Colorado 2025 Regular Session

Colorado Senate Bill SB200 Compare Versions

Version 1 (Old)

Version 2 (New)

Old	New		Differences
1	1		First Regular Session
2	2		Seventy-fifth General Assembly
3	3		STATE OF COLORADO
4		-	~~REENGROSSED~~
5		-	This Version Includes All Amendments
6		-	~~Adopted~~ in the House of Introduction
	4	+	ENGROSSED
	5	+	This Version Includes All Amendments Adopted
	6	+	on Second Reading in the House of Introduction
7	7		LLS NO. 25-0590.01 Anna Petrini x5497
8	8		SENATE BILL 25-200
9	9		Senate Committees House Committees
10	10		Education
11	11		A BILL FOR AN ACT
12	12		C
13	13		ONCERNING TARGETED MEAS URES TO ENCOURAGE EARLY101
14	14		ELEMENTARY ACADEMIC SUCCESS , AND, IN CONNECTION102
15	15		THEREWITH, UPDATING METHODS FO R ASSESSING CERTAIN103
16	16		SKILLS, IDENTIFYING STRUGGLING READERS , AND SUPPORTING104
17	17		STUDENTS WITH DYSLEXIA .105
18	18		Bill Summary
19	19		(Note: This summary applies to this bill as introduced and does
20	20		not reflect any amendments that may be subsequently adopted. If this bill
21	21		passes third reading in the house of introduction, a bill summary that
22	22		applies to the reengrossed version of this bill will be available at
23	23		http://leg.colorado.gov
24	24		.)
25	25		Current law requires a local education provider that offers a
26	26		kindergarten program to administer a school readiness assessment to
27	27		SENATE
28		-	3rd Reading Unamended
29		-	April 7, 2025
30		-	SENATE
31	28		Amended 2nd Reading
32	29		April 4, 2025
33	30		SENATE SPONSORSHIP
34		-	Kolker and Mullica, Amabile, Baisley, Ball, Bright, Carson, Catlin, Coleman, Cutter,
35		-	Danielson, Daugherty, Exum, Frizell, Gonzales J., Hinrichsen, Jodeh, Kirkmeyer, Liston,
36		-	Marchman, Michaelson Jenet, Pelton B., Pelton R., Rich, Roberts, Rodriguez, Snyder,
37		-	Wallace, Weissman, Winter F.
	31	+	Kolker and Mullica,
38	32		HOUSE SPONSORSHIP
39	33		Hamrick and Soper,
40	34		Shading denotes HOUSE amendment. Double underlining denotes SENATE amendment.
41	35		Capital letters or bold & italic numbers indicate new material to be added to existing law.
42	36		Dashes through the words or numbers indicate deletions from existing law. kindergarten students within the first 60 days of the school year. The bill
43	37		makes administration of a school readiness assessment optional and
44	38		permits rather than requires a local education provider to create and
45	39		implement an individualized readiness plan for its preschool and
46	40		kindergarten students.
47	41		The bill clarifies that a teacher may conclude that an early
48	42		elementary school student has a significant reading deficiency that
49	43		requires remediation through a specialized approach to instruction
50	44		(READ plan) based on a body of evidence that includes information in
51	45		addition to the student's scores on a reading assessment.
52	46		Current law requires certain parental communications in
53	47		connection with a student's READ plan. The bill adds specific
54	48		information regarding characteristics of dyslexia, if applicable, to the
55	49		parental communications.
56	50		Beginning no later than the 2025-26 school year, a local education
57	51		provider must either develop its own process for identifying early
58	52		elementary school students with characteristics of dyslexia or adopt a
59	53		dyslexia screening tool that conforms to certain new requirements for
60	54		interim reading assessments. To meet the bill's new requirements, interim
61	55		reading assessments must accurately and reliably identify students at risk
62	56		of reading difficulties, meet standards for validity and reliability,
63	57		encourage data-driven instructional decision making, and promote
64	58		efficient administration and effective follow-up.
