, at a minimum:15
(a) The student's specific, diagnosed
IDENTIFIED reading skill16
deficiencies that need to be remediated in order for the student to attain17
reading competency;18
SECTION 7. In Colorado Revised Statutes, 22-7-1208, add (9)19
as follows:20
22-7-1208. Local education providers - procedures - plans -21
training - rules. (9) (a) B
Y THE BEGINNING OF THE 2026-27 SCHOOL22
YEAR, A LOCAL EDUCATION PROVIDER SHALL :23
(I) I
MPLEMENT A UNIVERSAL DYSLEXIA SCREENER THAT MEETS24
THE CRITERIA FOR RECOMMENDED INTERIM READING ASSESSMENTS25
REQUIRED PURSUANT TO SECTION 22-7-1209 (2.5); OR26
(II) C
REATE A PROCESS FOR IDENTIFYING STUDENTS WHO DISPLAY27
SB25-200
-11- CHARACTERISTICS OF DYSLEXIA. A PROCESS CREATED PURSUANT TO THIS1
SUBSECTION (9)(a)(II) MUST INCLUDE, BUT IS NOT LIMITED, TO SCREENING2
KINDERGARTEN, FIRST-GRADE, SECOND-GRADE, AND THIRD-GRADE3
STUDENTS ON READING COMPETENCY SKILLS TO IDENTIFY RISK FACTORS4
FOR DYSLEXIA USING INTERIM, DIAGNOSTIC, AND VARIOUS FORMAL AND5
INFORMAL ASSESSMENTS, INCLUDING RAPID AUTOMATIZED NAMING , AS6
APPROPRIATE FOR EACH GRADE LEVEL . KINDERGARTEN RISK FACTORS7
INCLUDE, BUT ARE NOT LIMITED TO, WEAKNESSES IN PHONOLOGICAL8
AWARENESS, SOUND-SYMBOL RECOGNITION , ALPHABET KNOWLEDGE ,9
WORD DECODING, AND ORAL LANGUAGE SKILLS . FIRST-GRADE RISK10
FACTORS INCLUDE, BUT ARE NOT LIMITED TO , WEAKNESSES IN11
PHONOLOGICAL AWARENESS , SOUND-SYMBOL RECOGNITION , WORD12
DECODING, ENCODING, AND ORAL READING FLUENCY. SECOND-GRADE AND13
THIRD-GRADE RISK FACTORS INCLUDE , BUT ARE NOT LIMITED TO ,14
WEAKNESSES IN WORD DECODING , ENCODING, ORAL READING FLUENCY,15
AND VOCABULARY SKILLS.16
(b) T
HE UNIVERSAL DYSLEXIA SCREENER OR PROCESS FOR17
IDENTIFYING STUDENTS WHO DISPLAY CHARACTERISTICS OF DYSLEXIA18
THAT IS IMPLEMENTED OR CREATED PURSUANT TO SUBSECTION (9)(a) OF19
THIS SECTION MUST BE GIVEN TO STUDENTS ENROLLED IN KINDERGARTEN20
DURING THE LAST NINETY DAYS OF THE SCHOOL YEAR AND BE GIVEN TO21
STUDENTS ENROLLED IN THE FIRST, SECOND, AND THIRD GRADES DURING22
THE FIRST NINETY DAYS OF THE SCHOOL YEAR .23
(c) I
F THE UNIVERSAL DYSLEXIA SCREENER OR PROCESS FOR24
IDENTIFYING STUDENTS WHO DISPLAY CHARACTERISTICS OF DYSLEXIA25
THAT IS IMPLEMENTED OR CREATED PURSUANT TO SUBSECTION (9)(a) OF26
THIS SECTION IDENTIFIES RISK FACTORS FOR DYSLEXIA, A TEACHER SHALL27
SB25-200
-12- ADMINISTER ONE OR MORE DIAGNOSTIC ASSESSMENTS PURSUANT TO1
SECTION 22-7-1205 (1)(b) AND PROCEED WITH READ PLAN2
IMPLEMENTATION OR ALTERNATIVE PROCEDURES AS REQUIRED PURSUANT3
TO SECTIONS 22-7-1205 AND 22-7-1206.4
SECTION 8. In Colorado Revised Statutes, 22-7-1209, amend5
(1)(a), (2)(a)(I), (3) introductory portion, (3)(b), and (8)(c)(I); and add6
(2.5) as follows:7
22-7-1209. State board - rules - department - duties. (1) The8
state board shall promulgate rules in accordance with the "State9
Administrative Procedure Act", article 4 of title 24, as necessary to10
implement the provisions of this part 12, which rules must include, but11
need not be limited to:12
(a) The minimum reading competency skill levels in the areas of13
phonemic awareness; phonics; vocabulary development; reading fluency,14
including ORAL SKILLS, INCLUDING ORAL READING FLUENCY ; ENCODING;15
WORD DECODING; and reading comprehension for kindergarten and first,16
second, and third grades. The state board shall base the minimum skill17
levels for second and third grades primarily on scores attained on the18
assessments approved by the state board pursuant to subsection (1)(b) of19
this section. The state board shall describe the minimum skill levels for20
students as they complete kindergarten and first grade using matrices of21
appropriate indicators, which indicators may include measures of22
students' social and emotional development, physical development,23
language and comprehension development, and cognition and general24
knowledge. The state board shall adopt the rules described in this25
subsection (1)(a) by March 31, 2013. The state board shall review the26
minimum reading competency skill levels on or before July 1, 2019, and27
SB25-200
