A Bill for an Act
Page 1, Line 101Concerning modifications to the statewide education
Page 1, Line 102accountability system, and, in connection therewith,
Page 1, Line 103making and reducing an appropriation.
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.
This Unofficial Version Includes Committee
Amendments Not Yet Adopted on Second Reading
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 4, Line 1achievement gaps among student groups and the unique challenges faced
Page 4, Line 2by smaller public schools and school districts, while recognizing the importance of continuous improvement and stakeholder engagement; and
Page 4, Line 3(g) Colorado's existing accountability system has a significant
Page 4, Line 4impact on the educational outcomes of over 800,000 K-12 students, so
Page 4, Line 5improvements are essential to ensure equitable opportunities and accurate reflections of student progress and school performance.
Page 4, Line 6(2) The general assembly finds, therefore, that it is necessary and
Page 4, Line 7timely to implement the task force's recommendations and provide a
Page 4, Line 8roadmap for a more transparent, equitable, and effective accountability
Page 4, Line 9system that prioritizes the success and well-being of all Colorado students.
Page 4, Line 10SECTION 2. In Colorado Revised Statutes, 22-7-1006.3, amend
Page 4, Line 11(1)(d), (2)(b), (4)(a), (4)(b), (7)(a), and (8)(a); and add (3)(e) and (12) as follows:
Page 4, Line 1222-7-1006.3. State assessments - administration - rules -
Page 4, Line 13definitions. (1) (d) If all or any portion of a state assessment
Page 4, Line 14administered pursuant to subsection (1)(a) of this section requires a
Page 4, Line 15student to use a computer to take the assessment, at the request of a local
Page 4, Line 16education provider,
Page 4, Line 17individualized education program, as defined in section
Page 4, Line 1822-20-103, or a section 504 plan, as defined in section 22-20-123,
Page 4, Line 19and whose accommodation requires a pencil-and-paper format,
Page 4, Line 20the department of education must administer the portions of the state
Page 4, Line 21assessment that require a computer in a format that a student may
Page 4, Line 22complete using pencil and paper. Each local education provider shall
Page 4, Line 23report to the department the number of students it enrolls who will take the state assessment in a pencil-and-paper format.
Page 5, Line 1(2) (b) The department of education shall select and the state shall
Page 5, Line 2pay the costs of administering an assessment that is administered
Page 5, Line 3throughout the United States and relied upon by institutions of higher
Page 5, Line 4education, referred to in this section as the "curriculum-based,
Page 5, Line 5achievement college entrance exam". Every five years, the department of
Page 5, Line 6education shall request competitive bids and contract for the
Page 5, Line 7curriculum-based, achievement college entrance exam. At a minimum,
Page 5, Line 8the curriculum-based, achievement college entrance exam must test in the
Page 5, Line 9areas of reading, writing, mathematics, and science. Each local education
Page 5, Line 10provider shall administer the curriculum-based achievement college
Page 5, Line 11entrance exam for students enrolled in eleventh grade. The local
Page 5, Line 12education provider shall administer the writing portion of the
Page 5, Line 13curriculum-based, achievement college entrance exam to each student
Page 5, Line 14who requests the opportunity to take the writing portion. The department shall pay the costs of administering the writing portion of the exam.
Page 5, Line 15(3) (e) To evaluate students, including students who take
Page 5, Line 16alternate assessments or another approved assessment as
Page 5, Line 17described in subsection (3)(c) of this section, the department of
Page 5, Line 18education shall provide guidance to local education providers
Page 5, Line 19on how to divide each state assessment into smaller sections,
Page 5, Line 20with age-appropriate time frames for students with disabilities
Page 5, Line 21who have an individualized education program, as defined in
Page 5, Line 22section 22-20-103, or a section 504 plan, as defined in section
Page 5, Line 2322-20-123. The state board may adopt rules to implement this subsection (3)(e).
Page 5, Line 24(4) (a) (I) The department of education, in collaboration with local
Page 6, Line 1education providers, shall administer the English versions of the state
Page 6, Line 2assessments and may administer an assessment adopted by the state board
Page 6, Line 3state assessments pursuant to subsection (1)(a) of this section,
Page 6, Line 4in languages other than English or Spanish for mathematics, science,
Page 6, Line 5and social studies, as may be appropriate for English language
Page 6, Line 6learners, when the number of English language learners with a
Page 6, Line 7specific language background reaches at least one thousand
Page 6, Line 8five hundred students statewide within an assessed grade level.
Page 6, Line 9To be eligible for a translated assessment, English language
Page 6, Line 10learners must receive instructional support for the content
Page 6, Line 11area in the proposed test language; except that, a student who has
Page 6, Line 12participated in an English language proficiency program, as provided in
Page 6, Line 13article 24 of this title
Page 6, Line 14is ineligible to take the state assessments in a language other than English.
Page 6, Line 15The department of education shall prioritize translation
Page 6, Line 16efforts based on statistical and psychometric analyses to ensure the validity and reliability of state assessments.
Page 6, Line 17(II) Notwithstanding the provisions of subparagraph (I) of this
Page 6, Line 18paragraph (a)
Page 6, Line 19local education provider may administer an assessment adopted by the
Page 6, Line 20state board in a language other than English for up to five years to a
Page 6, Line 21student who is an English language learner if allowed by a waiver
Page 6, Line 22received from the federal department of education pursuant to paragraph (c) of this subsection (4)
Page 6, Line 23(b) The state board shall revise as necessary and the department
Page 6, Line 24of education shall administer reading and writing assessments in Spanish
Page 6, Line 25for students enrolled in the third and fourth grades. The department of
Page 7, Line 1education shall administer reading and writing assessments in
Page 7, Line 2Spanish for students enrolled in grades five through eight when
Page 7, Line 3the number of English language learners who receive
Page 7, Line 4instructional reading and writing services in Spanish reaches at
Page 7, Line 5least one thousand five hundred students statewide within an
Page 7, Line 6assessed grade level. The department of education shall
Page 7, Line 7prioritize translation efforts based on statistical and
Page 7, Line 8psychometric analyses to ensure the validity and reliability of the state assessments.
Page 7, Line 9(7) (a) The department of education shall, no later than June
Page 7, Line 101 of each year or as soon as practicable, provide to each local
Page 7, Line 11education provider the results of all of the state assessments that the local
Page 7, Line 12education provider administers and make available to local education
Page 7, Line 13providers the state assessment data of individual students that is required
Page 7, Line 14to measure academic progress over time. The department shall align the
Page 7, Line 15disaggregation of state assessment results with the exclusion of scores permitted by subsection (6) of this section.
Page 7, Line 16(8) (a) Each local education provider shall adopt policies to ensure
Page 7, Line 17that appropriate personnel within each school district and each institute
Page 7, Line 18charter school timely share with and explain to the parent or legal
Page 7, Line 19guardian of each student enrolled in the school district or the institute
Page 7, Line 20charter school the student's state assessment results returned to the student's public school pursuant to subsection (7) of this section.
Page 7, Line 21(12) (a) The department of education shall create and
Page 7, Line 22distribute information to public schools, school districts, and
Page 7, Line 23the institute that communicates to parents and guardians the
Page 7, Line 24importance of state assessments in supporting students, educators, public schools, school districts, and the institute.
