First Regular Session
Seventy-fifth General Assembly
STATE OF COLORADO
REENGROSSED
This Version Includes All Amendments
Adopted in the House of Introduction
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
3rd Reading Unamended
April 7, 2025
SENATE
Amended 2nd Reading
April 4, 2025
SENATE SPONSORSHIP
Kolker and Mullica, Amabile, Baisley, Ball, Bright, Carson, Catlin, Coleman, Cutter,
Danielson, Daugherty, Exum, Frizell, Gonzales J., Hinrichsen, Jodeh, Kirkmeyer, Liston,
Marchman, Michaelson Jenet, Pelton B., Pelton R., Rich, Roberts, Rodriguez, Snyder,
Wallace, Weissman, Winter F.
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
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. Universal dyslexia screeners measure12
reading competency skills such as phonological awareness, sound-symbol13
knowledge, rapid naming, word decoding, and encoding, reflecting14
proven best practices. Requiring each local education provider to adopt15
or create a plan for universal dyslexia screening in kindergarten through16
third grade helps ensure that every child, especially those at the most risk,17
receives timely, targeted 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
universal dyslexia screening results suggest dyslexia risk factors, provide25
a clear explanation of findings, and propose practical ways to support26
reading progress at home. These steps mirror successful protocols in other27
200
-3- states in which early, transparent collaboration between educators and1
families has significantly improved outcomes. Although teachers do not2
formally diagnose dyslexia, they can detect when specialized support is3
warranted, helping avert a cycle of frustration and academic decline.4
5
(2) The general assembly finds, therefore, that to support the6
mission of the "Colorado READ Act", it is essential to highlight dyslexia7
risk factors early, offer data-driven remediation, and engage families as8
partners, ensuring every Colorado child can read proficiently and achieve9
success in school and beyond.10
11
SECTION 2. In Colorado Revised Statutes, 22-7-1203, amend12
(1); and add (1.5), (3.5), (3.7), (7.6), (7.7), (9.5), (9.7), (9.9), (10.5),13
(10.6), (18), and (19) as follows:14
22-7-1203. Definitions. As used in this part 12, unless the context15
otherwise requires:16
(1) "Body of evidence" means a collection of information about17
a student's academic performance which, when considered in its entirety,18
documents the level of a student's academic performance. A body of19
evidence, at a minimum, shall MUST include scores on formative or20
interim assessments and work that a student independently produces in a21
classroom, including, but not limited to, the school readiness assessments22
adopted pursuant to section 22-7-1004 (2)(a). A body of evidence may23
include scores on summative assessments if a local education provider24
decides that summative assessments are appropriate and useful in25
measuring students' literacy skills. F
OR THE PURPOSES OF IDENTIFYING26
STUDENTS WITH SIGNIFICANT READING DEFICIENCIES , "BODY OF27
200
-4- EVIDENCE" MAY INCLUDE THE ADDITIONAL ELEMENTS IDENTIFIED IN1
SECTION 22-7-1205 (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
200
-5- 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 3.
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
200
-6- 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
200
-7- 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
27
200
-8- SECTION 4. In Colorado Revised Statutes, 22-7-1208, add (9)1
as follows:2
22-7-1208. Local education providers - procedures - plans -3
training - rules. (9) (a) B
Y THE BEGINNING OF THE 2026-27 SCHOOL4
YEAR, A LOCAL EDUCATION PROVIDER SHALL :5
(I) I
MPLEMENT A UNIVERSAL DYSLEXIA SCREENER THAT IS
6
INCLUDED IN AN INTERIM ASSESSMENT RECOMMENDED PURSUANT TO7
SECTION 22-7-1209 (2.5) OR THAT IS ADMINISTERED SEPARATELY FROM AN8
INTERIM ASSESSMENT, BUT IN ALL CASES THE UNIVERSAL DYSLEXIA9
