House Bill 25-1278 Introduced

A Bill for an Act

• Page 1, Line 101Concerning modifications to the statewide education

• Page 1, Line 102accountability system.

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.)

The accountability, accreditation, student performance, and resource inequity task force (task force) studied and made recommendations on academic opportunities, inequities, promising practices in schools, and improvements to the accountability and accreditation system. The bill implements the recommendations of the task force.

The bill:

• Requires the department of education (department) in collaboration with schools of a school district, district charter schools, institute charter schools, and school districts (local education providers) to divide state assessments into shorter sections with age-appropriate time frames to evaluate students;
• Requires the department to develop, at the request of a local education provider, versions of the state assessments for reading, writing, mathematics, science, and social studies in languages other than English and Spanish;
• Requires the department to provide guidance to local education providers and the state charter school institute (institute) on encouraging student participation in state assessments;
• Requires the department to include college entrance exams in the student academic achievement performance indicator instead of the postsecondary and workforce readiness performance indicator;
• Requires the department, beginning in the 2026-27 school year, to measure the postsecondary and workforce readiness performance indicator on 2 performance sub-indicators: The college and career readiness before graduation sub-indicator and the postsecondary progress sub-indicator;
• Requires the department to calculate the performance indicator measurements by combined student group so student groups are counted only once;
• Creates additional supports for local education providers and the institute if they are placed on a priority improvement or turnaround plan;
• Requires the department, in consultation with the technical advisory panel and other advisory groups with relevant expertise, to study academic opportunities, inequities, and promising practices in schools and improvements to the state accountability and accreditation system;
• Requires the department to create a statewide education accountability dashboard and review and make recommendations to the state board of education on developing a performance report for local education providers and the institute based on the percentage of students who do and do not participate in state assessments and providing the performance report to families, students, and community members in a transparent and accessible manner; and
• Encourages local education providers and the institute to adopt solutions to providing educator professional development and transforming instruction in public schools in order to receive a grant award from the school transformation grant program.

• Page 3, Line 1Be it enacted by the General Assembly of the State of Colorado:

• Page 3, Line 2SECTION 1.  Legislative declaration. (1)  The general assembly finds and declares that:

• Page 3, Line 3(a)  In response to the need for improved educational

• Page 3, Line 4accountability, the general assembly passed into law House Bill 23-1241,

• Page 3, Line 5enacted in 2023, which created the accountability, accreditation, student performance, and resource inequity task force;

• Page 3, Line 6(b)  The task force was comprised of 26 bipartisan-appointed members who represented a diverse array of education stakeholders;

• Page 3, Line 7(c)  The task force first convened in August 2023 to address challenges in the state's education accountability system;

• Page 3, Line 8(d)  Over the course of more than 150 hours of task force

• Page 3, Line 9meetings, small group sessions, and stakeholder consultations, the task

• Page 3, Line 10force rigorously examined state data; gathered expert input; and sought

• Page 3, Line 11diverse perspectives from parents, students, educators, and community members;

• Page 3, Line 12(e)  The task force reached full consensus on 30 recommendations

• Page 3, Line 13aimed at refining Colorado's education accountability system, improving

• Page 3, Line 14the equity and transparency of data reporting, modernizing state

• Page 3, Line 15assessments, and enhancing public school and school district improvement processes;

• Page 3, Line 16(f)  The recommendations address persistent inequities, including

• Page 3, Line 17achievement gaps among student groups and the unique challenges faced

• Page 4, Line 1by smaller public schools and school districts, while recognizing the importance of continuous improvement and stakeholder engagement; and

• Page 4, Line 2(g)  Colorado's existing accountability system has a significant

• Page 4, Line 3impact on the educational outcomes of over 800,000 K-12 students, so

• Page 4, Line 4improvements are essential to ensure equitable opportunities and accurate reflections of student progress and school performance.

• Page 4, Line 5(2)  The general assembly finds, therefore, that it is necessary and

• Page 4, Line 6timely to implement the task force's recommendations and provide a

• Page 4, Line 7roadmap for a more transparent, equitable, and effective accountability

• Page 4, Line 8system that prioritizes the success and well-being of all Colorado students.

• Page 4, Line 9SECTION 2.  In Colorado Revised Statutes, 22-7-1006.3, amend (4)(a), (7)(a), and (8)(a); and add (3)(e) and (12) as follows:

• Page 4, Line 1022-7-1006.3.  State assessments - administration - rules -

• Page 4, Line 11definitions. (3) (e)  To evaluate students, including students who

• Page 4, Line 12take alternate assessments or another approved assessment as

• Page 4, Line 13described in subsection (3)(c) of this section, the department of

• Page 4, Line 14education, in collaboration with local education providers,

• Page 4, Line 15shall divide each state assessment into smaller sections with

• Page 4, Line 16age-appropriate time frames. The state board may adopt rules to implement this subsection (3)(e).

• Page 4, Line 17(4) (a) (I)  The department of education, in collaboration with local

• Page 4, Line 18education providers, shall administer the English versions of the state

• Page 4, Line 19assessments and may administer an assessment shall administer

• Page 4, Line 20assessments adopted by the state board in languages other than English

• Page 4, Line 21and Spanish for reading, writing, mathematics, science, and

• Page 4, Line 22social studies, as may be appropriate for English language learners;

• Page 5, Line 1except that, a student who has participated in an English language

• Page 5, Line 2proficiency program, as provided in article 24 of this title title 22, for

• Page 5, Line 3more than a total of three school years is ineligible to take the state

• Page 5, Line 4assessments in a language other than English. The department of

• Page 5, Line 5education shall develop, at the request of a local education

• Page 5, Line 6provider, versions of the state assessments in languages other

• Page 5, Line 7than English and Spanish for reading, writing, mathematics, science, and social studies.

• Page 5, Line 8(II)  Notwithstanding the provisions of subparagraph (I) of this

• Page 5, Line 9paragraph (a) subsection (4)(a)(I) of this section to the contrary, a

• Page 5, Line 10local education provider may administer an assessment adopted by the

• Page 5, Line 11state board in a language other than English for up to five years to a

• Page 5, Line 12student who is an English language learner if allowed by a waiver

• Page 5, Line 13received from the federal department of education pursuant to paragraph (c) of this subsection (4) subsection (4)(c) of this section.

• Page 5, Line 14(7) (a)  The department of education shall, as soon as

• Page 5, Line 15practicable but no later than June 1 of each year, provide to each

• Page 5, Line 16local education provider the results of all of the state assessments that the

• Page 5, Line 17local education provider administers and make available to local

• Page 5, Line 18education providers the state assessment data of individual students that

• Page 5, Line 19is required to measure academic progress over time. The department shall

• Page 5, Line 20align the disaggregation of state assessment results with the exclusion of scores permitted by subsection (6) of this section.

• Page 5, Line 21(8) (a)  Each local education provider shall adopt policies to ensure

• Page 5, Line 22that appropriate personnel within each school district and each institute

• Page 5, Line 23charter school timely share with and explain to the parent or legal

• Page 5, Line 24guardian of each student enrolled in the school district or the institute

• Page 6, Line 1charter school the student's state assessment results returned to the student's public school pursuant to subsection (7) of this section.

• Page 6, Line 2(12) (a)   The department of education shall create and

• Page 6, Line 3distribute information to public schools, school districts, and

• Page 6, Line 4the institute that communicates to parents and guardians the

• Page 6, Line 5importance of state assessments in supporting students, educators, public schools, school districts, and the institute.

• Page 6, Line 6(b)  In the information described in subsection (12)(a) of

• Page 6, Line 7this section, the department of education shall provide guidance

• Page 6, Line 8to public schools, school districts, the institute, and educators

• Page 6, Line 9on how to encourage students to participate in state

• Page 6, Line 10assessments to the extent allowable under state and federal

• Page 6, Line 11law. The department of education shall provide guidance to

• Page 6, Line 12local education providers on what public schools, school

• Page 6, Line 13districts, the institute, and educators cannot do that would discourage student participation in state assessments.

• Page 6, Line 14(c)  As used in this subsection (12), unless the context otherwise requires:

• Page 6, Line 15(I)  "Institute" means the state charter school institute created pursuant to section 22-30.5-503.

• Page 6, Line 16(II)  "Public school" has the same meaning as provided in

• Page 6, Line 17section 22-1-101 and includes, but is not limited to, a district

• Page 6, Line 18charter school, an institute charter school, BOCES, or an online school, as defined in section 22-30.7-102.

• Page 6, Line 19SECTION 3.  In Colorado Revised Statutes, 22-11-202, amend (2)(a) and (2)(c)(III); repeal (2)(c)(II); and add (2)(c)(IV) as follows:

• Page 6, Line 2022-11-202.  Colorado growth model - technical advisory panel

• Page 7, Line 1- rules. (2) (a)  To assist the department in implementing the Colorado

• Page 7, Line 2growth model, the commissioner shall appoint a technical advisory panel

• Page 7, Line 3of state and national experts on the longitudinal measurement of academic

• Page 7, Line 4growth for accountability purposes. The department shall appoint at

• Page 7, Line 5least three additional members to the technical advisory panel.