Page 8, Line 1(b) In the information described in subsection (12)(a) of
Page 8, Line 2this section, the department of education shall provide guidance
Page 8, Line 3to public schools, school districts, the institute, and educators
Page 8, Line 4on how to encourage students to participate in state
Page 8, Line 5assessments to the extent allowable under state and federal
Page 8, Line 6law. The department of education shall provide guidance to
Page 8, Line 7local education providers on what public schools, school
Page 8, Line 8districts, the institute, and educators cannot do that would discourage student participation in state assessments.
Page 8, Line 9(c) As used in this subsection (12), unless the context otherwise requires:
Page 8, Line 10(I) "Institute" means the state charter school institute created pursuant to section 22-30.5-503.
Page 8, Line 11(II) "Public school" has the same meaning as provided in
Page 8, Line 12section 22-1-101 and includes, but is not limited to, a district
Page 8, Line 13charter school, an institute charter school, BOCES, or an online school, as defined in section 22-30.7-102.
Page 8, Line 14SECTION 3. In Colorado Revised Statutes, 22-11-103, add (22.5) as follows:
Page 8, Line 1522-11-103. Definitions. As used in this article 11, unless the context otherwise requires:
Page 8, Line 16(22.5) "Pathway plan" means the plan described in and
Page 8, Line 17adopted by a school district, the institute, or a public school pursuant to section 22-11-213.
Page 8, Line 18SECTION 4. In Colorado Revised Statutes, 22-11-202, amend
Page 8, Line 19(2)(a) and (2)(c)(III); repeal (2)(c)(II); and add (2)(c)(IV) and (3) as follows:
Page 9, Line 122-11-202. Colorado growth model - technical advisory panel
Page 9, Line 2- accountability work group - rules. (2) (a) To assist the department in
Page 9, Line 3implementing the Colorado growth model, the commissioner shall
Page 9, Line 4appoint a technical advisory panel of state and national experts on the
Page 9, Line 5longitudinal measurement of academic growth for accountability
Page 9, Line 6purposes. The department shall appoint at least three additional
Page 9, Line 7members to the technical advisory panel. The members must be
Page 9, Line 8current superintendents of school districts and collectively
Page 9, Line 9represent small, medium, and large districts. The appointed
Page 9, Line 10members must reflect the state's geographic diversity by
Page 9, Line 11representing rural, suburban, and urban regions. The members of
Page 9, Line 12the technical advisory panel shall serve at the will of the commissioner and shall not receive compensation or reimbursement for expenses.
Page 9, Line 13(c) The department and the state board shall consult with the technical advisory panel concerning:
Page 9, Line 14(II) The amount of additional credit toward accreditation that each
Page 9, Line 15local education provider may receive pursuant to section 22-11-204 (3)(b); and
Page 9, Line 16(III) Methods of including in the accreditation process
Page 9, Line 17consideration of student progress in attaining reading competency, as
Page 9, Line 18defined in section 22-7-1203 (10), in kindergarten and first and second grade; and
Page 9, Line 19(IV) Methods to measure the postsecondary and
Page 9, Line 20workforce readiness indicator, including the college and
Page 9, Line 21career readiness before graduation sub-indicator and the
Page 9, Line 22postsecondary progression sub-indicator described in section
Page 10, Line 122-11-204 (4.5), and methods to measure the number of students
Page 10, Line 2who complete one or more of the postsecondary and workforce readiness sub-indicators.
Page 10, Line 3(3) (a) The department shall convene an accountability
Page 10, Line 4work group to provide feedback to the department related to
Page 10, Line 5state and federal accountability policies and decisions and to
Page 10, Line 6make recommendations to the state board. The commissioner
Page 10, Line 7shall appoint, at a minimum, the following members to serve on the accountability work group:
Page 10, Line 8(I) Four members who serve as superintendents who
Page 10, Line 9represent different regions of the state, including a superintendent who represents a rural school district;
Page 10, Line 10(II) Five members who serve as school and school district leaders;
Page 10, Line 11(III) One member who serves as a charter school leader;
Page 10, Line 12(IV) One member who works for a board of cooperative services;
Page 10, Line 13(V) One member who represents a statewide organization serving school executives;
Page 10, Line 14(VI) One member who represents a statewide organization representing local school boards;
Page 10, Line 15(VII) One member who represents a statewide organization representing educators;
Page 10, Line 16(VIII) Two members who represent an education advocacy organization or a civil rights organization; and
Page 10, Line 17(IX) One member who is a parent or who represents an
Page 10, Line 18organization focused on family involvement in education.
Page 11, Line 1(b) The members of the accountability work group shall
Page 11, Line 2serve at the will of the commissioner and shall not receive compensation or reimbursement for expenses.
Page 11, Line 3(c) The department shall convene meetings of the
Page 11, Line 4accountability work group as necessary and within existing appropriations.
Page 11, Line 5(d) The accountability work group meetings are open to the public.
Page 11, Line 6SECTION 5. In Colorado Revised Statutes, 22-11-204, amend(1)(b), (4), and (5); and add (1)(e), (1)(f), and (4.5) as follows:
Page 11, Line 722-11-204. Performance indicators - measures - repeal.
Page 11, Line 8(1) (b) (I) (A) In addition, the department shall annually determine the
Page 11, Line 9level of attainment of each public high school, each school district, the
Page 11, Line 10institute, and the state as a whole on the postsecondary and workforce
Page 11, Line 11readiness performance indicator based on the measures specified in subsection (4) of this section.
Page 11, Line 12(B) This subsection (1)(b)(I) is repealed, effective July 1, 2026.
Page 11, Line 13(II) Beginning in the 2026-27 school year, the department
Page 11, Line 14shall annually determine the level of attainment of each public
Page 11, Line 15high school, each school district, the institute, and the state as
Page 11, Line 16a whole on the postsecondary and workforce readiness
Page 11, Line 17performance indicator, including the college and career
Page 11, Line 18readiness before graduation and postsecondary progression
Page 11, Line 19sub-indicators, based on the measures specified in subsection (4.5) of this section.
Page 11, Line 20(e) (I) For purposes of calculating performance for the
Page 12, Line 1performance indicators, the state board shall ensure that the
Page 12, Line 2calculation includes consideration of the academic
Page 12, Line 3achievement of students with disabilities, including students
Page 12, Line 4who have a disability pursuant to the federal "Individuals with
Page 12, Line 5Disabilities Education Act", 20 U.S.C. 1400 et seq., but who no
Page 12, Line 6longer meet the eligibility criteria for an individualized education program, as defined in section 22-20-103 (2)(c).
Page 12, Line 7(II) The state board shall ensure a student described in
Page 12, Line 8subsection(1)(e)(I)of this section is counted in the calculation
Page 12, Line 9described in subsection (1)(e)(I) of this section for two years
Page 12, Line 10after it is determined the student no longer meets the eligibility
Page 12, Line 11criteria for an individualized education program, as defined
Page 12, Line 12in section 22-20-103; except that a student who no longer meets
Page 12, Line 13the eligibility criteria because the student has graduated from a public high school is not counted in the calculation.
Page 12, Line 14(III) The department shall not include a student described
Page 12, Line 15in subsection(1)(e)(I)of this section in calculations or data
Page 12, Line 16reporting for purposes of the federal "Every Student Succeeds Act", 20 U.S.C. sec. 6301 et seq.