SCREENER MUST MEET THE CRITERIA SPECIFIED IN SECTION 22-7-120910
(2.5)(a)
FOR RECOMMENDED READING ASSESSMENTS THAT INCLUDE A
11
UNIVERSAL DYSLEXIA SCREENER ; OR12
(II) C
REATE A UNIVERSAL DYSLEXIA SCREENING
PROCESS FOR13
IDENTIFYING STUDENTS WHO DISPLAY CHARACTERISTICS OF DYSLEXIA . A14
PROCESS CREATED PURSUANT TO THIS SUBSECTION (9)(a)(II) MUST15
INCLUDE, BUT IS NOT LIMITED TO , UNIVERSAL SCREENING OF 16
KINDERGARTEN, FIRST-GRADE, SECOND-GRADE, AND THIRD-GRADE17
STUDENTS ON READING COMPETENCY SKILLS TO IDENTIFY RISK FACTORS18
FOR DYSLEXIA USING INTERIM, DIAGNOSTIC, AND VARIOUS FORMAL AND19
INFORMAL ASSESSMENTS, INCLUDING RAPID AUTOMATIZED NAMING , AS20
APPROPRIATE FOR EACH GRADE LEVEL . KINDERGARTEN RISK FACTORS21
INCLUDE, BUT ARE NOT LIMITED TO, WEAKNESSES IN PHONOLOGICAL22
AWARENESS, SOUND-SYMBOL RECOGNITION , ALPHABET KNOWLEDGE ,23
WORD DECODING, AND ORAL LANGUAGE SKILLS . FIRST-GRADE RISK24
FACTORS INCLUDE, BUT ARE NOT LIMITED TO , WEAKNESSES IN25
PHONOLOGICAL AWARENESS , SOUND-SYMBOL RECOGNITION , WORD26
DECODING, ENCODING, AND ORAL READING FLUENCY. SECOND-GRADE AND27
200
-9- THIRD-GRADE RISK FACTORS INCLUDE , BUT ARE NOT LIMITED TO ,1
WEAKNESSES IN WORD DECODING , ENCODING, ORAL READING FLUENCY,2
AND VOCABULARY SKILLS.3
(b) T
HE UNIVERSAL DYSLEXIA SCREENER OR UNIVERSAL DYSLEXIA
4
SCREENING PROCESS FOR IDENTIFYING STUDENTS WHO DISPLAY5
CHARACTERISTICS OF DYSLEXIA THAT IS IMPLEMENTED OR CREATED6
PURSUANT TO SUBSECTION (9)(a) OF THIS SECTION MUST BE GIVEN TO7
STUDENTS ENROLLED IN KINDERGARTEN DURING THE LAST NINETY DAYS8
OF THE SCHOOL YEAR AND BE GIVEN TO STUDENTS ENROLLED IN THE FIRST ,9
SECOND, AND THIRD GRADES DURING THE FIRST NINETY DAYS OF THE10
SCHOOL YEAR.11
(c) I
F THE UNIVERSAL DYSLEXIA SCREENER OR UNIVERSAL
12
DYSLEXIA SCREENING PROCESS FOR IDENTIFYING STUDENTS WHO DISPLAY13
CHARACTERISTICS OF DYSLEXIA THAT IS IMPLEMENTED OR CREATED14
PURSUANT TO SUBSECTION (9)(a) OF THIS SECTION IDENTIFIES RISK15
FACTORS FOR DYSLEXIA, A TEACHER SHALL ADMINISTER ONE OR MORE16
DIAGNOSTIC ASSESSMENTS PURSUANT TO SECTION 22-7-1205 (1)(b) AND17
PROCEED WITH READ PLAN IMPLEMENTATION OR ALTERNATIVE18
PROCEDURES AS REQUIRED PURSUANT TO SECTIONS 22-7-1205 AND19
22-7-1206.20
SECTION 5. In Colorado Revised Statutes, 22-7-1209, amend21
(1)(a), (2)(a)(I), (3) introductory portion, (3)(b), and (8)(c)(I); and add22
(2.5) as follows:23
22-7-1209. State board - rules - department - duties. (1) The24
state board shall promulgate rules in accordance with the "State25
Administrative Procedure Act", article 4 of title 24, as necessary to26
implement the provisions of this part 12, which rules must include, but27
200
-10- need not be limited to:1
(a) The minimum reading competency skill levels in the areas of2
phonemic awareness; phonics; vocabulary development; reading fluency,3
including ORAL SKILLS, INCLUDING ORAL READING FLUENCY ; ENCODING;4
WORD DECODING; and reading comprehension for kindergarten and first,5
second, and third grades. The state board shall base the minimum skill6
levels for second and third grades primarily on scores attained on the7
assessments approved by the state board pursuant to subsection (1)(b) of8
this section. The state board shall describe the minimum skill levels for9
students as they complete kindergarten and first grade using matrices of10
appropriate indicators, which indicators may include measures of11
students' social and emotional development, physical development,12
language and comprehension development, and cognition and general13
knowledge. The state board shall adopt the rules described in this14
subsection (1)(a) by March 31, 2013. The state board shall review the15
minimum reading competency skill levels on or before July 1, 2019, and16
every four years thereafter and update them as necessary.17
(2) (a) (I) Using the procedure developed pursuant to subsection18
(3) of this section, the department shall review and recommend to the19