• Page 7, Line 6The members must be current superintendents of school

• Page 7, Line 7districts and collectively represent small, medium, and large

• Page 7, Line 8districts. The appointed members must reflect the state's

• Page 7, Line 9geographic diversity by representing rural, suburban, and

• Page 7, Line 10urban regions. The members of the technical advisory panel shall serve

• Page 7, Line 11at the will of the commissioner and shall not receive compensation or reimbursement for expenses.

• Page 7, Line 12(c)  The department and the state board shall consult with the technical advisory panel concerning:

• Page 7, Line 13(II)  The amount of additional credit toward accreditation that each

• Page 7, Line 14local education provider may receive pursuant to section 22-11-204 (3)(b); and

• Page 7, Line 15(III)  Methods of including in the accreditation process

• Page 7, Line 16consideration of student progress in attaining reading competency, as

• Page 7, Line 17defined in section 22-7-1203 (10), in kindergarten and first and second grade; and

• Page 7, Line 18(IV)  Methods to measure the postsecondary and

• Page 7, Line 19workforce readiness indicator, including the college and

• Page 7, Line 20career readiness before graduation sub-indicator and the

• Page 7, Line 21postsecondary progression sub-indicator described in section

• Page 7, Line 2222-11-204 (4.5), and methods to measure the number of students

• Page 7, Line 23who complete one or more of the postsecondary and workforce readiness sub-indicators.

• Page 8, Line 1SECTION 4.  In Colorado Revised Statutes, 22-11-204, amend

• Page 8, Line 2(1)(a)(II), (1)(a)(III), (1)(b), (4), and (5); and add (1)(a)(IV), (1)(e), and (4.5) as follows:

• Page 8, Line 322-11-204.  Performance indicators - measures - repeal.

• Page 8, Line 4(1) (a)  The department shall annually determine the level of attainment

• Page 8, Line 5of each public school, each school district, the institute, and the state as a whole on each of the following performance indicators:

• Page 8, Line 6(II)  Student academic achievement, based on students' academic

• Page 8, Line 7performance relative to the grade-level state standards adopted pursuant

• Page 8, Line 8to section 22-7-1005, as measured by performance on the statewide assessments administered pursuant to section 22-7-1006.3; and

• Page 8, Line 9(III)  Student academic growth to standards, based on students'

• Page 8, Line 10progress toward meeting the state standards adopted pursuant to section

• Page 8, Line 1122-7-1005 or, for students who meet grade-level expectations on the state

• Page 8, Line 12standards, progress toward higher levels of achievement, if available, as

• Page 8, Line 13measured by the statewide assessments administered pursuant to section 22-7-1006.3; and

• Page 8, Line 14(IV)  Student academic achievement, based on the

• Page 8, Line 15percentages of students enrolled in the eleventh grade in public

• Page 8, Line 16high schools who score at each achievement level on the

• Page 8, Line 17standardized curriculum-based achievement college entrance examination administered as a statewide assessment.

• Page 8, Line 18(b) (I) (A)  In addition, the department shall annually determine the

• Page 8, Line 19level of attainment of each public high school, each school district, the

• Page 8, Line 20institute, and the state as a whole on the postsecondary and workforce

• Page 8, Line 21readiness performance indicator based on the measures specified in subsection (4) of this section.

• Page 9, Line 1(B)  This subsection (1)(b)(I) is repealed, effective July 1, 2026.

• Page 9, Line 2(II)  Beginning in the 2026-27 school year, the department

• Page 9, Line 3shall annually determine the level of attainment of each public

• Page 9, Line 4high school, each school district, the institute, and the state as

• Page 9, Line 5a whole on the postsecondary and workforce readiness

• Page 9, Line 6performance indicator, including the college and career

• Page 9, Line 7readiness before graduation and postsecondary progression

• Page 9, Line 8sub-indicators, based on the measures specified in subsection (4.5) of this section.

• Page 9, Line 9(e) (I)  For purposes of calculating performance for the

• Page 9, Line 10performance indicator concerning student academic

• Page 9, Line 11achievement, the state board shall ensure that the calculation

• Page 9, Line 12includes consideration of the academic achievement of students with disabilities, including:

• Page 9, Line 13(A)  Students who have a disability pursuant to section

• Page 9, Line 14504 of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 701

• Page 9, Line 15et seq., or the federal "Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; and

• Page 9, Line 16(B)  Students who had a disability pursuant to section 504

• Page 9, Line 17of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 794, or

• Page 9, Line 18the federal "Individuals with Disabilities Education Act", 20

• Page 9, Line 19U.S.C. sec. 1400 et seq., but who no longer meet the eligibility

• Page 9, Line 20criteria for a section 504 plan, as defined in section 22-20-123, or

• Page 9, Line 21an individualized education program, as defined in section

• Page 9, Line 2222-20-103.

• Page 10, Line 1(II)  The state board shall ensure a student described in

• Page 10, Line 2subsection (1)(e)(I)(B) of this section is counted in the

• Page 10, Line 3calculation described in subsection (1)(e)(I) of this section for

• Page 10, Line 4two years after it is determined the student no longer meets the

• Page 10, Line 5eligibility criteria for a section 504 plan, as defined in section

• Page 10, Line 622-20-123, or an individualized education program, as defined in

• Page 10, Line 7section 22-20-103; except that a student who no longer meets the

• Page 10, Line 8eligibility criteria because the student has graduated from a public high school is not counted in the calculation.

• Page 10, Line 9(III)  The department shall not include a student described

• Page 10, Line 10in subsection (1)(e)(I)(B) of this section in calculations or data

• Page 10, Line 11reporting for purposes of the federal "Every Student Succeeds Act", 20 U.S.C. sec. 6301 et seq.

• Page 10, Line 12(4) (a)  The department shall determine the level of attainment of

• Page 10, Line 13each public high school, each school district, the institute, and the state

• Page 10, Line 14as a whole on the postsecondary and workforce readiness indicator by using, at a minimum, the following measures:

• Page 10, Line 15(a)  (I)  For each public high school, the department shall calculate:

• Page 10, Line 16(I)  The percentages of students enrolled in the eleventh grade in

• Page 10, Line 17the public high school who score at each achievement level on the

• Page 10, Line 18standardized curriculum-based achievement college entrance examination

• Page 10, Line 19administered as a statewide assessment or the percentages of students

• Page 10, Line 20enrolled in each of the grade levels included in the public high school

• Page 10, Line 21who score at each achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high school;

• Page 10, Line 22(II)  (A)  As soon as the data is available, the percentage of students

• Page 10, Line 23graduating from the public high school who receive a diploma that

• Page 11, Line 1includes a postsecondary and workforce readiness endorsement as

• Page 11, Line 2described in section 22-7-1009 (1) and the percentage who receive a

• Page 11, Line 3diploma that includes an endorsement for exemplary demonstration of

• Page 11, Line 4postsecondary and workforce readiness as described in section 22-7-1009 (2);

• Page 11, Line 5(III) (A)  (B)  The graduation and dropout rates, as defined by rule

• Page 11, Line 6of the state board. For purposes of this subsection (4)(a)(I)(B), a

• Page 11, Line 7student who is enrolled in special education services, as defined

• Page 11, Line 8in section 22-20-103, must be counted in the public high school's

• Page 11, Line 9graduation rate in the school year in which the student

• Page 11, Line 10completes the minimum graduation requirements. This subsection

• Page 11, Line 11(4)(a)(I)(B) does not limit the right to a free appropriate public

• Page 11, Line 12education for a student as provided by the federal "Individuals

• Page 11, Line 13with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the

• Page 11, Line 14"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 11, Line 15(B)  Beginning in the 2020-21 school year, for purposes of this

• Page 11, Line 16subsection (4)(a)(III), a student who is enrolled in special education

• Page 11, Line 17services, as defined in section 22-20-103 (23), must be counted in the

• Page 11, Line 18public high school's graduation rate in the school year in which the

• Page 11, Line 19student completes the minimum graduation requirements. Nothing in this

• Page 11, Line 20subsection (4)(a)(III)(B) limits the right to a free appropriate public

• Page 11, Line 21education for a student as provided by the federal "Individuals with

• Page 11, Line 22Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended; the

• Page 11, Line 23"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 11, Line 24(IV)  (C)  Beginning in the 2016-17 school year, The percentages

• Page 12, Line 1of students graduating from the public high school who, in the school

• Page 12, Line 2year immediately following graduation from high school, enroll in a

• Page 12, Line 3career and technical education program, community college, or four-year

• Page 12, Line 4institution of higher education. The department shall weight each

• Page 12, Line 5postsecondary enrollment option equally in determining a public high school's level of attainment of this measure.

• Page 12, Line 6(IV.5)  (D)  Beginning in the 2018-19 school year, or in the first

• Page 12, Line 7school year for which data is available, The percentage of students

• Page 12, Line 8graduating from the public high school who, in the school year

• Page 12, Line 9immediately following graduation from high school, enlist in the military.