65	59		Be it enacted by the General Assembly of the State of Colorado:1
66	60		SECTION 1. Legislative declaration. (1) The general assembly2
67	61		finds and declares that:3
68	62		(a) Early identification and targeted intervention for students4
69	63		showing signs of dyslexia are vital to ensure academic success and5
70	64		prevent the long-term consequences of poor reading skills. Dyslexia,6
71	65		which affects approximately one in 5 individuals, according to data from7
72	66		the Yale center for dyslexia and creativity, is among the most common8
73	67		learning disabilities. Without strategic, evidence-based support, students9
74	68		with dyslexic traits often fall behind, hindering their academic growth,10
75	69		limiting future employment prospects, and increasing the risk of negative11
76	70		socioeconomic outcomes.12
77	71		200-2- (b) While the "Colorado READ Act" has improved early literacy1
78	72		assessment statewide, persistent gaps remain in pinpointing and assisting2
79	73		students who exhibit specific deficits in phonemic awareness, word3
80	74		decoding, and spelling. Many children pass overall literacy tests, yet4
81	75		harbor hidden reading struggles that compound over time.5
82	76		(c) Pursuant to section 22-7-1205, Colorado Revised Statutes,6
83	77		local education providers currently rely on state board-approved interim7
84	78		reading assessments to identify students with significant reading8
85	79		deficiencies. Approved assessments yield a composite test score that may9
86	80		mask deficits in key sub-skills.10
87	81		(d) In contrast, universal dyslexia screening pinpoints precisely11
88	82		where a learner may struggle. Universal dyslexia screeners measure12
89	83		reading competency skills such as phonological awareness, sound-symbol13
90	84		knowledge, rapid naming, word decoding, and encoding, reflecting14
91	85		proven best practices. Requiring each local education provider to adopt15
92	86		or create a plan for universal dyslexia screening in kindergarten through16
93	87		third grade helps ensure that every child, especially those at the most risk,17
94	88		receives timely, targeted help.18
95	89		(e) While the Colorado department of education regularly updates19
96	90		its approved reading assessments, requiring future evaluations to include20
97	91		rigorous standards for identifying students with dyslexic traits promotes21
98	92		validity and consistency over time.22
99	93		(f) Because strong family engagement is critical to reading23
100	94		intervention success, schools must also inform parents and guardians if24
101	95		universal dyslexia screening results suggest dyslexia risk factors, provide25
102	96		a clear explanation of findings, and propose practical ways to support26
103	97		reading progress at home. These steps mirror successful protocols in other27
104	98		200
105	99		-3- states in which early, transparent collaboration between educators and1
106	100		families has significantly improved outcomes. Although teachers do not2
107	101		formally diagnose dyslexia, they can detect when specialized support is3
108	102		warranted, helping avert a cycle of frustration and academic decline.4
109	103		5
110	104		(2) The general assembly finds, therefore, that to support the6
111	105		mission of the "Colorado READ Act", it is essential to highlight dyslexia7
112	106		risk factors early, offer data-driven remediation, and engage families as8
113	107		partners, ensuring every Colorado child can read proficiently and achieve9
114	108		success in school and beyond.10
115	109		11
116	110		SECTION 2. In Colorado Revised Statutes, 22-7-1203, amend12
117	111		(1); and add (1.5), (3.5), (3.7), (7.6), (7.7), (9.5), (9.7), (9.9), (10.5),13
118	112		(10.6), (18), and (19) as follows:14
119	113		22-7-1203. Definitions. As used in this part 12, unless the context15
120	114		otherwise requires:16
121	115		(1) "Body of evidence" means a collection of information about17
122	116		a student's academic performance which, when considered in its entirety,18
123	117		documents the level of a student's academic performance. A body of19