state board reading assessments, including interim, summative, and20
diagnostic assessments, for kindergarten and first, second, and third21
grades that, at a minimum, meet the criteria specified in subsection22
(2)(a)(II) SUBSECTIONS (2)(a)(II) AND (2.5) of this section. Following23
action by the state board to approve reading assessments pursuant to24
subsection (1)(b) of this section, the department shall create a list of the25
approved reading assessments for kindergarten and first, second, and third26
grades for use by local education providers. The department shall update27
200
-11- the list of approved reading assessments on or before July 1, 2019, and1
every four years thereafter as necessary. The department shall work with2
the approved assessment publishers to better align, to the extent3
practicable, the minimum reading competency levels for third grade,4
which are based on the scores attained on the approved assessments, with5
the preschool through elementary and secondary education standards for6
third-grade reading adopted pursuant to section 22-7-1005.7
(2.5) N
OTWITHSTANDING THE REQUIREMENTS OF SUBSECTION
8
(2)(a)(II)
OF THIS SECTION, DURING THE DEPARTMENT'S REQUIRED REVIEW
9
OF ASSESSMENTS PURSUANT TO THIS SECTION , THE DEPARTMENT MAY10
RECOMMEND INTERIM ASSESSMENTS THAT INCLUDE A UNIVERSAL11
DYSLEXIA SCREENER. EACH OF THE RECOMMENDED INTERIM ASSESSMENTS12
MUST BE DEVELOPMENTALLY APPROPRIATE , ECONOMICAL, AND EFFICIENT13
TO ADMINISTER. EACH RECOMMENDED INTERIM ASSESSMENT THAT14
INCLUDES A UNIVERSAL DYSLEXIA SCREENER MUST MEET THE FOLLOWING15
CRITERIA:16
(a) I
N THE IDENTIFICATION OF STUDENTS WHO ARE AT RISK OF17
READING DIFFICULTIES:18
(I) A
CCURATELY AND RELIABLY IDENTIFY STUDENTS WHO ARE AT19
RISK OF READING FAILURE OR READING DISORDERS ; AND20
(II) D
IRECTLY MEASURE READING COMPETENCY SKILLS ,21
INCLUDING, BUT NOT LIMITED TO:22
(A) P
HONOLOGICAL AND PHONEMIC AWARENESS ;23
(B) T
HE ALPHABETIC PRINCIPLE;24
(C) E
NCODING AND WORD-DECODING SKILLS;25
(D) L
ETTER NAMING;26
(E) O
RAL READING FLUENCY; AND27
200
-12- (F) RAPID AUTOMATIZED NAMING ;1
(b) M
EET VALIDITY AND RELIABILITY STANDARDS BY :2
(I) U
SING NORM-REFERENCED AND CRITERION -BASED SCORES3
THAT INCLUDE, AT A MINIMUM:4
(A) V
ALIDITY AND RELIABILITY MEASURES FOR GRADE -LEVEL,5
SKILL-SPECIFIC SUBTESTS;6
(B) G
RADE-LEVEL, SKILL-SPECIFIC VALIDITY MEASURES ,7
INCLUDING CONCURRENT VALIDITY , PREDICTIVE VALIDITY , AND8
CLASSIFICATION ACCURACY;9
(C) G
RADE-LEVEL RELIABILITY MEASURES , INCLUDING10
TEST-RETEST RELIABILITY, INTERRATER RELIABILITY IF THE ASSESSMENT11
IS NOT COMPUTER ADAPTIVE, AND ALTERNATE FORM RELIABILITY ; AND12
(D) E
VIDENCE THAT THE ASSESSMENT IS NORMED AND VALIDATED13
USING A CONTEMPORARY MULTICULTURAL AND MULTIL ANGUAGE SAMPLE14
OF STUDENTS, WITH OUTCOME DATA FOR STUDENTS WHOSE HOME15
LANGUAGE IS A LANGUAGE OTHER THAN ENGLISH, AS WELL AS STUDENTS16
WHO ARE NATIVE ENGLISH SPEAKERS;17
(II) E
NSURING THE ASSESSMENT INCLUDES A PUBLICLY AVAILABLE18
TECHNICAL MANUAL; AND19
(III) E
NSURING THE PUBLICLY AVAILABLE TECHNICAL MANUAL20
INCLUDES CUTOFF POINTS FOR RISK, BASED ON RESEARCH CORRELATING21
SPECIFIC SKILL SCORES AT DESIGNATED TIME POINTS WITH FUTURE22
READING OUTCOMES;23
(c) E
NCOURAGE DATA-DRIVEN INSTRUCTIONAL DECISION MAKING24
BY:25
(I) P
ROVIDING UNIVERSAL
SCREENING ASSESSMENT RESULTS THAT26
ALLOW TEACHERS TO DETERMINE WHETHER A STUDENT IS BELOW27
200
-13- RESEARCH-BASED CUTOFF POINTS FOR RISK ON A COMPOSITE SCORE AND1
INDIVIDUAL SUBTESTS;2
(II) P
ERMITTING THE USE OF SUBTEST SCORES AND RISK CUTOFF3
POINTS IN THE SELECTION OF DIAGNOSTIC OR FORMATIVE ASSESSMENTS TO4
FURTHER EVALUATE READING COMPETENCY SKILLS AND INFORM5
DIFFERENTIATED INSTRUCTION; AND6
(III) E
NABLING EDUCATORS TO USE UNIVERSAL
SCREENING7
ASSESSMENT DATA TO GUIDE SUBSEQUENT ASSESSMENT AND8
INSTRUCTIONAL DECISIONS;9
(d) P
ROMOTE EFFICIENT ADMINISTRATION AND FOLLOW -UP BY:10
(I) M
INIMIZING STUDENT ASSESSMENT TIME ;11
(II) P
ROVIDING RELIABLE ALTERNATE FORMS FOR PROGRESS12