• Page 12, Line 10The department shall weight military enlistment equally with the

• Page 12, Line 11postsecondary enrollment options described in subsection (4)(a)(IV)

• Page 12, Line 12subsection (4)(a)(I)(C) of this section in determining a public high

• Page 12, Line 13school's level of attainment on the postsecondary and workforce readiness indicator.

• Page 12, Line 14(V)  (E)  Beginning in the 2020-21 school year, The percentage of

• Page 12, Line 15students enrolled in the public high school who demonstrate college and

• Page 12, Line 16career readiness, based on the demonstration options available to the

• Page 12, Line 17students enrolled in the public high school, at the higher achievement

• Page 12, Line 18level adopted by the state board that indicates a student is prepared,

• Page 12, Line 19without needing remediation, to enroll in general education core courses; and

• Page 12, Line 20(VI)  (F)  Beginning in the 2020-21 school year, The percentage of

• Page 12, Line 21students enrolled in the public high school who successfully complete an

• Page 12, Line 22advanced placement course in a subject other than English language arts

• Page 12, Line 23or math and earn a score of three or higher on the end-of-course advanced

• Page 12, Line 24placement exam, the percentage of students who successfully complete

• Page 13, Line 1a concurrent enrollment course in a subject other than English language

• Page 13, Line 2arts or math and earn a grade of "B" or higher in the course, and the

• Page 13, Line 3percentage of students who successfully complete an international

• Page 13, Line 4baccalaureate course in a subject other than English language arts or math and earn a score of four or higher;

• Page 13, Line 5(b)  (II)  For each school district and the institute, the department shall calculate:

• Page 13, Line 6(I)  The overall percentages of students enrolled in the eleventh

• Page 13, Line 7grade in all of the district public high schools or all institute charter high

• Page 13, Line 8schools who score at each achievement level on the standardized

• Page 13, Line 9curriculum-based achievement college entrance examination administered

• Page 13, Line 10as a statewide assessment or the percentages of students enrolled in each

• Page 13, Line 11of the grade levels included in the public high schools who score at each

• Page 13, Line 12achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high schools;

• Page 13, Line 13(II)  (A)  Beginning with the first school year for which criteria are

• Page 13, Line 14adopted pursuant to section 22-7-1009 (1) for awarding diplomas that are

• Page 13, Line 15endorsed for postsecondary and workforce readiness and for each school

• Page 13, Line 16year thereafter, The overall percentage of all students graduating from the

• Page 13, Line 17district public high schools or from the institute charter high schools who

• Page 13, Line 18receive diplomas that are endorsed for postsecondary and workforce

• Page 13, Line 19readiness as described in section 22-7-1009 (1) and the percentage who

• Page 13, Line 20receive diplomas that are endorsed for exemplary demonstration of

• Page 13, Line 21postsecondary and workforce readiness as described in section 22-7-1009 (2);

• Page 13, Line 22(III) (A)  (B)  The overall graduation and dropout rates, as defined

• Page 13, Line 23by rule of the state board, for the district public high schools or the

• Page 14, Line 1institute charter high schools. For purposes of this subsection

• Page 14, Line 2(4)(a)(II)(B), a student who is enrolled in special education

• Page 14, Line 3services, as defined in section 22-20-103, must be counted in the

• Page 14, Line 4school district's and the institute's graduation rate in the

• Page 14, Line 5school year in which the student completes the minimum

• Page 14, Line 6graduation requirements. This subsection (4)(a)(II)(B) does not

• Page 14, Line 7limit the right to a free appropriate public education for a

• Page 14, Line 8student as provided by the federal "Individuals with Disabilities

• Page 14, Line 9Education Act", 20 U.S.C. sec. 1400 et seq.; the "Exceptional

• Page 14, Line 10Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 14, Line 11(B)  Beginning in the 2020-21 school year, for purposes of this

• Page 14, Line 12subsection (4)(b)(III), a student who is enrolled in special education

• Page 14, Line 13services, as defined in section 22-20-103 (23), must be counted in the

• Page 14, Line 14school district's and the institute's graduation rate in the school year in

• Page 14, Line 15which the student completes the minimum graduation requirements.

• Page 14, Line 16Nothing in this subsection (4)(b)(III)(B) limits the right to a free

• Page 14, Line 17appropriate public education for a student as provided by the federal

• Page 14, Line 18"Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.,

• Page 14, Line 19as amended; the "Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 14, Line 20(IV)  (C)  Beginning in the 2016-17 school year, The overall

• Page 14, Line 21percentages of students graduating from all of the district public high

• Page 14, Line 22schools or all institute charter high schools who, in the school year

• Page 14, Line 23immediately following graduation from high school, enroll in a career and

• Page 14, Line 24technical education program, community college, or four-year institution

• Page 14, Line 25of higher education. The department shall weight each postsecondary

• Page 15, Line 1enrollment option equally in determining a school district's or the institute's level of attainment of this measure.

• Page 15, Line 2(IV.5)  (D)  Beginning in the 2018-19 school year, or in the first

• Page 15, Line 3school year for which data is available, The overall percentages of

• Page 15, Line 4students graduating from all of the district public high schools or all

• Page 15, Line 5institute charter high schools who, in the school year immediately

• Page 15, Line 6following graduation from high school, enlist in the military. The

• Page 15, Line 7department shall weight military enlistment equally with the

• Page 15, Line 8postsecondary enrollment options described in subsection (4)(b)(IV) of

• Page 15, Line 9this section subsection (4)(a)(II)(C) of this section in determining a

• Page 15, Line 10school district's or the institute's level of attainment on the postsecondary and workforce readiness indicator.

• Page 15, Line 11(V)  (E)  Beginning in the 2020-21 school year, The overall

• Page 15, Line 12percentage of students enrolled in the district public high schools or all

• Page 15, Line 13of the institute charter high schools who demonstrate college and career

• Page 15, Line 14readiness, based on the demonstration options offered by the district

• Page 15, Line 15charter high schools, the school district, or the institute charter high

• Page 15, Line 16schools, at the higher achievement level adopted by the state board that

• Page 15, Line 17indicates a student is prepared, without needing remediation, to enroll in general education core courses; and

• Page 15, Line 18(VI)  (F)  Beginning in the 2020-21 school year, The overall

• Page 15, Line 19percentage of students enrolled in the district public high schools or

• Page 15, Line 20institute charter high schools who successfully complete an advanced

• Page 15, Line 21placement course in a subject other than English language arts or math

• Page 15, Line 22and earn a score of three or higher on the end-of-course advanced

• Page 15, Line 23placement exam, the percentage of students who successfully complete

• Page 15, Line 24a concurrent enrollment course in a subject other than English language

• Page 16, Line 1arts or math and earn a grade of "B" or higher in the course, and the

• Page 16, Line 2percentage of students who successfully complete an international

• Page 16, Line 3baccalaureate course in a subject other than English language arts or math and earn a score of four or higher; and

• Page 16, Line 4(c)  (III)  For the state, the department shall calculate:

• Page 16, Line 5(I)  The percentages of students enrolled in the eleventh grade in

• Page 16, Line 6public high schools statewide who score at each achievement level on the

• Page 16, Line 7standardized curriculum-based achievement college entrance examination

• Page 16, Line 8administered as a statewide assessment or the percentages of students

• Page 16, Line 9enrolled in each of the grade levels included in the public high schools

• Page 16, Line 10statewide who score at each achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high schools;

• Page 16, Line 11(II)  (A)  Beginning with the 2011-12 school year and for each

• Page 16, Line 12school year thereafter, The overall percentage of all students graduating

• Page 16, Line 13from the public high schools in the state who receive diplomas that are

• Page 16, Line 14endorsed for postsecondary and workforce readiness as described in

• Page 16, Line 15section 22-7-1009 (1) and the percentage who receive diplomas that are

• Page 16, Line 16endorsed for exemplary demonstration of postsecondary and workforce readiness as described in section 22-7-1009 (2);

• Page 16, Line 17(III) (A)  (B)  The statewide graduation and dropout rates, as

• Page 16, Line 18defined by rule of the state board, for the public high schools in the state.

• Page 16, Line 19For purposes of this subsection (4)(a)(III)(B), a student who is

• Page 16, Line 20enrolled in special education services, as defined in section

• Page 16, Line 2122-20-103, must be counted in the statewide graduation rate in

• Page 16, Line 22the school year in which the student completes the minimum

• Page 16, Line 23graduation requirements. This subsection (4)(a)(III)(B) does not

• Page 16, Line 24limit the right to a free appropriate public education for a

• Page 17, Line 1student as provided by the federal "Individuals with Disabilities

• Page 17, Line 2Education Act", 20 U.S.C. sec. 1400 et seq.; the "Exceptional

• Page 17, Line 3Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 17, Line 4(B)  Beginning in the 2020-21 school year, for purposes of this

• Page 17, Line 5subsection (4)(c)(III), a student who is enrolled in special education

• Page 17, Line 6services, as defined in section 22-20-103 (23), must be counted in the

• Page 17, Line 7statewide graduation rate in the school year in which the student

• Page 17, Line 8completes the minimum graduation requirements. Nothing in this

• Page 17, Line 9subsection (4)(c)(III)(B) limits the right to a free appropriate public

• Page 17, Line 10education for a student as provided by the federal "Individuals with

• Page 17, Line 11Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended; the

• Page 17, Line 12"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 17, Line 13(IV)  (C)  Beginning in the 2016-17 school year, The percentages

• Page 17, Line 14of students graduating from public high schools statewide who, in the

• Page 17, Line 15school year immediately following graduation from high school, enroll in

• Page 17, Line 16a career and technical education program, community college, or

• Page 17, Line 17four-year institution of higher education. The department shall weight

• Page 17, Line 18each postsecondary enrollment option equally in determining the state's level of attainment of this measure.