124	118		evidence, at a minimum, shall MUST include scores on formative or20
125	119		interim assessments and work that a student independently produces in a21
126	120		classroom, including, but not limited to, the school readiness assessments22
127	121		adopted pursuant to section 22-7-1004 (2)(a). A body of evidence may23
128	122		include scores on summative assessments if a local education provider24
129	123		decides that summative assessments are appropriate and useful in25
130	124		measuring students' literacy skills. F
131	125		OR THE PURPOSES OF IDENTIFYING26
132	126		STUDENTS WITH SIGNIFICANT READING DEFICIENCIES , "BODY OF27
133	127		200
134	128		-4- EVIDENCE" MAY INCLUDE THE ADDITIONAL ELEMENTS IDENTIFIED IN1
135	129		SECTION 22-7-1205 (1)(b)(II).2
136	130		(1.5) "C
137	131		HARACTERISTICS OF DYSLEXIA " MEANS COMMONLY3
138	132		ACCEPTED FEATURES OF DYSLEXIA , INCLUDING DIFFICULTY WITH4
139	133		PHONOLOGICAL PROCESSING , LACK OF ORAL READING FLUENCY ,5
140	134		DIFFICULTY WITH SPELLING, AND DIFFICULTY WITH RAPID NAMING.6
141	135		(3.5) "D
142	136		YSLEXIA" MEANS A SPECIFIC LEARNING DISABILITY THAT7
143	137		IS NEUROBIOLOGICAL IN ORIGIN AND CHARACTERIZED BY DIFFICULTIES8
144	138		WITH ACCURATE OR FLUENT WORD RECOGNITION AND BY POOR SPELLING9
145	139		AND WORD-DECODING ABILITIES. THESE DIFFICULTIES TYPICALLY RESULT10
146	140		FROM A DEFICIT IN THE PHONOLOGICAL COMPONENT OF LANGUAGE THAT11
147	141		IS OFTEN UNEXPECTED IN RELATION TO OTHER COGNITIVE ABILITIES AND12
148	142		THE PROVISION OF EFFECTIVE CLASSROOM INSTRUCTION . SECONDARY13
149	143		CONSEQUENCES OF DYSLEXIA MAY INCLUDE PROBLEMS IN READING14
150	144		COMPREHENSION AND REDUCED READING EXPERIENCE THAT CAN IMPEDE15
151	145		GROWTH OF VOCABULARY AND BACKGROUND KNOWLEDGE .16
152	146		(3.7) "E
153	147		NCODING" MEANS THE PROCESS OF TRANSLATING SPOKEN17
154	148		SOUNDS INTO WRITTEN LETTERS THAT REFLECTS AN UNDERSTANDING OF18
155	149		SOUND-SYMBOL RELATIONSHIPS AND CONVENTIONAL SPELLING PATTERNS .19
156	150		(7.6) "O
157	151		RAL READING FLUENCY" MEANS THE ABILITY TO READ20
158	152		TEXT ORALLY WITH ACCURACY , EXPRESSION, AND AT AN APPROPRIATE21
159	153		RATE IN ORDER TO FACILITATE READING COMPREHENSION .22
160	154		(7.7) "O
161	155		RAL SKILLS" MEANS APTITUDE WITH EXPRESSIVE AND23
162	156		RECEPTIVE ORAL LANGUAGE , INCLUDING VOCABULARY , SYNTAX,24
163	157		LANGUAGE COMPREHENSION , ORAL READING FLUENCY , AND25
164	158		COMPREHENSION.26
165	159		(9.5) "P
166	160		HONEMIC AWARENESS" MEANS THE ABILITY TO SEGMENT27
167	161		200
168	162		-5- A WORD INTO THE WORD'S COMPONENT SOUNDS, OR PHONEMES.1
169	163		(9.7) "P
170	164		HONICS" MEANS EXPLICIT AND SYSTEMATIC INSTRUCTION2
171	165		IN SOUND-SYMBOL RECOGNITION THAT TEACHES THE RELATIONSHIPS3
172	166		BETWEEN THE LETTERS AND L ETTER PATTERNS OF WRITTEN LANGUAGE4
173	167		AND THE INDIVIDUAL SOUNDS OF SPOKEN L ANGUAGE . PHONICS5
174	168		INSTRUCTION INCLUDES THE DEVELOPMENT OF ALPHABETIC KNOWLEDGE ,6
175	169		WORD-DECODING SKILLS, AND ENCODING SKILLS, SUPPORTING ACCURATE7
176	170		AND AUTOMATIC WORD RECOGNITION AND ORAL READING FLUENCY .8
177	171		(9.9) "P
178	172		HONOLOGICAL PROCESSING " MEANS THE ABILITY TO9
179	173		RECOGNIZE AND MANIPULATE A WORD 'S COMPONENT SOUNDS THR OUGH10
180	174		PHONOLOGICAL AWARENESS , PHONOLOGICAL MEMORY , AND11
181	175		PHONOLOGICAL RETRIEVAL OR RAPID NAMING .12
182	176		(10.5) "R
183	177		EADING COMPETENCY SKILL" MEANS A STUDENT MEETS13
184	178		THE STUDENT'S GRADE LEVEL EXPECTATIONS IN READING SKILLS AS14
185	179		ADOPTED BY THE STATE BOARD PURSUANT TO SECTION 22-7-1209 (1)(a).15
186	180		(10.6) "R
187	181		EADING COMPREHENSION " MEANS THE ABILITY TO16
188	182		UNDERSTAND AND INTERPRET WRITTEN LANGUAGE .17
189	183		(18) "V
190	184		OCABULARY DEVELOPMENT " MEANS THE PROCESS OF18
191	185		LEARNING NEW WORDS AND THEIR MEANINGS .19
192	186		(19) "W
193	187		ORD DECODING" MEANS THE ABILITY TO ACCURATELY AND20
194	188		EFFICIENTLY TRANSLATE WRITTEN LETTERS AND LETTER PATTERNS INTO21
195	189		THEIR CORRESPONDING SOUNDS IN SPOKEN LANGUAGE , USING KNOWLEDGE22
196	190		OF SOUND-SYMBOL RELATIONSHIPS.23
197	191		SECTION 3.