-13- every four years thereafter and update them as necessary.1
(2) (a) (I) Using the procedure developed pursuant to subsection2
(3) of this section, the department shall review and recommend to the3
state board reading assessments, including interim, summative, and4
diagnostic assessments, for kindergarten and first, second, and third5
grades that, at a minimum, meet the criteria specified in subsection6
(2)(a)(II) SUBSECTIONS (2)(a)(II) AND (2.5) of this section. Following7
action by the state board to approve reading assessments pursuant to8
subsection (1)(b) of this section, the department shall create a list of the9
approved reading assessments for kindergarten and first, second, and third10
grades for use by local education providers. The department shall update11
the list of approved reading assessments on or before July 1, 2019, and12
every four years thereafter as necessary. The department shall work with13
the approved assessment publishers to better align, to the extent14
practicable, the minimum reading competency levels for third grade,15
which are based on the scores attained on the approved assessments, with16
the preschool through elementary and secondary education standards for17
third-grade reading adopted pursuant to section 22-7-1005.18
(2.5) N
OTWITHSTANDING THE REQUIREMENTS OF SUBSECTION19
(2)(a)(II)
OF THIS SECTION, DURING THE DEPARTMENT'S REQUIRED REVIEW20
OF ASSESSMENTS PURSUANT TO THIS SECTION , THE DEPARTMENT SHALL21
ENSURE THAT EACH OF THE RECOMMENDED INTERIM ASSESSMENTS IS22
DEVELOPMENTALLY APPROPRIATE , ECONOMICAL, AND EFFICIENT TO23
ADMINISTER AND SCREENS FOR RISK OF READING DIFFICULTIES , INCLUDING24
CHARACTERISTICS OF DYSLEXIA. EACH RECOMMENDED INTERIM READING25
ASSESSMENT MUST MEET THE FOLLOWING CRITERIA :26
(a) I
N THE IDENTIFICATION OF STUDENTS WHO ARE AT RISK OF27
SB25-200
-14- READING DIFFICULTIES:1
(I) A
CCURATELY AND RELIABLY IDENTIFY STUDENTS WHO ARE AT2
RISK OF READING FAILURE OR READING DISORDERS ; AND3
(II) D
IRECTLY MEASURE READING COMPETENCY SKILLS ,4
INCLUDING, BUT NOT LIMITED TO:5
(A) P
HONOLOGICAL AND PHONEMIC AWARENESS ;6
(B) T
HE ALPHABETIC PRINCIPLE;7
(C) E
NCODING AND WORD-DECODING SKILLS;8
(D) L
ETTER NAMING;9
(E) O
RAL READING FLUENCY; AND10
(F) R
APID AUTOMATIZED NAMING ;11
(b) M
EET VALIDITY AND RELIABILITY STANDARDS BY :12
(I) U
SING NORM-REFERENCED AND CRITERION -BASED SCORES13
THAT INCLUDE, AT A MINIMUM:14
(A) V
ALIDITY AND RELIABILITY MEASURES FOR GRADE -LEVEL,15
SKILL-SPECIFIC SUBTESTS;16
(B) G
RADE-LEVEL, SKILL-SPECIFIC VALIDITY MEASURES ,17
INCLUDING CONCURRENT VALIDITY , PREDICTIVE VALIDITY , AND18
CLASSIFICATION ACCURACY;19
(C) G
RADE-LEVEL RELIABILITY MEASURES , INCLUDING20
TEST-RETEST RELIABILITY, INTERRATER RELIABILITY IF THE ASSESSMENT21
IS NOT COMPUTER ADAPTIVE, AND ALTERNATE FORM RELIABILITY ; AND22
(D) E
VIDENCE THAT THE ASSESSMENT IS NORMED AND VALIDATED23
USING A CONTEMPORARY MULTICULTURAL AND MULTILANGUAGE SAMPLE24
OF STUDENTS, WITH OUTCOME DATA FOR STUDENTS WHOSE HOME25
LANGUAGE IS A LANGUAGE OTHER THAN ENGLISH, AS WELL AS STUDENTS26
WHO ARE NATIVE ENGLISH SPEAKERS;27
SB25-200
-15- (II) ENSURING THE ASSESSMENT INCLUDES A PUBLICLY AVAILABLE1
TECHNICAL MANUAL; AND2
(III) E
NSURING THE PUBLICLY AVAILABLE TECHNICAL MANUAL3
INCLUDES CUTOFF POINTS FOR RISK, BASED ON RESEARCH CORRELATING4
SPECIFIC SKILL SCORES AT DESIGNATED TIME POINTS WITH FUTURE5
READING OUTCOMES;6
(c) E
NCOURAGE DATA-DRIVEN INSTRUCTIONAL DECISION MAKING7
BY:8
(I) P
ROVIDING SCREENING ASSESSMENT RESULTS THAT ALLOW9
TEACHERS TO DETERMINE WHETHER A STUDENT IS BELOW10
RESEARCH-BASED CUTOFF POINTS FOR RISK ON A COMPOSITE SCORE AND11
INDIVIDUAL SUBTESTS;12
(II) P
ERMITTING THE USE OF SUBTEST SCORES AND RISK CUTOFF13
POINTS IN THE SELECTION OF DIAGNOSTIC OR FORMATIVE ASSESSMENTS TO14
FURTHER EVALUATE READING COMPETENCY SKILLS AND INFORM15
DIFFERENTIATED INSTRUCTION; AND16
(III) E
NABLING EDUCATORS TO USE SCREENING ASSESSMENT DATA17
TO GUIDE SUBSEQUENT ASSESSMENT AND INSTRUCTIONAL DECISIONS ;18
(d) P
ROMOTE EFFICIENT ADMINISTRATION AND FOLLOW -UP BY:19
(I) M