• Page 17, Line 19(IV.5)  (D)  Beginning in the 2018-19 school year, or in the first

• Page 17, Line 20school year for which data is available, The percentage of students

• Page 17, Line 21graduating from public high schools statewide who, in the school year

• Page 17, Line 22immediately following graduation from high school, enlist in the military.

• Page 17, Line 23The department shall weight military enlistment equally with the

• Page 17, Line 24postsecondary enrollment options described in subsection (4)(c)(IV) of

• Page 18, Line 1this section subsection (4)(a)(III)(C) of this section in determining the

• Page 18, Line 2state's level of attainment on the postsecondary and workforce readiness indicator.

• Page 18, Line 3(V)  (E)  Beginning in the 2020-21 school year, The overall

• Page 18, Line 4percentage of students enrolled in the public high schools statewide who

• Page 18, Line 5demonstrate college and career readiness, based on the demonstration

• Page 18, Line 6options available to the students enrolled in each public high school, at

• Page 18, Line 7the higher achievement level adopted by the state board that indicates a

• Page 18, Line 8student is prepared, without needing remediation, to enroll in general education core courses; and

• Page 18, Line 9(VI)  (F)  Beginning in the 2020-21 school year, The overall

• Page 18, Line 10percentage of students enrolled in the public high schools of the state who

• Page 18, Line 11successfully complete an advanced placement course in a subject other

• Page 18, Line 12than English language arts or math and earn a score of three or higher on

• Page 18, Line 13the end-of-course advanced placement exam, the percentage of students

• Page 18, Line 14who successfully complete a concurrent enrollment course in a subject

• Page 18, Line 15other than English language arts or math and earn a grade of "B" or

• Page 18, Line 16higher in the course, and the percentage of students who successfully

• Page 18, Line 17complete an international baccalaureate course in a subject other than English language arts or math and earn a score of four or higher.

• Page 18, Line 18(b)  This subsection (4) is repealed, effective July 1, 2026.

• Page 18, Line 19(4.5)  Beginning in the 2026-27 school year, the department

• Page 18, Line 20shall determine the level of attainment on the postsecondary

• Page 18, Line 21and workforce readiness indicator of each public high school,

• Page 18, Line 22each school district, the institute, and the state as a whole by using, at a minimum, the following measures:

• Page 18, Line 23(a)  For each public high school, the department shall calculate:

• Page 19, Line 1(I)  The college and career readiness before graduation sub-indicator, which includes the following measures:

• Page 19, Line 2(A)  The percentage of students enrolled in the public high

• Page 19, Line 3school who successfully complete an advanced placement

• Page 19, Line 4course and earn a score of three or higher on the end-of-course

• Page 19, Line 5advanced placement exam; the percentage of students who

• Page 19, Line 6successfully complete a concurrent enrollment course that is

• Page 19, Line 7in alignment with the guaranteed transfer pathways, as defined

• Page 19, Line 8in section 23-5-145.5, and earn a grade of "B" or higher in the

• Page 19, Line 9course; the percentage of students who successfully complete

• Page 19, Line 10twelve or more credit hours or earn a degree through an early

• Page 19, Line 11college program; and the percentage of students who

• Page 19, Line 12successfully complete an international baccalaureate course and earn a score of four or higher;

• Page 19, Line 13(B)  The percentage of students enrolled in the public high

• Page 19, Line 14school who successfully participate in the work-based learning

• Page 19, Line 15incentive program pursuant to section 8-83-602; qualified

• Page 19, Line 16industry-credential programs or qualified workplace training

• Page 19, Line 17programs, as described in section 22-54-138; or a registered apprenticeship program, as defined in section 8-15.7-101;

• Page 19, Line 18(C)  As soon as the data is available, the percentage of

• Page 19, Line 19students graduating from the public high school who receive a

• Page 19, Line 20diploma that includes a postsecondary and workforce readiness

• Page 19, Line 21endorsement, as described in section 22-7-1009 (1), and the

• Page 19, Line 22percentage who receive a diploma that includes an endorsement

• Page 19, Line 23for exemplary demonstration of postsecondary and workforce readiness, as described in section 22-7-1009 (2); and

• Page 20, Line 1(D)  As soon as the data is available, the percentage of

• Page 20, Line 2students graduating from the public high school who receive a

• Page 20, Line 3STEM diploma endorsement, as described in section 22-7-1009.3;

• Page 20, Line 4a diploma endorsement in biliteracy, as described in section

• Page 20, Line 522-7-1009.5; or a seal of climate literacy diploma endorsement, as described in section 22-7-1009.7;

• Page 20, Line 6(II)  The postsecondary progression sub-indicator, which includes the following measures:

• Page 20, Line 7(A)  The graduation and dropout rates, as defined by rule

• Page 20, Line 8of the state board. For purposes of this subsection (4.5)(a)(II)(A),

• Page 20, Line 9a student who is enrolled in special education services, as

• Page 20, Line 10defined in section 22-20-103, must be counted in the public high

• Page 20, Line 11school's graduation rate in the school year in which the student

• Page 20, Line 12completes the minimum graduation requirements. This subsection

• Page 20, Line 13(4.5)(a)(II)(A) does not limit the right to a free appropriate public

• Page 20, Line 14education for a student as provided by the federal "Individuals

• Page 20, Line 15with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the

• Page 20, Line 16"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 20, Line 17(B)  The percentages of students graduating from the

• Page 20, Line 18public high school who, in the school year immediately

• Page 20, Line 19following graduation from high school, enroll in a career and

• Page 20, Line 20technical education program, community college, four-year

• Page 20, Line 21institution of higher education, or registered apprenticeship

• Page 20, Line 22program, as defined in section 8-15.7-101. The department shall

• Page 20, Line 23weight each postsecondary enrollment option equally in

• Page 21, Line 1determining a public high school's level of attainment on the postsecondary progression sub-indicator.

• Page 21, Line 2(C)  The percentage of students graduating from the

• Page 21, Line 3public high school who, in the school year immediately

• Page 21, Line 4following graduation from high school, enlist in the military.

• Page 21, Line 5The department shall weight military enlistment equally with

• Page 21, Line 6the postsecondary enrollment options described in subsection

• Page 21, Line 7(4.5)(a)(II)(B) of this section in determining a public high school's

• Page 21, Line 8level of attainment on the postsecondary progression sub-indicator.

• Page 21, Line 9(D)  The percentage of students enrolled in a concurrent

• Page 21, Line 10enrollment or early college program that results in the students earning twelve college credits or a degree.

• Page 21, Line 11(b)  For each school district and the institute, the department shall calculate:

• Page 21, Line 12(I)  The college and career readiness before graduation sub-indicator, which includes the following measures:

• Page 21, Line 13(A)  The overall percentage of students enrolled in all

• Page 21, Line 14district public high schools or all institute charter high

• Page 21, Line 15schools who successfully complete an advanced placement

• Page 21, Line 16course and earn a score of three or higher on the end-of-course

• Page 21, Line 17advanced placement exam; the overall percentage of students

• Page 21, Line 18who successfully complete a concurrent enrollment course

• Page 21, Line 19that is in alignment with the guaranteed transfer pathways, as

• Page 21, Line 20defined in section 23-5-145.5, and earn a grade of "B" or higher in

• Page 21, Line 21the course; the percentage of students who successfully

• Page 21, Line 22complete twelve or more credit hours or earn a degree through

• Page 22, Line 1an early college program; and the overall percentage of

• Page 22, Line 2students who successfully complete an international baccalaureate course and earn a score of four or higher;

• Page 22, Line 3(B)  The overall percentage of students enrolled in all

• Page 22, Line 4district public high schools or all institute charter high

• Page 22, Line 5schools who successfully participate in the work-based

• Page 22, Line 6learning incentive program pursuant to section 8-83-602;

• Page 22, Line 7qualified industry-credential programs or qualified workplace

• Page 22, Line 8training programs, as described in section 22-54-138; or a

• Page 22, Line 9registered apprenticeship program, as defined in section 8-15.7-101;

• Page 22, Line 10(C)  As soon as the data is available, the overall

• Page 22, Line 11percentage of students graduating from all district public high

• Page 22, Line 12schools or all institute charter high schools who receive a

• Page 22, Line 13diploma that includes a postsecondary and workforce readiness

• Page 22, Line 14endorsement, as described in section 22-7-1009 (1), and the

• Page 22, Line 15percentage who receive a diploma that includes an endorsement

• Page 22, Line 16for exemplary demonstration of postsecondary and workforce readiness, as described in section 22-7-1009 (2);