198	192		In Colorado Revised Statutes, 22-7-1205, amend24
199	193		(1)(b), (2)(b)(II), (2)(b)(IV), and (2)(b)(V) as follows:25
200	194		22-7-1205. Reading competency - assessments - READ plan26
201	195		creation - parental involvement. (1) (b) (I) If a teacher finds, based on27
202	196		200
203	197		-6- a student's scores on the approved reading assessments, that the student1
204	198		may have a significant reading deficiency, the teacher shall administer to2
205	199		the student one or more diagnostic assessments within sixty days after the3
206	200		previous assessment to determine the student's specific reading skill4
207	201		deficiencies. Each local education provider shall select from the list of5
208	202		approved assessments adopted by rule of the state board pursuant to6
209	203		section 22-7-1209 (1) those assessments it uses to determine a student's7
210	204		specific reading skill deficiencies. A local education provider may choose8
211	205		to use other diagnostic reading assessments in addition to but not in lieu9
212	206		of the approved assessments.10
213	207		(II) A
214	208		TEACHER MAY CONCLUDE THAT A STUDENT HAS A11
215	209		SIGNIFICANT READING DEFICIENCY IF THE STUDENT 'S BODY OF EVIDENCE12
216	210		SUPPORTS THE CONCLUSION. A STUDENT'S BODY OF EVIDENCE FOR THE13
217	211		PURPOSES OF IDENTIFYING THE STUDENT AS HAVING A SIGNIFICANT14
218	212		READING DEFICIENCY MAY INCLUDE :15
219	213		(A) R
220	214		ESULTS FROM VARIOUS FORMAL AND INFORMAL DIAGNOSTIC16
221	215		ASSESSMENTS, AS DEVELOPMENTALLY APPROPRIATE FOR THE STUDENT 'S17
222	216		GRADE LEVEL, IN THE AREAS OF PHONOLOGICAL AND PHONEMIC18
223	217		AWARENESS, SOUND-SYMBOL RECOGNITION , ALPHABET KNOWLEDGE ,19
224	218		WORD DECODING, RAPID NAMING, ENCODING, AND ORAL READING20
225	219		FLUENCY;21
226	220		(B) R
227	221		ESULTS FROM ADDITIONAL DIAGNOSTIC ASSESSMENTS FOR22
228	222		IDENTIFYING RELEVANT LITERACY SKILL WE AKNESSES , AS23
229	223		DEVELOPMENTALLY APPROPRIATE FOR THE STUDENT 'S GRADE LEVEL, THAT24
230	224		MAY INCLUDE ORAL LANGUAGE , VOCABULARY , LANGUAGE25
231	225		COMPREHENSION, AND READING COMPREHENSION ;26
232	226		(C) D
233	227		IRECT OR INDIRECT OBSERVATIONAL ASSESSMENTS FROM27
234	228		200
235	229		-7- TEACHERS AND PARENTS, AS AVAILABLE, THAT MAY CONTRIBUTE TO A1
236	230		FULLER UNDERSTANDING OF A STUDENT 'S ACADEMIC PERFORMANCE OR2
237	231		SCORES;3
238	232		(D) R
239	233		ELEVANT STUDENT DEMOGRAPHIC INFORMATION , ENGLISH4
240	234		LANGUAGE PROFICIENCY, OR LANGUAGE SPOKEN AT HOME ;5
241	235		(E) T
242	236		HE STUDENT'S EDUCATIONAL AND DEVELOPMENTAL HISTORY ,6
243	237		INCLUDING ACCESS TO PRESCHOOL EDUCATION ; AND7
244	238		(F) C
245	239		ONSIDERATION OF POTENTIAL ERRORS IN ASSESSMENT ,8
246	240		INCLUDING ADMINISTRATION AND SCORING .9
247	241		(2) (b) The teacher and the other personnel shall communicate and10
248	242		discuss with the parent the following information:11
249	243		(II) The nature of the student's significant reading deficiency,12
250	244		including a clear explanation of what the significant reading deficiency13
251	245		is,
252	246		WHETHER OR NOT THE SIGNIFICANT READING DEFICIENCY MAY INCLUDE14
253	247		CHARACTERISTICS OF DYSLEXIA , and the basis upon which the teacher15
254	248		identified the significant reading deficiency;16
255	249		(IV) Reading skills are critical to success in school. Under state17
256	250		law, the student qualifies for and the local education provider is required18
257	251		to provide targeted, scientifically based or evidence-based interventions19
258	252		to remediate the student's specific, diagnosed
259	253		IDENTIFIED reading skill20
260	254		deficiencies, which interventions are designed to enable the student to21
261	255		achieve reading competency and attain the skills necessary to achieve the22