INIMIZING STUDENT ASSESSMENT TIME ;20
(II) P
ROVIDING RELIABLE ALTERNATE FORMS FOR PROGRESS21
MONITORING;22
(III) I
NCLUDING TIMED SUBTESTS TO MEASURE AUTOMATICITY23
AND FLUENCY;24
(IV) A
VOIDING REDUNDANCY IN ADMINISTRATION AND SCORING ;25
AND26
(V) S
UPPLYING GUIDANCE AND RESOURCES FOR EDUCATORS27
SB25-200
-16- REGARDING HOW TO:1
(A) A
DMINISTER THE ASSESSMENT , INTERPRET RESULTS, AND2
EXPLAIN RESULTS TO FAMILIES , INCLUDING IN STUDENTS ' PRIMARY3
LANGUAGES; AND4
(B) D
ETERMINE FURTHER EDUCATIONAL STRATEGIES ,5
ASSESSMENTS, DIAGNOSTICS, AND POTENTIAL INTERVENTIONS THAT ARE6
SPECIFIC TO EACH TYPE OF STUDENT RESULT THAT MAY BE EFFECTIVE FOR7
THE SPECIFIC NEEDS OF AN INDIVIDUAL STUDENT AND THAT REFLECT A8
TIERED INTERVENTIONS MODEL ALIGNED WITH THE MULTI -TIERED9
SYSTEMS OF SUPPORTS.10
(3) The department shall develop and implement a procedure for11
identifying the reading assessments it recommends to the state board for12
the approved list of reading assessments described in subsection (2)(a)
13
SUBSECTIONS (2)(a) AND (2.5) of this section and for creating the advisory14
lists of instructional programming and professional development15
programs described in subsections (2)(b) and (2)(c) of this section. At a16
minimum, the procedure must include:17
(b) Evaluating the assessments, instructional programming, and18
professional development programs that the department identifies or19
receives, which evaluation is based on the criteria specified in subsection20
(2) SUBSECTIONS (2) AND (2.5) of this section and any additional criteria21
the state board may adopt by rule. The department may contract with an22
independent, third-party evaluator approved by the state board to evaluate23
the materials. The department shall recommend to the state board the24
reading assessments that meet the requirements specified in paragraph (a)25
of subsection (2) SUBSECTIONS (2)(a) AND (2.5) of this section.26
(8) (c) The multi-year evaluation of the implementation of this27
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(I) Review of the approved reading assessments and the items2
included on the advisory lists of instructional programming in reading and3
supporting technologies and of professional development programs to4
ensure that they meet the requirements specified in subsection (2)5
SUBSECTIONS (2) AND (2.5) of this section and a review of the processes6
by which the department identifies assessments, instructional7
programming in reading, and professional development programs for8
inclusion on the lists;9
SECTION 9. In Colorado Revised Statutes, 22-20.5-102, amend10
(3) as follows:11
22-20.5-102. Definitions. As used in this article 20.5, unless the12
context otherwise requires:13
(3) "Dyslexia" means a specific learning disability that is14
neurobiological in origin and characterized by difficulties with accurate15
and OR fluent word recognition and by poor spelling and decoding16
WORD-DECODING abilities, which difficulties typically result from a17
deficit in the phonological component of language that is often18
unexpected in relation to other cognitive abilities and the provision of19
effective classroom instruction. The secondary consequences of dyslexia20
may include problems in reading comprehension and reduced reading21
experience that may impede growth of vocabulary and background22
knowledge.23
SECTION 10. Act subject to petition - effective date. This act24
takes effect at 12:01 a.m. on the day following the expiration of the25
ninety-day period after final adjournment of the general assembly; except26
that, if a referendum petition is filed pursuant to section 1 (3) of article V27
SB25-200
-18- of the state constitution against this act or an item, section, or part of this1
act within such period, then the act, item, section, or part will not take2
effect unless approved by the people at the general election to be held in3
November 2026 and, in such case, will take effect on the date of the4
official declaration of the vote thereon by the governor.5
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