• Page 22, Line 17(D)  As soon as the data is available, the overall

• Page 22, Line 18percentage of students graduating from all district public high

• Page 22, Line 19schools or all institute charter high schools who receive a

• Page 22, Line 20STEM diploma endorsement, as described in section 22-7-1009.3;

• Page 22, Line 21a diploma endorsement in biliteracy, as described in section

• Page 22, Line 2222-7-1009.5; or a seal of climate literacy diploma endorsement, as described in section 22-7-1009.7;

• Page 22, Line 23(II)  The postsecondary progression sub-indicator, which includes the following measures:

• Page 23, Line 1(A)  The overall graduation and dropout rates, as defined

• Page 23, Line 2by rule of the state board, for all district public high schools

• Page 23, Line 3or all institute charter high schools. For purposes of this

• Page 23, Line 4subsection (4.5)(b)(II)(A), a student who is enrolled in special

• Page 23, Line 5education services, as defined in section 22-20-103, must be

• Page 23, Line 6counted in the public high school's graduation rate in the

• Page 23, Line 7school year in which the student completes the minimum

• Page 23, Line 8graduation requirements. This subsection (4.5)(b)(II)(A) does not

• Page 23, Line 9limit the right to a free appropriate public education for a

• Page 23, Line 10student as provided by the federal "Individuals with Disabilities

• Page 23, Line 11Education Act", 20 U.S.C. sec. 1400 et seq.; the "Exceptional

• Page 23, Line 12Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 23, Line 13(B)  The overall percentages of students graduating from

• Page 23, Line 14all district public high schools or all institute charter high

• Page 23, Line 15schools who, in the school year immediately following

• Page 23, Line 16graduation from high school, enroll in a career and technical

• Page 23, Line 17education program, community college, four-year institution of

• Page 23, Line 18higher education, or registered apprenticeship program, as

• Page 23, Line 19defined in section 8-15.7-101. The department shall weight each

• Page 23, Line 20postsecondary enrollment option equally in determining a

• Page 23, Line 21district public high school's or an institute charter high

• Page 23, Line 22school's level of attainment on the postsecondary progression sub-indicator.

• Page 23, Line 23(C)  The overall percentage of students graduating from

• Page 23, Line 24all district public high schools or all institute charter high

• Page 24, Line 1schools who, in the school year immediately following

• Page 24, Line 2graduation from high school, enlist in the military. The

• Page 24, Line 3department shall weight military enlistment equally with the

• Page 24, Line 4postsecondary enrollment options described in subsection

• Page 24, Line 5(4.5)(b)(II)(B) of this section in determining a public high school's

• Page 24, Line 6or an institute charter high school's level of attainment on the postsecondary progression sub-indicator.

• Page 24, Line 7(D)  The overall percentage of students enrolled in a

• Page 24, Line 8concurrent enrollment or early college program that results in the students earning twelve college credits or a degree.

• Page 24, Line 9(c)  For the state, the department shall calculate:

• Page 24, Line 10(I)  The college and career readiness before graduation sub-indicator, which includes the following measures:

• Page 24, Line 11(A)  The percentage of students enrolled in public high

• Page 24, Line 12schools who successfully complete an advanced placement

• Page 24, Line 13course and earn a score of three or higher on the end-of-course

• Page 24, Line 14advanced placement exam; the percentage of students who

• Page 24, Line 15successfully complete a concurrent enrollment course in

• Page 24, Line 16alignment with the guaranteed transfer pathways, as defined in

• Page 24, Line 17section 23-5-145.5, and earn a grade of "B" or higher in the

• Page 24, Line 18course; the percentage of students who successfully complete

• Page 24, Line 19twelve or more credit hours or earn a degree through an early

• Page 24, Line 20college program; and the percentage of students who

• Page 24, Line 21successfully complete an international baccalaureate course and earn a score of four or higher;

• Page 24, Line 22(B)  The percentage of students enrolled in public high

• Page 24, Line 23schools who successfully participate in the work-based

• Page 25, Line 1learning incentive program pursuant to section 8-83-602;

• Page 25, Line 2qualified industry-credential programs or qualified workplace

• Page 25, Line 3training programs, as described in section 22-54-138; or a

• Page 25, Line 4registered apprenticeship program, as defined in section 8-15.7-101;

• Page 25, Line 5(C)  As soon as the data is available, the percentage of

• Page 25, Line 6students graduating from public high schools who receive a

• Page 25, Line 7diploma that includes a postsecondary and workforce readiness

• Page 25, Line 8endorsement, as described in section 22-7-1009 (1), and the

• Page 25, Line 9percentage who receive a diploma that includes an endorsement

• Page 25, Line 10for exemplary demonstration of postsecondary and workforce readiness, as described in section 22-7-1009 (2); and

• Page 25, Line 11(D)  As soon as the data is available, the percentage of

• Page 25, Line 12students graduating from public high schools who receive a

• Page 25, Line 13STEM diploma endorsement, as described in section 22-7-1009.3;

• Page 25, Line 14a diploma endorsement in biliteracy, as described in section

• Page 25, Line 1522-7-1009.5; or a seal of climate literacy diploma endorsement, as described in section 22-7-1009.7.

• Page 25, Line 16(II)  The postsecondary progression sub-indicator, which includes the following measures:

• Page 25, Line 17(A)  The statewide graduation and dropout rates, as

• Page 25, Line 18defined by rule of the state board, for the public high schools in

• Page 25, Line 19the state. For purposes of this subsection (4.5)(c)(II)(A), a student

• Page 25, Line 20who is enrolled in special education services, as defined in

• Page 25, Line 21section 22-20-103, must be counted in the statewide graduation

• Page 25, Line 22rate in the school year in which the student completes the

• Page 25, Line 23minimum graduation requirements. This subsection (4.5)(c)(II)(A)

• Page 26, Line 1does not limit the right to a free appropriate public education

• Page 26, Line 2for a student as provided by the federal "Individuals with

• Page 26, Line 3Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the

• Page 26, Line 4"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 26, Line 5(B)  The percentages of students graduating from public

• Page 26, Line 6high schools who, in the school year immediately following

• Page 26, Line 7graduation from high school, enroll in a career and technical

• Page 26, Line 8education program, community college, four-year institution of

• Page 26, Line 9higher education, or registered apprenticeship program, as

• Page 26, Line 10defined in section 8-15.7-101. The department shall weight each

• Page 26, Line 11postsecondary enrollment option equally in determining a

• Page 26, Line 12state's level of attainment on the postsecondary progression sub-indicator.

• Page 26, Line 13(C)  The percentage of students graduating from public

• Page 26, Line 14high schools who, in the school year immediately following

• Page 26, Line 15graduation from high school, enlist in the military. The

• Page 26, Line 16department shall weight military enlistment equally with the

• Page 26, Line 17postsecondary enrollment options described in subsection

• Page 26, Line 18(4.5)(c)(II)(B) of this section in determining the state's level of attainment on the postsecondary progression sub-indicator.

• Page 26, Line 19(D)  The percentage of students enrolled in a concurrent

• Page 26, Line 20enrollment or early college program that results in students earning twelve college credits or a degree.

• Page 26, Line 21(d)  On or before November 1, 2027, the department shall,

• Page 26, Line 22in collaboration with the technical advisory panel, report on

• Page 26, Line 23the metrics of the postsecondary and workforce readiness

• Page 27, Line 1indicator described in this subsection (4.5) to the education

• Page 27, Line 2committees of the senate, and the house of representatives, or their successor committees.

• Page 27, Line 3(5)  In measuring the performance of a public school, a school

• Page 27, Line 4district, the institute, or the state on each of the performance indicators,

• Page 27, Line 5the department shall calculate the measures for each performance

• Page 27, Line 6indicator by combined student group so student groups are

• Page 27, Line 7counted only once. The department shall disaggregate the

• Page 27, Line 8measures for each indicator by student group for reporting purposes

• Page 27, Line 9pursuant to subsection (7)(a) of this section. The department shall

• Page 27, Line 10separately account for the performance of each combined student group

• Page 27, Line 11in determining the overall performance on a performance indicator by a

• Page 27, Line 12public school, a school district, the institute, or the state. In determining

• Page 27, Line 13the overall performance on a performance indicator, the

• Page 27, Line 14department shall ensure that each student is counted once even if the student belongs to multiple student groups.