262	256		state's academic achievement goals.23
263	257		(V) The student's READ plan will include targeted, scientifically24
264	258		based or evidence-based intervention instruction to address and remediate25
265	259		the student's specific, diagnosed IDENTIFIED reading skill deficiencies;26
266	260		27
267	261		200
268	262		-8- SECTION 4. In Colorado Revised Statutes, 22-7-1208, add (9)1
269	263		as follows:2
270	264		22-7-1208. Local education providers - procedures - plans -3
271	265		training - rules. (9) (a) B
272	266		Y THE BEGINNING OF THE 2026-27 SCHOOL4
273	267		YEAR, A LOCAL EDUCATION PROVIDER SHALL :5
274	268		(I) I
275	269		MPLEMENT A UNIVERSAL DYSLEXIA SCREENER THAT IS
276	270		6
277	271		INCLUDED IN AN INTERIM ASSESSMENT RECOMMENDED PURSUANT TO7
278	272		SECTION 22-7-1209 (2.5) OR THAT IS ADMINISTERED SEPARATELY FROM AN8
279	273		INTERIM ASSESSMENT, BUT IN ALL CASES THE UNIVERSAL DYSLEXIA9
280	274		SCREENER MUST MEET THE CRITERIA SPECIFIED IN SECTION 22-7-120910
281	275		(2.5)(a)
282	276		FOR RECOMMENDED READING ASSESSMENTS THAT INCLUDE A
283	277		11
284	278		UNIVERSAL DYSLEXIA SCREENER ; OR12
285	279		(II) C
286	280		REATE A UNIVERSAL DYSLEXIA SCREENING
287	281		PROCESS FOR13
288	282		IDENTIFYING STUDENTS WHO DISPLAY CHARACTERISTICS OF DYSLEXIA . A14
289	283		PROCESS CREATED PURSUANT TO THIS SUBSECTION (9)(a)(II) MUST15
290	284		INCLUDE, BUT IS NOT LIMITED TO , UNIVERSAL SCREENING OF 16
291	285		KINDERGARTEN, FIRST-GRADE, SECOND-GRADE, AND THIRD-GRADE17
292	286		STUDENTS ON READING COMPETENCY SKILLS TO IDENTIFY RISK FACTORS18
293	287		FOR DYSLEXIA USING INTERIM, DIAGNOSTIC, AND VARIOUS FORMAL AND19
294	288		INFORMAL ASSESSMENTS, INCLUDING RAPID AUTOMATIZED NAMING , AS20
295	289		APPROPRIATE FOR EACH GRADE LEVEL . KINDERGARTEN RISK FACTORS21
296	290		INCLUDE, BUT ARE NOT LIMITED TO, WEAKNESSES IN PHONOLOGICAL22
297	291		AWARENESS, SOUND-SYMBOL RECOGNITION , ALPHABET KNOWLEDGE ,23
298	292		WORD DECODING, AND ORAL LANGUAGE SKILLS . FIRST-GRADE RISK24
299	293		FACTORS INCLUDE, BUT ARE NOT LIMITED TO , WEAKNESSES IN25
300	294		PHONOLOGICAL AWARENESS , SOUND-SYMBOL RECOGNITION , WORD26
301	295		DECODING, ENCODING, AND ORAL READING FLUENCY. SECOND-GRADE AND27
302	296		200
303	297		-9- THIRD-GRADE RISK FACTORS INCLUDE , BUT ARE NOT LIMITED TO ,1
304	298		WEAKNESSES IN WORD DECODING , ENCODING, ORAL READING FLUENCY,2
305	299		AND VOCABULARY SKILLS.3
306	300		(b) T
307	301		HE UNIVERSAL DYSLEXIA SCREENER OR UNIVERSAL DYSLEXIA
308	302		4
309	303		SCREENING PROCESS FOR IDENTIFYING STUDENTS WHO DISPLAY5
310	304		CHARACTERISTICS OF DYSLEXIA THAT IS IMPLEMENTED OR CREATED6
311	305		PURSUANT TO SUBSECTION (9)(a) OF THIS SECTION MUST BE GIVEN TO7
312	306		STUDENTS ENROLLED IN KINDERGARTEN DURING THE LAST NINETY DAYS8
313	307		OF THE SCHOOL YEAR AND BE GIVEN TO STUDENTS ENROLLED IN THE FIRST ,9
314	308		SECOND, AND THIRD GRADES DURING THE FIRST NINETY DAYS OF THE10
315	309		SCHOOL YEAR.11
316	310		(c) I
317	311		F THE UNIVERSAL DYSLEXIA SCREENER OR UNIVERSAL
318	312		12
319	313		DYSLEXIA SCREENING PROCESS FOR IDENTIFYING STUDENTS WHO DISPLAY13
320	314		CHARACTERISTICS OF DYSLEXIA THAT IS IMPLEMENTED OR CREATED14
321	315		PURSUANT TO SUBSECTION (9)(a) OF THIS SECTION IDENTIFIES RISK15
322	316		FACTORS FOR DYSLEXIA, A TEACHER SHALL ADMINISTER ONE OR MORE16
323	317		DIAGNOSTIC ASSESSMENTS PURSUANT TO SECTION 22-7-1205 (1)(b) AND17
324	318		PROCEED WITH READ PLAN IMPLEMENTATION OR ALTERNATIVE18
325	319		PROCEDURES AS REQUIRED PURSUANT TO SECTIONS 22-7-1205 AND19
326	320		22-7-1206.20
327	321		SECTION 5. In Colorado Revised Statutes, 22-7-1209, amend21
328	322		(1)(a), (2)(a)(I), (3) introductory portion, (3)(b), and (8)(c)(I); and add22
329	323		(2.5) as follows:23