Page 12, Line 17(f) For purposes of calculating performance for the
Page 12, Line 18performance indicator concerning student academic
Page 12, Line 19achievement, the state board shall ensure that the calculation
Page 12, Line 20includes consideration of the percentages of students enrolled
Page 12, Line 21in the eleventh grade in public high schools who score at each
Page 12, Line 22achievement level on the standardized curriculum-based
Page 12, Line 23achievement college entrance examination administered as a
Page 12, Line 24statewide assessment or the percentages of students enrolled
Page 13, Line 1in each of the grade levels included in the public high school
Page 13, Line 2who score at each achievement level on the assessments
Page 13, Line 3administered by the public high school pursuant to section 22-7-1006.3.
Page 13, Line 4(4) (a) The department shall determine the level of attainment of
Page 13, Line 5each public high school, each school district, the institute, and the state
Page 13, Line 6as a whole on the postsecondary and workforce readiness indicator by using, at a minimum, the following measures:
Page 13, Line 7(a)
Page 13, Line 8(I) The percentages of students enrolled in the eleventh grade in
Page 13, Line 9the public high school who score at each achievement level on the
Page 13, Line 10standardized curriculum-based achievement college entrance examination
Page 13, Line 11administered as a statewide assessment or the percentages of students
Page 13, Line 12enrolled in each of the grade levels included in the public high school
Page 13, Line 13who score at each achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high school;
Page 13, Line 14(II)
Page 13, Line 15graduating from the public high school who receive a diploma that
Page 13, Line 16includes a postsecondary and workforce readiness endorsement as
Page 13, Line 17described in section 22-7-1009 (1) and the percentage who receive a
Page 13, Line 18diploma that includes an endorsement for exemplary demonstration of
Page 13, Line 19postsecondary and workforce readiness as described in section 22-7-1009 (2);
Page 13, Line 20(III) (A)
Page 13, Line 21of the state board. For purposes of this subsection (4)(a)(I)(B), a
Page 13, Line 22student who is enrolled in special education services, as defined
Page 13, Line 23in section 22-20-103, must be counted in the public high school's
Page 14, Line 1graduation rate in the school year in which the student
Page 14, Line 2completes the minimum graduation requirements. This subsection
Page 14, Line 3(4)(a)(I)(B) does not limit the right to a free appropriate public
Page 14, Line 4education for a student as provided by the federal "Individuals
Page 14, Line 5with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the
Page 14, Line 6"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 14, Line 7(B) Beginning in the 2020-21 school year, for purposes of this
Page 14, Line 8subsection (4)(a)(III), a student who is enrolled in special education
Page 14, Line 9services, as defined in section 22-20-103 (23), must be counted in the
Page 14, Line 10public high school's graduation rate in the school year in which the
Page 14, Line 11student completes the minimum graduation requirements. Nothing in this
Page 14, Line 12subsection (4)(a)(III)(B) limits the right to a free appropriate public
Page 14, Line 13education for a student as provided by the federal "Individuals with
Page 14, Line 14Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended; the
Page 14, Line 15"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 14, Line 16(IV)Beginning in the 2016-17 school year,
Page 14, Line 17of students graduating from the public high school who, in the school
Page 14, Line 18year immediately following graduation from high school, enroll in a
Page 14, Line 19career and technical education program, community college, or four-year
Page 14, Line 20institution of higher education. The department shall weight each
Page 14, Line 21postsecondary enrollment option equally in determining a public high school's level of attainment of this measure.
Page 14, Line 22(IV.5)Beginning in the 2018-19 school year, or in the first
Page 14, Line 23school year for which data is available,
Page 14, Line 24graduating from the public high school who, in the school year
Page 15, Line 1immediately following graduation from high school, enlist in the military.
Page 15, Line 2The department shall weight military enlistment equally with the
Page 15, Line 3postsecondary enrollment options described in subsection (4)(a)(IV)
Page 15, Line 4subsection (4)(a)(I)(C) of this section in determining a public high
Page 15, Line 5school's level of attainment on the postsecondary and workforce readiness indicator.
Page 15, Line 6(V)Beginning in the 2020-21 school year,
Page 15, Line 7students enrolled in the public high school who demonstrate college and
Page 15, Line 8career readiness, based on the demonstration options available to the
Page 15, Line 9students enrolled in the public high school, at the higher achievement
Page 15, Line 10level adopted by the state board that indicates a student is prepared,
Page 15, Line 11without needing remediation, to enroll in general education core courses; and
Page 15, Line 12(VI)Beginning in the 2020-21 school year,
Page 15, Line 13students enrolled in the public high school who successfully complete an
Page 15, Line 14advanced placement course in a subject other than English language arts
Page 15, Line 15or math and earn a score of three or higher on the end-of-course advanced
Page 15, Line 16placement exam, the percentage of students who successfully complete
Page 15, Line 17a concurrent enrollment course in a subject other than English language
Page 15, Line 18arts or math and earn a grade of "B" or higher in the course, and the
Page 15, Line 19percentage of students who successfully complete an international
Page 15, Line 20baccalaureate course in a subject other than English language arts or math and earn a score of four or higher;
Page 15, Line 21(b)
Page 15, Line 22(I) The overall percentages of students enrolled in the eleventh
Page 15, Line 23grade in all of the district public high schools or all institute charter high
Page 16, Line 1schools who score at each achievement level on the standardized
Page 16, Line 2curriculum-based achievement college entrance examination administered
Page 16, Line 3as a statewide assessment or the percentages of students enrolled in each
Page 16, Line 4of the grade levels included in the public high schools who score at each
Page 16, Line 5achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high schools;
Page 16, Line 6(II)Beginning with the first school year for which criteria are
Page 16, Line 7adopted pursuant to section 22-7-1009 (1) for awarding diplomas that are
Page 16, Line 8endorsed for postsecondary and workforce readiness and for each school
Page 16, Line 9year thereafter,
Page 16, Line 10district public high schools or from the institute charter high schools who
Page 16, Line 11receive diplomas that are endorsed for postsecondary and workforce
Page 16, Line 12readiness as described in section 22-7-1009 (1) and the percentage who
Page 16, Line 13receive diplomas that are endorsed for exemplary demonstration of
Page 16, Line 14postsecondary and workforce readiness as described in section 22-7-1009 (2);
Page 16, Line 15(III) (A)
Page 16, Line 16by rule of the state board, for the district public high schools or the
Page 16, Line 17institute charter high schools. For purposes of this subsection
Page 16, Line 18(4)(a)(II)(B), a student who is enrolled in special education
Page 16, Line 19services, as defined in section 22-20-103, must be counted in the
Page 16, Line 20school district's and the institute's graduation rate in the
Page 16, Line 21school year in which the student completes the minimum
Page 16, Line 22graduation requirements. This subsection (4)(a)(II)(B) does not
Page 16, Line 23limit the right to a free appropriate public education for a
Page 16, Line 24student as provided by the federal "Individuals with Disabilities
Page 16, Line 25Education Act", 20 U.S.C. sec. 1400 et seq.; the "Exceptional
Page 17, Line 1Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 17, Line 2(B) Beginning in the 2020-21 school year, for purposes of this
Page 17, Line 3subsection (4)(b)(III), a student who is enrolled in special education
Page 17, Line 4services, as defined in section 22-20-103 (23), must be counted in the
Page 17, Line 5school district's and the institute's graduation rate in the school year in
Page 17, Line 6which the student completes the minimum graduation requirements.