• Page 27, Line 15SECTION 5.  In Colorado Revised Statutes, 22-11-207, amend

• Page 27, Line 16(1) introductory portion, (2) introductory portion, and (2)(a); repeal (4)(b); and add (2.5)(c) and (2.5)(d) as follows:

• Page 27, Line 1722-11-207.  Accreditation categories - criteria - rules. (1)  The

• Page 27, Line 18state board shall promulgate adopt rules to establish accreditation categories that shall include, but need are not be limited to:

• Page 27, Line 19(2)  The state board shall promulgate adopt rules establishing

• Page 27, Line 20objective, measurable criteria that the department shall apply in

• Page 27, Line 21determining the appropriate accreditation category for each school district

• Page 27, Line 22and the institute, placing the greatest emphasis on attainment of the

• Page 27, Line 23performance indicators. At a minimum, the rules must take into consideration:

• Page 28, Line 1(a)  A school district's or the institute's level of attainment of the

• Page 28, Line 2statewide targets on the performance indicators, including

• Page 28, Line 3successfully completing the following to earn an accredited with distinction plan:

• Page 28, Line 4(I)  Successfully meeting the accredited with distinction

• Page 28, Line 5plan thresholds on the district performance frameworks or the institute performance frameworks;

• Page 28, Line 6(II)  Reporting that at least eighty-five percent of students participate in and complete state assessments;

• Page 28, Line 7(III)  Reporting that all student groups are at least meeting expectations for academic growth;

• Page 28, Line 8(IV)  Reporting that no individual student group has

• Page 28, Line 9received a "does not meet expectation" rating for academic growth; and

• Page 28, Line 10(V)  Reporting that all student groups are at least

• Page 28, Line 11approaching performance expectations for academic achievement.

• Page 28, Line 12(2.5) (c)  When the department notifies a school district

• Page 28, Line 13and the institute of its initial accreditation assignment and

• Page 28, Line 14final accreditation category pursuant to subsections (2.5)(a)

• Page 28, Line 15and (2.5)(b) of this section, the department shall notify the

• Page 28, Line 16school district or institute if it did not receive an accredited

• Page 28, Line 17with distinction plan as a result of low student participation in state assessments.

• Page 28, Line 18(d)  The department, in collaboration with relevant

• Page 28, Line 19organizations that work with school districts' boards of

• Page 29, Line 1education and governing boards of charter schools, shall

• Page 29, Line 2provide guidance to each local school board and the institute

• Page 29, Line 3on how to review and monitor the accreditation improvement

• Page 29, Line 4planning process to create consistency with the implementation of statewide improvement plans.

• Page 29, Line 5(4) (b)  Notwithstanding the provisions of paragraph (a) of this

• Page 29, Line 6subsection (4), for purposes of calculating whether a school district or the

• Page 29, Line 7institute is accredited with priority improvement plan or below for longer

• Page 29, Line 8than a total of five consecutive school years, the department shall exclude

• Page 29, Line 9the 2015-16 school year, during which the department does not assign

• Page 29, Line 10accreditation ratings as provided in section 22-11-208 (1.5), from the

• Page 29, Line 11calculation and shall count the 2016-17 school year as if it were consecutive to the 2014-15 school year.

• Page 29, Line 12SECTION 6.  In Colorado Revised Statutes, 22-11-208, repeal (1.5) and (1.6); and add (4), (5), (6), and (7) as follows:

• Page 29, Line 1322-11-208.  Accreditation - annual review - supports and

• Page 29, Line 14interventions - rules. (1.5)  Notwithstanding any provision of this article,

• Page 29, Line 15or any provision of state board rule that implements this article, to the

• Page 29, Line 16contrary, for the 2015-16 school year, the department shall not assign

• Page 29, Line 17accreditation ratings for school districts and the institute. For the 2015-16

• Page 29, Line 18school year, each school district and the institute shall continue to

• Page 29, Line 19implement the plan type that was assigned for the preceding school year.

• Page 29, Line 20The department shall assign accreditation ratings for school districts and the institute for the 2016-17 school year and each school year thereafter.

• Page 29, Line 21(1.6) (a)  Notwithstanding any provision of this article 11 or any

• Page 29, Line 22provision of state board rule that implements this article 11 to the

• Page 29, Line 23contrary, for the 2020-21 and 2021-22 school years, the department shall

• Page 30, Line 1not assign accreditation ratings for school districts and the institute. For

• Page 30, Line 2the 2020-21 and 2021-22 school years, each school district and the

• Page 30, Line 3institute shall continue to implement the plan type for the accreditation rating assigned for the preceding school year.

• Page 30, Line 4(b) (I)  Notwithstanding the provisions of subsection (1.6)(a) of

• Page 30, Line 5this section, if required to implement a priority improvement or

• Page 30, Line 6turnaround plan during the 2020-21 school year on the basis of its

• Page 30, Line 7accreditation rating for the 2019-20 school year, a school district or the

• Page 30, Line 8institute may submit a request to the department for an accreditation

• Page 30, Line 9rating and plan type for the 2021-22 school year that reflects its level of

• Page 30, Line 10attainment based on an alternative body of evidence, which may include

• Page 30, Line 11state and local assessment data. The state board may promulgate rules for implementing this subsection (1.6)(b), including but not limited to:

• Page 30, Line 12(A)  The time frames and process for a school district or the institute to make a request to the department;

• Page 30, Line 13(B)  The standards to determine whether a request will be granted,

• Page 30, Line 14including the minimum standards that must be addressed by the alternative body of evidence;

• Page 30, Line 15(C)  Input from the state review panel;

• Page 30, Line 16(D)  The content of the accreditation contracts and plans based

• Page 30, Line 17upon the state board's determination of whether to assign a higher accreditation rating; and

• Page 30, Line 18(E)  The provision of additional supports and grants necessary to implement this subsection (1.6)(b)(I).

• Page 30, Line 19(II)  A change in a school district's or the institute's accreditation

• Page 30, Line 20rating for the 2021-22 school year pursuant to subsection (1.6)(b)(I) of

• Page 30, Line 21this section does not affect the time-based calculations required in sections 22-11-207 (4)(a) and 22-11-209 (3.5).

• Page 31, Line 1(4)  The department shall develop an evaluation to

• Page 31, Line 2determine whether school districts or the institute are

• Page 31, Line 3experiencing early indicators of distress before they are placed

• Page 31, Line 4on a priority improvement plan and before progressing to a

• Page 31, Line 5turnaround plan. Based on the early indicators of distress, the

• Page 31, Line 6department shall proactively engage with the identified school

• Page 31, Line 7districts and the institute to provide support and intervention.

• Page 31, Line 8For a school district or the institute that progresses to a

• Page 31, Line 9turnaround plan, the department may require and perform a diagnostic review.

• Page 31, Line 10(5)  The department shall offer ongoing support and

• Page 31, Line 11feedback to a school district or the institute during year two of

• Page 31, Line 12the two consecutive years of a priority improvement or

• Page 31, Line 13turnaround plan. The local education provider, in consultation

• Page 31, Line 14with the department, shall develop and manage a comprehensive

• Page 31, Line 15school improvement plan that addresses resources, training,

• Page 31, Line 16high-quality curriculum and materials, potential external

• Page 31, Line 17partnerships, and potential partnerships with neighboring school districts.

• Page 31, Line 18(6)  If a school district or the institute performs at a level

• Page 31, Line 19that results in being accredited with priority improvement or

• Page 31, Line 20turnaround plan and the school district or the institute is on

• Page 31, Line 21year four or year five of the priority improvement or

• Page 31, Line 22turnaround plan, the school district or institute shall create

• Page 31, Line 23a plan that the department reviews and the state board

• Page 31, Line 24approves and monitors. The plan must include short-term

• Page 32, Line 1objectives and measurable benchmarks, including yearly

• Page 32, Line 2benchmarks for evaluations. The plan must also include budget

• Page 32, Line 3allocations to support the needs of the school district's or the

• Page 32, Line 4institute's schools and a financial sustainability plan. The

• Page 32, Line 5financial sustainability plan must include salaries, facility costs, curriculum costs, and operational costs.

• Page 32, Line 6(7) (a)  If a school district or the institute has low student

• Page 32, Line 7participation in the state assessment that results in a category

• Page 32, Line 8of "insufficient data for low student participation", the school

• Page 32, Line 9district or the institute shall create a corrective action plan

• Page 32, Line 10and submit it to the department. When creating the corrective action plan, the school district or the institute shall consider:

• Page 32, Line 11(I)  Educating parents and guardians on the importance of student participation in state assessments;

• Page 32, Line 12(II)  Explaining to parents and guardians the effects of low rates of participation in state assessments;

• Page 32, Line 13(III)  Communicating to public school staff to encourage parents and students to opt in to state assessments; and

• Page 32, Line 14(IV)  Communicating with organizations that advocate for

• Page 32, Line 15state assessment opt-outs to ensure the organizations have information on the importance of state assessments.

• Page 32, Line 16(b)  It is an early indicator of distress if a school district

• Page 32, Line 17or institute receives a category of "insufficient data for low

• Page 32, Line 18student participation" in the state assessment for three consecutive years.

• Page 32, Line 19SECTION 7.  In Colorado Revised Statutes, 22-11-209, add (5)

• Page 32, Line 20as follows:

• Page 33, Line 122-11-209.  Removal of accreditation - recommended actions

• Page 33, Line 2- review - appeal - rules. (5) (a)  On or before November 1, 2026, the department shall conduct an evaluation of:

• Page 33, Line 3(I)  The essential components that must be in place for external management partners to be successful;

• Page 33, Line 4(II)  The effect external management partners have had on a school district's or the institute's education accountability;

• Page 33, Line 5(III)  The return on investment to a school district or the

• Page 33, Line 6institute when it enters into a contract with an external management partner; and

• Page 33, Line 7(IV)  The department's management of the external management partner process.