330	324		22-7-1209. State board - rules - department - duties. (1) The24
331	325		state board shall promulgate rules in accordance with the "State25
332	326		Administrative Procedure Act", article 4 of title 24, as necessary to26
333	327		implement the provisions of this part 12, which rules must include, but27
334	328		200
335	329		-10- need not be limited to:1
336	330		(a) The minimum reading competency skill levels in the areas of2
337	331		phonemic awareness; phonics; vocabulary development; reading fluency,3
338	332		including ORAL SKILLS, INCLUDING ORAL READING FLUENCY ; ENCODING;4
339	333		WORD DECODING; and reading comprehension for kindergarten and first,5
340	334		second, and third grades. The state board shall base the minimum skill6
341	335		levels for second and third grades primarily on scores attained on the7
342	336		assessments approved by the state board pursuant to subsection (1)(b) of8
343	337		this section. The state board shall describe the minimum skill levels for9
344	338		students as they complete kindergarten and first grade using matrices of10
345	339		appropriate indicators, which indicators may include measures of11
346	340		students' social and emotional development, physical development,12
347	341		language and comprehension development, and cognition and general13
348	342		knowledge. The state board shall adopt the rules described in this14
349	343		subsection (1)(a) by March 31, 2013. The state board shall review the15
350	344		minimum reading competency skill levels on or before July 1, 2019, and16
351	345		every four years thereafter and update them as necessary.17
352	346		(2) (a) (I) Using the procedure developed pursuant to subsection18
353	347		(3) of this section, the department shall review and recommend to the19
354	348		state board reading assessments, including interim, summative, and20
355	349		diagnostic assessments, for kindergarten and first, second, and third21
356	350		grades that, at a minimum, meet the criteria specified in subsection22
357	351		(2)(a)(II) SUBSECTIONS (2)(a)(II) AND (2.5) of this section. Following23
358	352		action by the state board to approve reading assessments pursuant to24
359	353		subsection (1)(b) of this section, the department shall create a list of the25
360	354		approved reading assessments for kindergarten and first, second, and third26
361	355		grades for use by local education providers. The department shall update27
362	356		200
363	357		-11- the list of approved reading assessments on or before July 1, 2019, and1
364	358		every four years thereafter as necessary. The department shall work with2
365	359		the approved assessment publishers to better align, to the extent3
366	360		practicable, the minimum reading competency levels for third grade,4
367	361		which are based on the scores attained on the approved assessments, with5
368	362		the preschool through elementary and secondary education standards for6
369	363		third-grade reading adopted pursuant to section 22-7-1005.7
370	364		(2.5) N
371	365		OTWITHSTANDING THE REQUIREMENTS OF SUBSECTION
372	366		8
373	367		(2)(a)(II)
374	368		OF THIS SECTION, DURING THE DEPARTMENT'S REQUIRED REVIEW
375	369		9
376	370		OF ASSESSMENTS PURSUANT TO THIS SECTION , THE DEPARTMENT MAY10
377	371		RECOMMEND INTERIM ASSESSMENTS THAT INCLUDE A UNIVERSAL11
378	372		DYSLEXIA SCREENER. EACH OF THE RECOMMENDED INTERIM ASSESSMENTS12
379	373		MUST BE DEVELOPMENTALLY APPROPRIATE , ECONOMICAL, AND EFFICIENT13
380	374		TO ADMINISTER. EACH RECOMMENDED INTERIM ASSESSMENT THAT14
381	375		INCLUDES A UNIVERSAL DYSLEXIA SCREENER MUST MEET THE FOLLOWING15
382	376		CRITERIA:16
383	377		(a) I
384	378		N THE IDENTIFICATION OF STUDENTS WHO ARE AT RISK OF17
385	379		READING DIFFICULTIES:18
386	380		(I) A