Page 17, Line 7Nothing in this subsection (4)(b)(III)(B) limits the right to a free
Page 17, Line 8appropriate public education for a student as provided by the federal
Page 17, Line 9"Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.,
Page 17, Line 10as amended; the "Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 17, Line 11(IV)Beginning in the 2016-17 school year,
Page 17, Line 12percentages of students graduating from all of the district public high
Page 17, Line 13schools or all institute charter high schools who, in the school year
Page 17, Line 14immediately following graduation from high school, enroll in a career and
Page 17, Line 15technical education program, community college, or four-year institution
Page 17, Line 16of higher education. The department shall weight each postsecondary
Page 17, Line 17enrollment option equally in determining a school district's or the institute's level of attainment of this measure.
Page 17, Line 18(IV.5)Beginning in the 2018-19 school year, or in the first
Page 17, Line 19school year for which data is available,
Page 17, Line 20students graduating from all of the district public high schools or all
Page 17, Line 21institute charter high schools who, in the school year immediately
Page 17, Line 22following graduation from high school, enlist in the military. The
Page 17, Line 23department shall weight military enlistment equally with the
Page 17, Line 24postsecondary enrollment options described in subsection (4)(b)(IV) of
Page 18, Line 1this section
Page 18, Line 2school district's or the institute's level of attainment on the postsecondary and workforce readiness indicator.
Page 18, Line 3(V)Beginning in the 2020-21 school year,
Page 18, Line 4percentage of students enrolled in the district public high schools or all
Page 18, Line 5of the institute charter high schools who demonstrate college and career
Page 18, Line 6readiness, based on the demonstration options offered by the district
Page 18, Line 7charter high schools, the school district, or the institute charter high
Page 18, Line 8schools, at the higher achievement level adopted by the state board that
Page 18, Line 9indicates a student is prepared, without needing remediation, to enroll in general education core courses; and
Page 18, Line 10(VI)Beginning in the 2020-21 school year,
Page 18, Line 11percentage of students enrolled in the district public high schools or
Page 18, Line 12institute charter high schools who successfully complete an advanced
Page 18, Line 13placement course in a subject other than English language arts or math
Page 18, Line 14and earn a score of three or higher on the end-of-course advanced
Page 18, Line 15placement exam, the percentage of students who successfully complete
Page 18, Line 16a concurrent enrollment course in a subject other than English language
Page 18, Line 17arts or math and earn a grade of "B" or higher in the course, and the
Page 18, Line 18percentage of students who successfully complete an international
Page 18, Line 19baccalaureate course in a subject other than English language arts or math and earn a score of four or higher; and
Page 18, Line 20(c)
Page 18, Line 21(I) The percentages of students enrolled in the eleventh grade in
Page 18, Line 22public high schools statewide who score at each achievement level on the
Page 18, Line 23standardized curriculum-based achievement college entrance examination
Page 18, Line 24administered as a statewide assessment or the percentages of students
Page 19, Line 1enrolled in each of the grade levels included in the public high schools
Page 19, Line 2statewide who score at each achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high schools;
Page 19, Line 3(II)Beginning with the 2011-12 school year and for each
Page 19, Line 4school year thereafter,
Page 19, Line 5from the public high schools in the state who receive diplomas that are
Page 19, Line 6endorsed for postsecondary and workforce readiness as described in
Page 19, Line 7section 22-7-1009 (1) and the percentage who receive diplomas that are
Page 19, Line 8endorsed for exemplary demonstration of postsecondary and workforce readiness as described in section 22-7-1009 (2);
Page 19, Line 9(III) (A)
Page 19, Line 10defined by rule of the state board, for the public high schools in the state.
Page 19, Line 11For purposes of this subsection (4)(a)(III)(B), a student who is
Page 19, Line 12enrolled in special education services, as defined in section
Page 19, Line 1322-20-103, must be counted in the statewide graduation rate in
Page 19, Line 14the school year in which the student completes the minimum
Page 19, Line 15graduation requirements. This subsection (4)(a)(III)(B) does not
Page 19, Line 16limit the right to a free appropriate public education for a
Page 19, Line 17student as provided by the federal "Individuals with Disabilities
Page 19, Line 18Education Act", 20 U.S.C. sec. 1400 et seq.; the "Exceptional
Page 19, Line 19Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 19, Line 20(B) Beginning in the 2020-21 school year, for purposes of this
Page 19, Line 21subsection (4)(c)(III), a student who is enrolled in special education
Page 19, Line 22services, as defined in section 22-20-103 (23), must be counted in the
Page 19, Line 23statewide graduation rate in the school year in which the student
Page 19, Line 24completes the minimum graduation requirements. Nothing in this
Page 20, Line 1subsection (4)(c)(III)(B) limits the right to a free appropriate public
Page 20, Line 2education for a student as provided by the federal "Individuals with
Page 20, Line 3Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended; the
Page 20, Line 4"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 20, Line 5(IV)Beginning in the 2016-17 school year,
Page 20, Line 6of students graduating from public high schools statewide who, in the
Page 20, Line 7school year immediately following graduation from high school, enroll in
Page 20, Line 8a career and technical education program, community college, or
Page 20, Line 9four-year institution of higher education. The department shall weight
Page 20, Line 10each postsecondary enrollment option equally in determining the state's level of attainment of this measure.
Page 20, Line 11(IV.5)Beginning in the 2018-19 school year, or in the first
Page 20, Line 12school year for which data is available,
Page 20, Line 13graduating from public high schools statewide who, in the school year
Page 20, Line 14immediately following graduation from high school, enlist in the military.
Page 20, Line 15The department shall weight military enlistment equally with the
Page 20, Line 16postsecondary enrollment options described in subsection (4)(c)(IV) of
Page 20, Line 17this section
Page 20, Line 18state's level of attainment on the postsecondary and workforce readiness indicator.
Page 20, Line 19(V)Beginning in the 2020-21 school year,
Page 20, Line 20percentage of students enrolled in the public high schools statewide who
Page 20, Line 21demonstrate college and career readiness, based on the demonstration
Page 20, Line 22options available to the students enrolled in each public high school, at
Page 20, Line 23the higher achievement level adopted by the state board that indicates a
Page 20, Line 24student is prepared, without needing remediation, to enroll in general education core courses; and
Page 21, Line 1(VI)Beginning in the 2020-21 school year,
Page 21, Line 2percentage of students enrolled in the public high schools of the state who
Page 21, Line 3successfully complete an advanced placement course in a subject other
Page 21, Line 4than English language arts or math and earn a score of three or higher on
Page 21, Line 5the end-of-course advanced placement exam, the percentage of students
Page 21, Line 6who successfully complete a concurrent enrollment course in a subject
Page 21, Line 7other than English language arts or math and earn a grade of "B" or
Page 21, Line 8higher in the course, and the percentage of students who successfully
Page 21, Line 9complete an international baccalaureate course in a subject other than English language arts or math and earn a score of four or higher.
Page 21, Line 10(b) This subsection (4) is repealed, effective July 1, 2027.