• Page 33, Line 8(b)  The department shall create a list of qualified state

• Page 33, Line 9external management partners and a model contract

• Page 33, Line 10agreement to support a school district or the institute in accessing external management partners.

• Page 33, Line 11SECTION 8.  In Colorado Revised Statutes, 22-11-210, repeal

• Page 33, Line 12(1)(d)(II), (2.5), (2.6)(b), and (5)(c); and add (7), (8), (9), and (10) as follows:

• Page 33, Line 1322-11-210.  Public schools - annual review - plans - supports

• Page 33, Line 14and interventions - rules. (1) (d) (II)  Notwithstanding the provisions of

• Page 33, Line 15subparagraph (I) of this paragraph (d), for purposes of calculating

• Page 33, Line 16whether a public school is required to implement a priority improvement

• Page 33, Line 17or turnaround plan for longer than a combined total of five consecutive

• Page 33, Line 18school years, the department shall exclude the 2015-16 school year,

• Page 33, Line 19during which the department does not recommend school plans as

• Page 33, Line 20provided in subsection (2.5) of this section, from the calculation and shall

• Page 34, Line 1count the 2016-17 school year as if it were consecutive to the 2014-15 school year.

• Page 34, Line 2(2.5)  Notwithstanding any provision of this article, or any

• Page 34, Line 3provision of state board rule that implements this article, to the contrary,

• Page 34, Line 4for the 2015-16 school year, the department shall not recommend to the

• Page 34, Line 5state board school plan types. For the 2015-16 school year, each public

• Page 34, Line 6school shall continue to implement the school plan type that was assigned

• Page 34, Line 7for the preceding school year. The department shall recommend to the

• Page 34, Line 8state board school plan types for the 2016-17 school year and each school year thereafter.

• Page 34, Line 9(2.6) (b) (I)  Notwithstanding the provisions of subsection (2.6)(a)

• Page 34, Line 10of this section, if a public school is required to implement a priority

• Page 34, Line 11improvement or turnaround plan during the 2020-21 school year on the

• Page 34, Line 12basis of its 2019-20 plan type, the school district, for a school of the

• Page 34, Line 13school district, or the institute, for an institute charter school, may submit

• Page 34, Line 14a request to the department for a plan type for the 2021-22 school year

• Page 34, Line 15that reflects its level of attainment based on an alternative body of

• Page 34, Line 16evidence, which may include state and local assessment data. The state

• Page 34, Line 17board may promulgate rules for implementing this subsection (2.6)(b), including but not limited to:

• Page 34, Line 18(A)  The time frames and process for a school district or the institute to make a request to the department;

• Page 34, Line 19(B)  The standards to determine whether a request will be granted,

• Page 34, Line 20including the minimum standards that must be addressed by the alternative body of evidence;

• Page 34, Line 21(C)  Input from the state review panel;

• Page 34, Line 22(D)  The content of the accreditation contracts and plans based

• Page 35, Line 1upon the state board's determination of whether to assign a different plan type; and

• Page 35, Line 2(E)  The provision of additional supports and grants necessary to implement this subsection (2.6)(b)(I).

• Page 35, Line 3(II)  A change in a public school's plan type for the 2021-22 school

• Page 35, Line 4year pursuant to subsection (2.6)(b)(I) of this section does not affect the

• Page 35, Line 5time-based calculations required in subsections (1)(d)(I) and (5.5) of this section.

• Page 35, Line 6(5) (c)  Notwithstanding any provision of this section to the

• Page 35, Line 7contrary, for the 2015-16 school year and based on ratings given during

• Page 35, Line 8the 2015-16 school year, the state board may direct the local school board

• Page 35, Line 9for a district public school or the institute for an institute charter school

• Page 35, Line 10to take an action concerning the public school that is not listed in

• Page 35, Line 11paragraph (a) of this subsection (5) but that has comparable significance and effect.

• Page 35, Line 12(7)  The department shall develop an evaluation to

• Page 35, Line 13determine whether a public school is experiencing early

• Page 35, Line 14indicators of distress when it is placed on a priority improvement

• Page 35, Line 15or turnaround plan. The department shall evaluate a public

• Page 35, Line 16school that is progressing to year one of the two consecutive years of the priority improvement or turnaround plan.

• Page 35, Line 17(8)  The department shall offer ongoing support and

• Page 35, Line 18feedback to a public school during year two of the two

• Page 35, Line 19consecutive years of a priority improvement or turnaround

• Page 35, Line 20plan. A public school, in consultation with the school district

• Page 35, Line 21or the institute and the department, shall develop and manage

• Page 35, Line 22a comprehensive school improvement plan that addresses

• Page 36, Line 1resources, training, high-quality curriculum and materials,

• Page 36, Line 2potential external partnerships, and potential partnerships with neighboring public schools and school districts.

• Page 36, Line 3(9)  If a public school performs at a level that results in

• Page 36, Line 4being accredited with priority improvement or turnaround plan

• Page 36, Line 5and the public school is on year four or year five of the

• Page 36, Line 6performance plan, the public school shall create a plan that the

• Page 36, Line 7local school board or the institute reviews. The local school

• Page 36, Line 8board or the institute shall submit the plan to the department

• Page 36, Line 9for the state board to approve and monitor. The plan must

• Page 36, Line 10include short-term objectives and measurable benchmarks,

• Page 36, Line 11including yearly benchmarks for evaluations. If applicable, the

• Page 36, Line 12plan must also include budget allocations to support the needs

• Page 36, Line 13of the public school and a financial sustainability plan. The

• Page 36, Line 14financial sustainability plan must include salaries, facility costs, curriculum costs, and operational costs.

• Page 36, Line 15(10) (a)  If a public school has a low student participation

• Page 36, Line 16rate in the state assessment that results in a category of

• Page 36, Line 17"insufficient data for low student participation", the public

• Page 36, Line 18school shall create a corrective action plan and submit it to

• Page 36, Line 19the local school board or the institute. The local school board

• Page 36, Line 20or the institute shall submit the corrective action plan to the

• Page 36, Line 21department. When creating the corrective action plan, the school district or the institute shall consider:

• Page 36, Line 22(I)  Educating the parents and guardians on the importance of student participation in state assessments;

• Page 36, Line 23(II)  Explaining to parents and guardians the effects of low participation rates in state assessments;

• Page 37, Line 1(III)  Communicating to public school staff to encourage parents or students to opt in to state assessments; and

• Page 37, Line 2(IV)  Communicating with organizations that advocate for

• Page 37, Line 3state assessment opt-outs to ensure the organizations have information on the importance of state assessments.

• Page 37, Line 4(b)  It is an early indicator of distress if a public school

• Page 37, Line 5receives a category of "insufficient data for low student

• Page 37, Line 6participation" for state assessment participation for three consecutive years.

• Page 37, Line 7SECTION 9.  In Colorado Revised Statutes, add 22-11-212 as follows:

• Page 37, Line 822-11-212.  Department - accountability study - report.

• Page 37, Line 9(1) (a)  The department shall facilitate a study, in consultation

• Page 37, Line 10with the technical advisory panel and other advisory groups

• Page 37, Line 11with relevant expertise, and make recommendations on lowering

• Page 37, Line 12student count thresholds on accountability calculations and reporting.

• Page 37, Line 13(b)  On or before November 1, 2026, the department shall

• Page 37, Line 14submit a report on the results of the study and the

• Page 37, Line 15recommendations described in subsection (1)(a) of this section to

• Page 37, Line 16the education committees of the house of representatives and senate, or their successor committees.

• Page 37, Line 17(2) (a)  The department shall facilitate a study, in

• Page 37, Line 18consultation with the technical advisory panel and other

• Page 37, Line 19advisory groups with relevant expertise, and make

• Page 37, Line 20recommendations on addressing inherent volatility of test

• Page 38, Line 1score measurements for local education providers with small student populations.

• Page 38, Line 2(b)  On or before November 1, 2026, the department shall

• Page 38, Line 3submit a report on the results of the study and the

• Page 38, Line 4recommendations described in subsection (2)(a) of this section to

• Page 38, Line 5the education committees of the house of representatives and senate, or their successor committees.

• Page 38, Line 6(3) (a)  The department shall facilitate a study, in

• Page 38, Line 7consultation with the technical advisory panel and other

• Page 38, Line 8advisory groups with relevant expertise, and make

• Page 38, Line 9recommendations on the college and career readiness before graduation sub-indicator described in section 22-11-204 (4.5).

• Page 38, Line 10(b)  On or before November 1, 2026, the department shall

• Page 38, Line 11submit a report on the results of the study and the

• Page 38, Line 12recommendations described in subsection (3)(a) of this section to

• Page 38, Line 13the education committees of the house of representatives and senate, or their successor committees.

• Page 38, Line 14(4) (a)  The department shall facilitate a study, in

• Page 38, Line 15consultation with the technical advisory panel and other

• Page 38, Line 16advisory groups with relevant expertise, and make

• Page 38, Line 17recommendations on weighting the performance frameworks

• Page 38, Line 18and potential adjustments to the weights within the performance frameworks described in section 22-11-204 (1).