387	381		CCURATELY AND RELIABLY IDENTIFY STUDENTS WHO ARE AT19
388	382		RISK OF READING FAILURE OR READING DISORDERS ; AND20
389	383		(II) D
390	384		IRECTLY MEASURE READING COMPETENCY SKILLS ,21
391	385		INCLUDING, BUT NOT LIMITED TO:22
392	386		(A) P
393	387		HONOLOGICAL AND PHONEMIC AWARENESS ;23
394	388		(B) T
395	389		HE ALPHABETIC PRINCIPLE;24
396	390		(C) E
397	391		NCODING AND WORD-DECODING SKILLS;25
398	392		(D) L
399	393		ETTER NAMING;26
400	394		(E) O
401	395		RAL READING FLUENCY; AND27
402	396		200
403	397		-12- (F) RAPID AUTOMATIZED NAMING ;1
404	398		(b) M
405	399		EET VALIDITY AND RELIABILITY STANDARDS BY :2
406	400		(I) U
407	401		SING NORM-REFERENCED AND CRITERION -BASED SCORES3
408	402		THAT INCLUDE, AT A MINIMUM:4
409	403		(A) V
410	404		ALIDITY AND RELIABILITY MEASURES FOR GRADE -LEVEL,5
411	405		SKILL-SPECIFIC SUBTESTS;6
412	406		(B) G
413	407		RADE-LEVEL, SKILL-SPECIFIC VALIDITY MEASURES ,7
414	408		INCLUDING CONCURRENT VALIDITY , PREDICTIVE VALIDITY , AND8
415	409		CLASSIFICATION ACCURACY;9
416	410		(C) G
417	411		RADE-LEVEL RELIABILITY MEASURES , INCLUDING10
418	412		TEST-RETEST RELIABILITY, INTERRATER RELIABILITY IF THE ASSESSMENT11
419	413		IS NOT COMPUTER ADAPTIVE, AND ALTERNATE FORM RELIABILITY ; AND12
420	414		(D) E
421	415		VIDENCE THAT THE ASSESSMENT IS NORMED AND VALIDATED13
422	416		USING A CONTEMPORARY MULTICULTURAL AND MULTIL ANGUAGE SAMPLE14
423	417		OF STUDENTS, WITH OUTCOME DATA FOR STUDENTS WHOSE HOME15
424	418		LANGUAGE IS A LANGUAGE OTHER THAN ENGLISH, AS WELL AS STUDENTS16
425	419		WHO ARE NATIVE ENGLISH SPEAKERS;17
426	420		(II) E
427	421		NSURING THE ASSESSMENT INCLUDES A PUBLICLY AVAILABLE18
428	422		TECHNICAL MANUAL; AND19
429	423		(III) E
430	424		NSURING THE PUBLICLY AVAILABLE TECHNICAL MANUAL20
431	425		INCLUDES CUTOFF POINTS FOR RISK, BASED ON RESEARCH CORRELATING21
432	426		SPECIFIC SKILL SCORES AT DESIGNATED TIME POINTS WITH FUTURE22
433	427		READING OUTCOMES;23
434	428		(c) E
435	429		NCOURAGE DATA-DRIVEN INSTRUCTIONAL DECISION MAKING24
436	430		BY:25
437	431		(I) P
438	432		ROVIDING UNIVERSAL
439	433		SCREENING ASSESSMENT RESULTS THAT26
440	434		ALLOW TEACHERS TO DETERMINE WHETHER A STUDENT IS BELOW27
441	435		200
442	436		-13- RESEARCH-BASED CUTOFF POINTS FOR RISK ON A COMPOSITE SCORE AND1
443	437		INDIVIDUAL SUBTESTS;2
444	438		(II) P
445	439		ERMITTING THE USE OF SUBTEST SCORES AND RISK CUTOFF3
446	440		POINTS IN THE SELECTION OF DIAGNOSTIC OR FORMATIVE ASSESSMENTS TO4
447	441		FURTHER EVALUATE READING COMPETENCY SKILLS AND INFORM5
448	442		DIFFERENTIATED INSTRUCTION; AND6
449	443		(III) E
450	444		NABLING EDUCATORS TO USE UNIVERSAL
451	445		SCREENING7
452	446		ASSESSMENT DATA TO GUIDE SUBSEQUENT ASSESSMENT AND8
453	447		INSTRUCTIONAL DECISIONS;9
454	448		(d) P
455	449		ROMOTE EFFICIENT ADMINISTRATION AND FOLLOW -UP BY:10
456	450		(I) M
457	451		INIMIZING STUDENT ASSESSMENT TIME ;11
458	452		(II) P
459	453		ROVIDING RELIABLE ALTERNATE FORMS FOR PROGRESS12
460	454		MONITORING;13
461	455		(III) I
462	456		NCLUDING TIMED SUBTESTS TO MEASURE AUTOMATICITY14
463	457		AND FLUENCY;15
464	458		(IV) A
465	459		VOIDING REDUNDANCY IN ADMINISTRATION AND SCORING ;16
466	460		AND17
467	461		(V) S
468	462		UPPLYING GUIDANCE AND RESOURCES FOR EDUCATORS18
469	463		REGARDING HOW TO:19
470	464		(A) A
471	465		DMINISTER THE ASSESSMENT , INTERPRET RESULTS, AND20
472	466		EXPLAIN RESULTS TO FAMILIES , INCLUDING IN STUDENTS ' PRIMARY21
473	467		LANGUAGES; AND22
474	468		(B) D
475	469		ETERMINE FURTHER EDUCATIONAL STRATEGIES ,23
476	470		ASSESSMENTS, DIAGNOSTICS, AND POTENTIAL INTERVENTIONS THAT ARE24
477	471		SPECIFIC TO EACH TYPE OF STUDENT RESULT THAT MAY BE EFFECTIVE FOR25
478	472		THE SPECIFIC NEEDS OF AN INDIVIDUAL STUDENT AND THAT REFLECT A26