MONITORING;13
(III) I
NCLUDING TIMED SUBTESTS TO MEASURE AUTOMATICITY14
AND FLUENCY;15
(IV) A
VOIDING REDUNDANCY IN ADMINISTRATION AND SCORING ;16
AND17
(V) S
UPPLYING GUIDANCE AND RESOURCES FOR EDUCATORS18
REGARDING HOW TO:19
(A) A
DMINISTER THE ASSESSMENT , INTERPRET RESULTS, AND20
EXPLAIN RESULTS TO FAMILIES , INCLUDING IN STUDENTS ' PRIMARY21
LANGUAGES; AND22
(B) D
ETERMINE FURTHER EDUCATIONAL STRATEGIES ,23
ASSESSMENTS, DIAGNOSTICS, AND POTENTIAL INTERVENTIONS THAT ARE24
SPECIFIC TO EACH TYPE OF STUDENT RESULT THAT MAY BE EFFECTIVE FOR25
THE SPECIFIC NEEDS OF AN INDIVIDUAL STUDENT AND THAT REFLECT A26
TIERED INTERVENTIONS MODEL ALIGNED WITH THE MULTI -TIERED27
200
-14- SYSTEMS OF SUPPORTS.1
(3) The department shall develop and implement a procedure for2
identifying the reading assessments it recommends to the state board for3
the approved list of reading assessments described in subsection (2)(a)4
SUBSECTIONS (2)(a) AND (2.5) of this section and for creating the advisory5
lists of instructional programming and professional development6
programs described in subsections (2)(b) and (2)(c) of this section. At a7
minimum, the procedure must include:8
(b) Evaluating the assessments, instructional programming, and9
professional development programs that the department identifies or10
receives, which evaluation is based on the criteria specified in subsection11
(2) SUBSECTIONS (2) AND (2.5) of this section and any additional criteria12
the state board may adopt by rule. The department may contract with an13
independent, third-party evaluator approved by the state board to evaluate14
the materials. The department shall recommend to the state board the15
reading assessments that meet the requirements specified in paragraph (a)16
of subsection (2) SUBSECTIONS (2)(a) AND (2.5) of this section.17
(8) (c) The multi-year evaluation of the implementation of this18
part 12 must include:19
(I) Review of the approved reading assessments and the items20
included on the advisory lists of instructional programming in reading and21
supporting technologies and of professional development programs to22
ensure that they meet the requirements specified in subsection (2)23
SUBSECTIONS (2) AND (2.5) of this section and a review of the processes24
by which the department identifies assessments, instructional25
programming in reading, and professional development programs for26
inclusion on the lists;27
200
-15- SECTION 6. In Colorado Revised Statutes, 22-20.5-102, amend1
(3) as follows:2
22-20.5-102. Definitions. As used in this article 20.5, unless the3
context otherwise requires:4
(3) "Dyslexia" means a specific learning disability that is5
neurobiological in origin and characterized by difficulties with accurate6
and OR fluent word recognition and by poor spelling and decoding7
WORD-DECODING abilities, which difficulties typically result from a8
deficit in the phonological component of language that is often9
unexpected in relation to other cognitive abilities and the provision of10
effective classroom instruction. The secondary consequences of dyslexia11
may include problems in reading comprehension and reduced reading12
experience that may impede growth of vocabulary and background13
knowledge.14
SECTION 7. Act subject to petition - effective date. This act15
takes effect at 12:01 a.m. on the day following the expiration of the16
ninety-day period after final adjournment of the general assembly; except17
that, if a referendum petition is filed pursuant to section 1 (3) of article V18
of the state constitution against this act or an item, section, or part of this19
act within such period, then the act, item, section, or part will not take20
effect unless approved by the people at the general election to be held in21
November 2026 and, in such case, will take effect on the date of the22
official declaration of the vote thereon by the governor.23
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