Page 21, Line 11(4.5) Beginning in the 2027-28 school year, the department
Page 21, Line 12shall determine the level of attainment on the postsecondary
Page 21, Line 13and workforce readiness indicator of each public high school,
Page 21, Line 14each school district, the institute, and the state as a whole by using, at a minimum, the following measures:
Page 21, Line 15(a) For each public high school, the department shall calculate:
Page 21, Line 16(I) The college and career readiness before graduation sub-indicator, which includes the following measures:
Page 21, Line 17(A) The percentage of students who earn transferable
Page 21, Line 18college credits while in high school, in alignment with the
Page 21, Line 19department of higher education's recommendations for
Page 21, Line 20admissions, as established in section 23-1-113 (1), or in alignment
Page 21, Line 21with public community and technical college certificate or
Page 21, Line 22degree requirements, through measures which may include
Page 22, Line 1earning a sufficient score on an end-of-course advanced
Page 22, Line 2placement exam, as determined in rule by the state board;
Page 22, Line 3successfully completing a postsecondary course, as determined
Page 22, Line 4in rule by the state board; or earning a sufficient score on an
Page 22, Line 5international baccalaureate course, as determined in rule by the state board;
Page 22, Line 6(B) The percentage of students who demonstrate learning
Page 22, Line 7through work and learning at work consistent with the
Page 22, Line 8work-based learning quality expectations established pursuant to section 8-83-602; and
Page 22, Line 9(C) The percentage of students who earn a credential
Page 22, Line 10that meets the requirements outlined in the quality standards
Page 22, Line 11framework created in section 23-5-145.6 (2) and the annual
Page 22, Line 12Colorado talent pipeline report described in section 24-46.3-103;
Page 22, Line 13(II) The postsecondary progression sub-indicator, which includes the following measures:
Page 22, Line 14
Page 22, Line 15(A) The percentages of students graduating from the
Page 22, Line 16public high school who, in the school year immediately
Page 22, Line 17following graduation from high school after meeting
Page 22, Line 18graduation requirements, enroll in a career and technical
Page 22, Line 19education program, community college, four-year institution of
Page 22, Line 20higher education, or registered apprenticeship program, as
Page 22, Line 21defined in section 8-15.7-101. The department shall weight each
Page 22, Line 22postsecondary enrollment option equally in determining a
Page 22, Line 23public high school's level of attainment on the postsecondary progression sub-indicator.
Page 23, Line 1(B) The percentage of students graduating from the
Page 23, Line 2public high school who, in the school year immediately
Page 23, Line 3following graduation from high school, enlist in the military.
Page 23, Line 4The department shall weight military enlistment equally with
Page 23, Line 5the postsecondary enrollment options described in subsection
Page 23, Line 6(4.5)(a)(II)(B) of this section in determining a public high school's
Page 23, Line 7level of attainment on the postsecondary progression sub-indicator.
Page 23, Line 8(C) The percentage of students enrolled in a concurrent
Page 23, Line 9enrollment or early college program that results in the students earning twelve college credits or a degree.
Page 23, Line 10(III) The graduation rate sub-indicator, as defined by the
Page 23, Line 11state board by rule. For purposes of this subsection (4.5)(a)(III),
Page 23, Line 12a student who is enrolled in special education services, as
Page 23, Line 13defined in section 22-20-103, must be counted in the public high
Page 23, Line 14school's graduation rate in the school year in which the student
Page 23, Line 15completes the minimum graduation requirements. This subsection
Page 23, Line 16(4.5)(a)(III) does not limit the right to a free appropriate public
Page 23, Line 17education for a student as provided by the federal "Individuals
Page 23, Line 18with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the
Page 23, Line 19"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 23, Line 20(IV) The dropout rate sub-indicator, as defined by the state board by rule.
Page 23, Line 21(b) For each school district and the institute, the
Page 23, Line 22department shall calculate:
Page 24, Line 1(I) The college and career readiness before graduation sub-indicator, which includes the following measures:
Page 24, Line 2(A) The overall percentage of students who earn
Page 24, Line 3transferable college credits while in high school, in alignment
Page 24, Line 4with the department of higher education's recommendations for
Page 24, Line 5admissions, as established in section 23-1-113 (1), or in alignment
Page 24, Line 6with public community and technical college certificate or
Page 24, Line 7degree requirements, through measures which may include
Page 24, Line 8earning a sufficient score on an end-of-course advanced
Page 24, Line 9placement exam, as determined in rule by the state board;
Page 24, Line 10successfully completing a postsecondary course, as determined
Page 24, Line 11in rule by the state board; or earning a sufficient score on an
Page 24, Line 12international baccalaureate course, as determined in rule by the state board;
Page 24, Line 13(B) The overall percentage of students who demonstrate
Page 24, Line 14learning through work and learning at work consistent with
Page 24, Line 15the work-based learning quality expectations established pursuant to section 8-83-602; and
Page 24, Line 16(C) The overall percentage of students who earn a
Page 24, Line 17credential that meets the requirements outlined in the quality
Page 24, Line 18standards framework created in section 23-5-145.6 (2) and the
Page 24, Line 19annual Colorado talent pipeline report described in section 24-46.3-103;
Page 24, Line 20(II) The postsecondary progression sub-indicator, which includes the following measures:
Page 24, Line 21
Page 24, Line 22(A) The overall percentages of students graduating from
Page 25, Line 1all district public high schools or all institute charter high
Page 25, Line 2schools who, in the school year immediately following
Page 25, Line 3graduation from high school after meeting graduation
Page 25, Line 4requirements, enroll in a career and technical education
Page 25, Line 5program, community college, four-year institution of higher
Page 25, Line 6education, or registered apprenticeship program, as defined in
Page 25, Line 7section 8-15.7-101. The department shall weight each
Page 25, Line 8postsecondary enrollment option equally in determining a
Page 25, Line 9district public high school's or an institute charter high
Page 25, Line 10school's level of attainment on the postsecondary progression sub-indicator.
Page 25, Line 11(B) The overall percentage of students graduating from
Page 25, Line 12all district public high schools or all institute charter high
Page 25, Line 13schools who, in the school year immediately following
Page 25, Line 14graduation from high school, enlist in the military. The
Page 25, Line 15department shall weight military enlistment equally with the
Page 25, Line 16postsecondary enrollment options described in subsection
Page 25, Line 17(4.5)(b)(II)(B) of this section in determining a public high school's
Page 25, Line 18or an institute charter high school's level of attainment on the postsecondary progression sub-indicator.
Page 25, Line 19(C) The overall percentage of students enrolled in a
Page 25, Line 20concurrent enrollment or early college program that results in the students earning twelve college credits or a degree.
Page 25, Line 21(III) The graduation rate sub-indicator, as defined by the
Page 25, Line 22state board by rule. For purposes of this subsection (4.5)(b)(III),
Page 25, Line 23a student who is enrolled in special education services, as
Page 25, Line 24defined in section 22-20-103, must be counted in the public high
Page 26, Line 1school's graduation rate in the school year in which the student
Page 26, Line 2completes the minimum graduation requirements. This subsection
Page 26, Line 3(4.5)(b)(III) does not limit the right to a free appropriate public
Page 26, Line 4education for a student as provided by the federal "Individuals
Page 26, Line 5with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the
Page 26, Line 6"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 26, Line 7(IV) The dropout rate sub-indicator, as defined by the state board by rule.