479	473		TIERED INTERVENTIONS MODEL ALIGNED WITH THE MULTI -TIERED27
480	474		200
481	475		-14- SYSTEMS OF SUPPORTS.1
482	476		(3) The department shall develop and implement a procedure for2
483	477		identifying the reading assessments it recommends to the state board for3
484	478		the approved list of reading assessments described in subsection (2)(a)4
485	479		SUBSECTIONS (2)(a) AND (2.5) of this section and for creating the advisory5
486	480		lists of instructional programming and professional development6
487	481		programs described in subsections (2)(b) and (2)(c) of this section. At a7
488	482		minimum, the procedure must include:8
489	483		(b) Evaluating the assessments, instructional programming, and9
490	484		professional development programs that the department identifies or10
491	485		receives, which evaluation is based on the criteria specified in subsection11
492	486		(2) SUBSECTIONS (2) AND (2.5) of this section and any additional criteria12
493	487		the state board may adopt by rule. The department may contract with an13
494	488		independent, third-party evaluator approved by the state board to evaluate14
495	489		the materials. The department shall recommend to the state board the15
496	490		reading assessments that meet the requirements specified in paragraph (a)16
497	491		of subsection (2) SUBSECTIONS (2)(a) AND (2.5) of this section.17
498	492		(8) (c) The multi-year evaluation of the implementation of this18
499	493		part 12 must include:19
500	494		(I) Review of the approved reading assessments and the items20
501	495		included on the advisory lists of instructional programming in reading and21
502	496		supporting technologies and of professional development programs to22
503	497		ensure that they meet the requirements specified in subsection (2)23
504	498		SUBSECTIONS (2) AND (2.5) of this section and a review of the processes24
505	499		by which the department identifies assessments, instructional25
506	500		programming in reading, and professional development programs for26
507	501		inclusion on the lists;27
508	502		200
509	503		-15- SECTION 6. In Colorado Revised Statutes, 22-20.5-102, amend1
510	504		(3) as follows:2
511	505		22-20.5-102. Definitions. As used in this article 20.5, unless the3
512	506		context otherwise requires:4
513	507		(3) "Dyslexia" means a specific learning disability that is5
514	508		neurobiological in origin and characterized by difficulties with accurate6
515	509		and OR fluent word recognition and by poor spelling and decoding7
516	510		WORD-DECODING abilities, which difficulties typically result from a8
517	511		deficit in the phonological component of language that is often9
518	512		unexpected in relation to other cognitive abilities and the provision of10
519	513		effective classroom instruction. The secondary consequences of dyslexia11
520	514		may include problems in reading comprehension and reduced reading12
521	515		experience that may impede growth of vocabulary and background13
522	516		knowledge.14
523	517		SECTION 7. Act subject to petition - effective date. This act15
524	518		takes effect at 12:01 a.m. on the day following the expiration of the16
525	519		ninety-day period after final adjournment of the general assembly; except17
526	520		that, if a referendum petition is filed pursuant to section 1 (3) of article V18
527	521		of the state constitution against this act or an item, section, or part of this19
528	522		act within such period, then the act, item, section, or part will not take20
529	523		effect unless approved by the people at the general election to be held in21
530	524		November 2026 and, in such case, will take effect on the date of the22
531	525		official declaration of the vote thereon by the governor.23
532	526		200
533	527		-16-