• Page 38, Line 19(b)  On or before November 1, 2026, the department shall

• Page 38, Line 20submit a report on the results of the study and the

• Page 38, Line 21recommendations described in subsection (4)(a) of this section to

• Page 38, Line 22the education committees of the house of representatives and senate, or their successor committees.

• Page 39, Line 1(5) (a)  The department shall facilitate a study, in

• Page 39, Line 2consultation with the technical advisory panel and other

• Page 39, Line 3advisory groups with relevant expertise, and make

• Page 39, Line 4recommendations on implementing adaptative assessment

• Page 39, Line 5technology, including the feasibility of aligning adaptive assessments with federal accountability standards.

• Page 39, Line 6(b)  On or before November 1, 2026, the department shall

• Page 39, Line 7submit a report on the results of the study and the

• Page 39, Line 8recommendations described in subsection (5)(a) of this section to

• Page 39, Line 9the education committees of the house of representatives and senate, or their successor committees.

• Page 39, Line 10(6) (a)  The department shall facilitate a study in

• Page 39, Line 11consultation with the technical advisory panel and other

• Page 39, Line 12advisory groups with relevant experience regarding data and

• Page 39, Line 13strategies for public schools, school districts, or the institute

• Page 39, Line 14in year one or year two of a priority improvement or turnaround

• Page 39, Line 15plan and make recommendations on appropriate statewide

• Page 39, Line 16professional learning and development resources public

• Page 39, Line 17schools, school districts, or the institute may consider while implementing the priority improvement or turnaround plan.

• Page 39, Line 18(b)  On or before November 1, 2026, the department shall

• Page 39, Line 19submit a report on the results of the study and the

• Page 39, Line 20recommendations described in subsection (6)(a) of this section to

• Page 39, Line 21the education committees of the house of representatives and senate, or their successor committees.

• Page 39, Line 22(7) (a)  The department shall facilitate a study, in

• Page 40, Line 1consultation with the technical advisory panel and other

• Page 40, Line 2advisory groups with relevant experience, on public schools or

• Page 40, Line 3school districts that receive, or the institute if it receives,

• Page 40, Line 4performance awards and make recommendations on additional

• Page 40, Line 5benefits for high-performing public schools, school districts, or the institute.

• Page 40, Line 6(b)  On or before November 1, 2026, the department shall

• Page 40, Line 7submit a report on the results of the study and the

• Page 40, Line 8recommendations described in subsection (7)(a) of this section to

• Page 40, Line 9the education committees of the house of representatives and senate, or their successor committees.

• Page 40, Line 10(8) (a)  The department shall facilitate a study, in

• Page 40, Line 11consultation with the technical advisory panel and other

• Page 40, Line 12advisory groups with relevant experience, and make

• Page 40, Line 13recommendations on what expansions to the state review panel created in section 22-11-205 are appropriate.

• Page 40, Line 14(b)  On or before November 1, 2026, the department shall

• Page 40, Line 15submit a report on the results of the study and the

• Page 40, Line 16recommendations described in subsection (8)(a) of this section to

• Page 40, Line 17the education committees of the house of representatives and senate, or their successor committees.

• Page 40, Line 18(9) (a)  The department shall facilitate a study, in

• Page 40, Line 19consultation with the technical advisory panel and other

• Page 40, Line 20advisory groups with relevant experience, and make

• Page 40, Line 21recommendations on how to align the accreditation system and increase equitable access to state assessments.

• Page 40, Line 22(b)  On or before November 1, 2026, the department shall

• Page 41, Line 1submit a report on the results of the study and the

• Page 41, Line 2recommendations described in subsection (9)(a) of this section to

• Page 41, Line 3the education committees of the house of representatives and senate, or their successor committees.

• Page 41, Line 4(10) (a)  The department shall facilitate a study, in

• Page 41, Line 5consultation with the technical advisory panel and other

• Page 41, Line 6advisory groups with relevant experience, and make recommendations on accreditation category label ratings.

• Page 41, Line 7(b)  On or before November 1, 2026, the department shall

• Page 41, Line 8submit a report on the results of the study and

• Page 41, Line 9recommendations described in subsection (10)(a) of this section

• Page 41, Line 10to the education committees of the house of representatives and senate, or their successor committees.

• Page 41, Line 11(11)  The department, in consultation with the technical

• Page 41, Line 12advisory panel, shall determine best practices for participation

• Page 41, Line 13in the school accountability system. The department shall

• Page 41, Line 14publish the best practices on the department's website by

• Page 41, Line 15November 1, 2026. The department, at a minimum, shall update this information every five years.

• Page 41, Line 16(12)  Starting in 2030, and every five years thereafter, the

• Page 41, Line 17department shall study adjustments to state assessments based

• Page 41, Line 18on available technology to ensure state assessments continue to leverage new approaches and methods.

• Page 41, Line 19SECTION 10.  In Colorado Revised Statutes, add 22-11-505 as follows:

• Page 41, Line 2022-11-505.  Statewide education accountability dashboard -

• Page 41, Line 21definition. (1)  As used in this section, unless the context

• Page 42, Line 1otherwise requires, "statewide education accountability

• Page 42, Line 2dashboard" or "dashboard" means a statewide education accountability dashboard used to report and access:

• Page 42, Line 3(a)  Local and statewide education accountability data; and

• Page 42, Line 4(b)  Postsecondary and workforce readiness data.

• Page 42, Line 5(2)  On or before November 1, 2026, the department shall

• Page 42, Line 6create a statewide education accountability dashboard. On the

• Page 42, Line 7dashboard, the department shall report the information

• Page 42, Line 8described in subsections (3)(a) and (3)(b) of this section in a

• Page 42, Line 9transparent and accessible manner to families, students, and community members.

• Page 42, Line 10(3)  The department shall review and make recommendations to the state board on the process to:

• Page 42, Line 11(a)  Determine the percentage of students who score at

• Page 42, Line 12each of the performance levels identified by the state board for

• Page 42, Line 13the state assessments, reported by grade level and assessment, as described in section 22-11-503 (2)(a.5); and

• Page 42, Line 14(b)  Determine the percentage of students who are not

• Page 42, Line 15tested or whose scores are not included in determining the performance indicators, as described in section 22-11-503 (3)(b).

• Page 42, Line 16SECTION 11.  In Colorado Revised Statutes, 22-13-103, amend (1)(b), (1)(c)(V), and (2) introductory portion; and add (1)(d) as follows:

• Page 42, Line 1722-13-103.  School transformation grant program - created -

• Page 42, Line 18rules - repeal. (1)  There is created in the department the school transformation grant program to provide funding to:

• Page 42, Line 19(b)  Support school districts, the institute, and charter schools in

• Page 43, Line 1providing in pursuing bold solutions by providing educator

• Page 43, Line 2professional development and transforming instruction in public schools

• Page 43, Line 3that are required to adopt priority improvement or turnaround plans for

• Page 43, Line 4the immediate or preceding school year, and including, but not limited

• Page 43, Line 5to, management restructuring, creating a pipeline for

• Page 43, Line 6leadership and educator development, asset restructuring,

• Page 43, Line 7collaborative problem-solving, designing budgetary

• Page 43, Line 8expectations for school turnaround plans and implementing a

• Page 43, Line 9funding sustainability plan, distributing resources to the

• Page 43, Line 10schools most in need, and ensuring the school district plan

• Page 43, Line 11details the allocation of resources to address school district needs;

• Page 43, Line 12(c)  Assist school districts, the institute, and charter schools that

• Page 43, Line 13are implementing priority improvement or turnaround plans in planning

• Page 43, Line 14for and implementing one or more of the following rigorous school redesign strategies:

• Page 43, Line 15(V)  Closing a public school or revoking the charter for a district or institute charter school; and

• Page 43, Line 16(d)  Support school districts, the institute, and charter

• Page 43, Line 17schools that are implementing priority improvement or

• Page 43, Line 18turnaround plans to use local assessment data to identify

• Page 43, Line 19performance indicator gaps and provide supports and interventions.

• Page 43, Line 20(2)  The state board, in accordance with the "State Administrative

• Page 43, Line 21Procedure Act", article 4 of title 24, shall promulgate adopt rules to

• Page 43, Line 22implement and administer the program. At a minimum, the rules must

• Page 43, Line 23include:

• Page 44, Line 1SECTION 12.  Act subject to petition - effective date. This act

• Page 44, Line 2takes effect at 12:01 a.m. on the day following the expiration of the

• Page 44, Line 3ninety-day period after final adjournment of the general assembly; except

• Page 44, Line 4that, if a referendum petition is filed pursuant to section 1 (3) of article V

• Page 44, Line 5of the state constitution against this act or an item, section, or part of this

• Page 44, Line 6act within such period, then the act, item, section, or part will not take

• Page 44, Line 7effect unless approved by the people at the general election to be held in

• Page 44, Line 8November 2026 and, in such case, will take effect on the date of the official declaration of the vote thereon by the governor.