Page 26, Line 8(c) For the state, the department shall calculate:
Page 26, Line 9(I) The college and career readiness before graduation sub-indicator, which includes the following measures:
Page 26, Line 10(A) The percentage of students who earn transferable
Page 26, Line 11college credits while in high school, in alignment with the
Page 26, Line 12department of higher education's recommendations for
Page 26, Line 13admissions, as established in section 23-1-113 (1), or in alignment
Page 26, Line 14with public community and technical college certificate or
Page 26, Line 15degree requirements, through measures which may include
Page 26, Line 16earning a sufficient score on an end-of-course advanced
Page 26, Line 17placement exam, as determined in rule by the state board;
Page 26, Line 18successfully completing a postsecondary course, as determined
Page 26, Line 19in rule by the state board; or earning a sufficient score on an
Page 26, Line 20international baccalaureate course, as determined in rule by the state board;
Page 26, Line 21(B) The percentage of students who demonstrate learning
Page 26, Line 22through work and learning at work consistent with the
Page 26, Line 23work-based learning quality expectations established pursuant to section 8-83-602; and
Page 27, Line 1(C) The percentage of students who earn a credential
Page 27, Line 2that meets the requirements outlined in the quality standards
Page 27, Line 3framework created in section 23-5-145.6 (2) and the annual
Page 27, Line 4Colorado talent pipeline report described in section 24-46.3-103;
Page 27, Line 5(II) The postsecondary progression sub-indicator, which includes the following measures:
Page 27, Line 6
Page 27, Line 7(D) The percentages of students graduating from public
Page 27, Line 8high schools who, in the school year immediately following
Page 27, Line 9graduation from high school after meeting graduation
Page 27, Line 10requirements, enroll in a career and technical education
Page 27, Line 11program, community college, four-year institution of higher
Page 27, Line 12education, or registered apprenticeship program, as defined in
Page 27, Line 13section 8-15.7-101. The department shall weight each
Page 27, Line 14postsecondary enrollment option equally in determining a
Page 27, Line 15state's level of attainment on the postsecondary progression sub-indicator.
Page 27, Line 16(E) The percentage of students graduating from public
Page 27, Line 17high schools who, in the school year immediately following
Page 27, Line 18graduation from high school, enlist in the military. The
Page 27, Line 19department shall weight military enlistment equally with the
Page 27, Line 20postsecondary enrollment options described in subsection
Page 27, Line 21(4.5)(c)(II)(B) of this section in determining the state's level of attainment on the postsecondary progression sub-indicator.
Page 27, Line 22(F) The percentage of students enrolled in a concurrent
Page 28, Line 1enrollment or early college program that results in students earning twelve college credits or a degree.
Page 28, Line 2(III) The graduation rate sub-indicator, as defined by the
Page 28, Line 3state board by rule. For purposes of this subsection (4.5)(c)(III),
Page 28, Line 4a student who is enrolled in special education services, as
Page 28, Line 5defined in section 22-20-103, must be counted in the public high
Page 28, Line 6school's graduation rate in the school year in which the student
Page 28, Line 7completes the minimum graduation requirements. This subsection
Page 28, Line 8(4.5)(c)(III) does not limit the right to a free appropriate public
Page 28, Line 9education for a student as provided by the federal "Individuals
Page 28, Line 10with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the
Page 28, Line 11"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.
Page 28, Line 12(IV) The overall dropout rates, as defined by the state board by rule.
Page 28, Line 13(d) On or before November 1, 2027, the department shall,
Page 28, Line 14in collaboration with the technical advisory panel, report on
Page 28, Line 15the metrics of the postsecondary and workforce readiness
Page 28, Line 16indicator described in this subsection (4.5) to the education
Page 28, Line 17committees of the senate, and the house of representatives, or their successor committees.
Page 28, Line 18(5) In measuring the performance of a public school, a school
Page 28, Line 19district, the institute, or the state on each of the performance indicators,
Page 28, Line 20the department shall calculate the measures for each performance
Page 28, Line 21indicator by combined student group so student groups are
Page 28, Line 22counted only once. The department shall disaggregate the
Page 28, Line 23measures for each indicator by student group for reporting purposes
Page 29, Line 1pursuant to subsection (7)(a) of this section. The department shall
Page 29, Line 2separately account for the performance of each combined student group
Page 29, Line 3in determining the overall performance on a performance indicator by a
Page 29, Line 4public school, a school district, the institute, or the state. In determining
Page 29, Line 5the overall performance on a performance indicator, the
Page 29, Line 6department shall ensure that each student is counted once even if the student belongs to multiple student groups.
Page 29, Line 7SECTION 6. In Colorado Revised Statutes, 22-11-207, amend
Page 29, Line 8(1) introductory portion, (2) introductory portion, (2)(a), (4)(a), and (5); and add (2.5)(c) as follows:
Page 29, Line 922-11-207. Accreditation categories - criteria - rules. (1) The
Page 29, Line 10state board shall promulgateshallneedbe
Page 29, Line 11(2) The state board shall promulgate
Page 29, Line 12objective, measurable criteria that the department shall apply in
Page 29, Line 13determining the appropriate accreditation category for each school district
Page 29, Line 14and the institute, placing the greatest emphasis on attainment of the
Page 29, Line 15performance indicators. At a minimum, the rules must take into consideration:
Page 29, Line 16(a) A school district's or the institute's level of attainment of the
Page 29, Line 17statewide targets on the performance indicators, including
Page 29, Line 18successfully completing the following to earn an accredited with distinction plan:
Page 29, Line 19(I) Successfully meeting the accredited with distinction
Page 29, Line 20plan thresholds on the district performance frameworks or the institute performance frameworks;
Page 29, Line 21(II) Reporting that at least seventy-five percent of students participate in and complete state assessments;
Page 30, Line 1(III) Reporting that all student groups are at least meeting expectations for academic growth;
Page 30, Line 2(IV) Reporting that no individual student group has
Page 30, Line 3received a "does not meet expectation" rating for academic growth; and
Page 30, Line 4(V) Reporting that all student groups are at least
Page 30, Line 5approaching performance expectations for academic achievement.
Page 30, Line 6(2.5) (c) When the department notifies a school district
Page 30, Line 7and the institute of its initial accreditation assignment and
Page 30, Line 8final accreditation category pursuant to subsections (2.5)(a)
Page 30, Line 9and (2.5)(b) of this section, the department shall notify the
Page 30, Line 10school district or institute if it did not receive an accredited
Page 30, Line 11with distinction plan as a result of low student participation in
Page 30, Line 12state assessments.A small rural district, as defined in section
Page 30, Line 1322-54-103, may appeal to the state board to gain an accredited
Page 30, Line 14with distinction plan only if the small rural district is notified
Page 30, Line 15pursuant to this subsection (2.5)(c) and the small rural district's
Page 30, Line 16only infraction is not meeting the seventy-five percent threshold described in subsection (2)(a)(II) of this section.
Page 30, Line 17(4) (a) Beginning with the 2018-19 school year,
Page 30, Line 18or the institute performs at a level that results in being accredited with
Page 30, Line 19priority improvement plan or lower for two consecutive years followed
Page 30, Line 20by three consecutive or nonconsecutive years, resulting in a total of five
Page 30, Line 21years of performance at such a level, the school district or the
Page 30, Line 22institute shall submit a pathway plan to the state board for
Page 31, Line 1approval and the state board shall require the school district or institute
Page 31, Line 2to take significant action as provided in section 22-11-209; except that,
Page 31, Line 3before the five years have accumulated, if the school district or institute
Page 31, Line 4performs for at least two consecutive years at a level that results in being
Page 31, Line 5accredited with improvement plan or higher, the five years stop
Page 31, Line 6accumulating unless the school district or institute again performs at a
Page 31, Line 7level that results in being accredited with priority improvement plan or
Page 31, Line 8lower for two consecutive years, at which time the school district or
Page 31, Line 9institute is again in the first two of the five years. For the time during
Page 31, Line 10which the five years of performance are accumulating, a school district
Page 31, Line 11or the institute is on performance watch. The department shall
Page 31, Line 12monitor progress on the implementation of the actions ordered
Page 31, Line 13by the state board pursuant to section 22-11-209. The department shall provide periodic updates to the state board.
Page 31, Line 14(5) Notwithstanding any provision of
Page 31, Line 15section or section 22-11-209 (2)(a) to the contrary, at the request of a
Page 31, Line 16school district, in consultation with the district accountability committee,
Page 31, Line 17or the institute, the school district or the institute may
Page 31, Line 18voluntarily request, in the third or four year of performance
Page 31, Line 19watch, to proceed with a significant action described in section
Page 31, Line 2022-11-209 (2)(a) that is not otherwise required by law. The school
Page 31, Line 21district or the institute shall design a pathway plan and present
Page 31, Line 22the pathway plan to the state board for approval. The state board
Page 31, Line 23may direct the school district or institute to take significant actions as
Page 31, Line 24provided in section 22-11-209 even though the school district or institute
Page 31, Line 25has not completed the five years of performance watch. If the state board
Page 31, Line 26requires the school district or institute to take significant actions, the
Page 32, Line 1school district or institute is subject to the provisions of section 22-11-209
Page 32, Line 2(3.5). When the school district or the institute voluntarily
Page 32, Line 3requests to proceed with a significant action in the third or
Page 32, Line 4fourth year of performance watch, the state board is limited to
Page 32, Line 5directing the significant action from the list set forth in section
Page 32, Line 622-11-209 (2)(a) that is proposed by the school district or the institute.
Page 32, Line 7SECTION 7. In Colorado Revised Statutes, 22-11-208, amend
Page 32, Line 8(2) introductory portion, (2.5), and (3) introductory portion; and add (2.3), (2.7), (4), and (5) as follows:
Page 32, Line 922-11-208. Accreditation - annual review - supports and
Page 32, Line 10interventions - rules. (2) The department shall provide technical
Page 32, Line 11assistance and support to school districts that are
Page 32, Line 12the institute if the school district or the institute is accredited
Page 32, Line 13with improvement plan, accredited with priority improvement plan, or
Page 32, Line 14accredited with turnaround plan, and to the institute if it is accredited at
Page 32, Line 15any of those categories
Page 32, Line 16that indicates the school district's or the institute's
Page 32, Line 17performance is declining. The department shall base the amount of
Page 32, Line 18technical assistance and support provided to a school district or the
Page 32, Line 19institute on the school district's or institute's degree of need for assistance
Page 32, Line 20and the department's available resources. Technical assistance and support may include, but need not be limited to:
Page 32, Line 21(2.3) If a school district or the institute meets the criteria
Page 32, Line 22described in subsection (2) of this section, the department may
Page 32, Line 23require the school district or the institute to participate in an
Page 32, Line 24evaluation that is conducted by:
(a) The department;
Page 33, Line 1(b) A third party approved by the department; or
Page 33, Line 2(c) The school district or the institute using a self-assessment tool approved by the department.
Page 33, Line 3(2.5) (a) In addition to the technical assistance and support
Page 33, Line 4described in subsection (2) of this section, the department shall make
Page 33, Line 5available to the directors of the local school board of a school district that
Page 33, Line 6is accredited with improvement plan or lower, or that includes a public
Page 33, Line 7school that is required to adopt a priority improvement or turnaround
Page 33, Line 8plan, training in school district and public school governance and
Page 33, Line 9turnaround best practices. The department shall also make available
Page 33, Line 10informational materials and training opportunities for parents, school
Page 33, Line 11personnel, and members of the affected district accountability committee and school accountability committee.
Page 33, Line 12(b) The department shall, in collaboration with relevant
Page 33, Line 13organizations that work with local school boards and the
Page 33, Line 14institute board, provide guidance to each local school board
Page 33, Line 15and the institute board on how to review and monitor the
Page 33, Line 16implementation of accreditation plans to create consistency with the implementation of statewide improvement plans.
Page 33, Line 17(2.7) For the 2024-25 and 2025-26 budget years, the
Page 33, Line 18department shall, within existing resources, comply with
Page 33, Line 19subsections (2) and (4) of this section. For the 2026-27 budget
Page 33, Line 20year, and for budget years thereafter, the department may
Page 33, Line 21submit a request to the general assembly for additional resources through the annual budget process.
Page 33, Line 22(3) The commissioner may assign the state review panel to
Page 34, Line 1critically evaluate a school district's priority improvement plan, or
Page 34, Line 2turnaround plan, or pathway plan, or the institute's priority
Page 34, Line 3improvement plan, or
Page 34, Line 4commissioner may require the state review panel to conduct one or more
Page 34, Line 5on-site visits as part of evaluating a school district's or the institute's
Page 34, Line 6priority improvement, or
Page 34, Line 7its evaluation, the state review panel shall report to the commissioner, the
Page 34, Line 8state board, and the affected local school board or institute board recommendations concerning:
Page 34, Line 9(4) The department shall offer ongoing support and
Page 34, Line 10feedback to a school district or the institute during year two of
Page 34, Line 11the two consecutive years of a priority improvement or turnaround plan.
Page 34, Line 12
Page 34, Line 13(5) (a) If a school district or the institute has low student
Page 34, Line 14participation in the state assessment that results in a category
Page 34, Line 15of "insufficient data for low student participation", the school
Page 34, Line 16district or the institute shall create a corrective action plan
Page 34, Line 17and submit it to the department. When creating the corrective action plan, the school district or the institute shall consider:
Page 34, Line 18(I) Educating parents and guardians on the importance of student participation in state assessments;
Page 34, Line 19(II) Explaining to parents and guardians the effects of low rates of participation in state assessments;
Page 34, Line 20(III) Communicating to public school staff to encourage parents and students to opt in to state assessments; and
Page 34, Line 21(IV) Communicating with organizations that advocate for
Page 35, Line 1state assessment opt-outs to ensure the organizations have information on the importance of state assessments.
Page 35, Line 2(b) If a school district or institute receives a category of
Page 35, Line 3"insufficient data for low student participation" in the state
Page 35, Line 4assessment for three consecutive years, the school district or
Page 35, Line 5institute shall present its corrective action plan as described in subsection (5)(a) of this section to the state board.
Page 35, Line 6(c) For the 2025-26 and the 2026-27 school years, online
Page 35, Line 7schools, as defined in section 22-30.7-102, are not subject to this subsection (5).
Page 35, Line 8SECTION 8. In Colorado Revised Statutes, 22-11-209, amend
Page 35, Line 9(2)(a)(I)(E), (2)(a)(II)(B), (2)(a)(II)(C), and (3.5)(a); and add (2)(a)(I)(G), (2)(a)(II)(D), (5), and (6) as follows:
Page 35, Line 1022-11-209. Removal of accreditation - recommended actions
Page 35, Line 11- review - appeal - rules. (2) (a) If a school district or the institute is
Page 35, Line 12accredited with a turnaround plan and the department determines that the
Page 35, Line 13school district or institute has failed to make substantial progress under
Page 35, Line 14its turnaround plan, or if the school district or institute has been on
Page 35, Line 15performance watch for the full five years, the commissioner shall assign
Page 35, Line 16the state review panel to critically evaluate the school district's or the
Page 35, Line 17institute's performance and to recommend one or more of the following actions:
Page 35, Line 18(I) If the recommendation applies to a school district:
(E) That one or more of the district public schools be closed; or
Page 35, Line 19(G) That the school district take other actions, as
Page 35, Line 20proposed by the school district, that are comparable to or that
Page 35, Line 21have a more significant effect than the actions described in
Page 36, Line 1subsections (2)(a)(I)(A) to (2)(a)(I)(F) of this section and that are
Page 36, Line 2aligned to the pathway plan and designed to support the
Page 36, Line 3implementation of the pathway plan. Actions include, but are
Page 36, Line 4not limited to, contracting with external support partners,
Page 36, Line 5using contractors or resources provided by the department,
Page 36, Line 6engaging in cross-district progress monitoring, or comprehensive school redesign.
Page 36, Line 7(II) If the recommendation applies to the institute:
Page 36, Line 8(B) That a public or private entity take over management of the
Page 36, Line 9institute or management of one or more of the institute charter schools; or
Page 36, Line 10(C) That one or more of the institute charter schools be closed; or
Page 36, Line 11(D) That the institute take other actions, as proposed by
Page 36, Line 12the institute, that are comparable to or that have a more
Page 36, Line 13significant effect than the actions described in subsections
Page 36, Line 14(2)(a)(II)(A) to (2)(a)(II)(C) of this section and that are aligned to
Page 36, Line 15the pathway plan and designed to support the implementation of
Page 36, Line 16the pathway plan. Actions include, but are not limited to,
Page 36, Line 17contracting with external support partners, using contractors
Page 36, Line 18or resources provided by the department, engaging in
Page 36, Line 19cross-district progress monitoring, or comprehensive school redesign.
Page 36, Line 20(3.5) (a) So long as a school district or the institute performs at a
Page 36, Line 21level that results in being accredited with priority improvement plan or
Page 36, Line 22lower, after the state board initially directs the school district or institute
Page 36, Line 23to take action as described in subsections (2) and (3) of this section, the
Page 36, Line 24commissioner may in any year, but shall every two years, assign the state
Page 37, Line 1review panel to critically evaluate the school district's or the institute's
Page 37, Line 2performance and recommend one or more of the actions described in
Page 37, Line 3subsection (2)(a) of this section. In evaluating the school district's or
Page 37, Line 4institute's pathway plan and performance and recommending actions,
Page 37, Line 5the state review panel shall consider the criteria specified in subsection
Page 37, Line 6(2)(b) of this section. The state board shall consider the recommendations
Page 37, Line 7of the state review panel, the actions that the school district or institute
Page 37, Line 8was previously directed to take, the fidelity with which the district or
Page 37, Line 9institute has implemented the directed actions and the pathway plan,
Page 37, Line 10and whether the amount of time that the school district or institute has had
Page 37, Line 11to implement the actions is reasonably sufficient to achieve results. The
Page 37, Line 12state board shall either require the school district or institute to continue
Page 37, Line 13the previously directed actions or direct the school district or institute to
Page 37, Line 14undertake additional or different actions as provided in subsections (2) and (3) of this section.
Page 37, Line 15(5) A public or private entity that serves as an external
Page 37, Line 16support partner for a school district or the institute, as
Page 37, Line 17described in subsection (2)(a) of this section, is subject to the
Page 37, Line 18provisions of the "Colorado Open Records Act", part 2 of article
Page 37, Line 1972 of title 24; except that the public or private entity shall
Page 37, Line 20comply with the federal "Family Educational Rights and
Page 37, Line 21Privacy Act of 1974", 20 U.S.C. sec. 1232g, and any other federal or state privacy laws.
Page 37, Line 22(6) (a) On or before November 1, 2027, the department shall conduct an evaluation of:
Page 37, Line 23(I) The essential components that must be in place for
Page 37, Line 24external management partners to be successful;
Page 38, Line 1(II) The effect external management partners have had on
Page 38, Line 2a school district's or the institute's performance indicators, as described in section 22-11-204 (1)(a);
Page 38, Line 3(III) The successful external management arrangements
Page 38, Line 4and the conditions and processes that led to successful
Page 38, Line 5outcomes, which must include feedback from stakeholders,
Page 38, Line 6including educators and parents. The evaluation must include an analysis of educator retention and feedback.
Page 38, Line 7(IV) The department's management of the external management partner process.
Page 38, Line 8(b) The department shall create a list of qualified state
Page 38, Line 9external management partners and a model contract
Page 38, Line 10agreement to support a school district or the institute in accessing external management partners.
Page 38, Line 11
Page 38, Line 12SECTION 9. In Colorado Revised Statutes, 22-11-210, amend
Page 38, Line 13(1)(d)(I), (1)(d.5), (4) introductory portion, (5)(a) introductory portion,
Page 38, Line 14(5)(a)(V), (5)(b), (5)(d), and (5.5)(a); and add (5)(a)(VII), (7), (8), (9), and (10) as follows:
Page 38, Line 1522-11-210. Public schools - annual review - plans - supports
Page 38, Line 16and interventions - rules. (1) (d) (I) Beginning with the 2018-19 school
Page 38, Line 17year,
Page 38, Line 18to adopt a priority improvement or turnaround plan for two consecutive
Page 38, Line 19years followed by three consecutive or nonconsecutive years, resulting in
Page 38, Line 20a total of five years of performance at such a level, the state board shall
Page 38, Line 21review the public school's pathway plan and require the school
Page 38, Line 22district, for a public school of the school district, or the institute, for an
Page 39, Line 1institute charter school, to take one of the actions described in subsection
Page 39, Line 2(5)(a) of this section and implement the pathway plan; except that, if,
Page 39, Line 3before the five years have accumulated, the public school performs for at
Page 39, Line 4least two consecutive years at a level that results in the public school
Page 39, Line 5being required to adopt an improvement or performance plan, the five
Page 39, Line 6years stop accumulating unless the public school again performs at a level
Page 39, Line 7that results in being required to adopt a priority improvement or
Page 39, Line 8turnaround plan for two consecutive years, at which time the public
Page 39, Line 9school is again in the first two of the five years. For the time during which
Page 39, Line 10the five years of performance are accumulating, a public school is on performance watch.
Page 39, Line 11(d.5) Notwithstanding any provision of
Page 39, Line 12section to the contrary, at the request of the school district, in consultation
Page 39, Line 13with the affected school accountability committee and, in the case of a
Page 39, Line 14district charter school, with the consent of the governing board of the
Page 39, Line 15district charter school, or the institute, with the consent of the governing
Page 39, Line 16board, and in consultation with the school accountability committee, of
Page 39, Line 17the affected institute charter school, the public school may
Page 39, Line 18voluntarily request, in the third or fourth year of performance
Page 39, Line 19watch, to proceed with a significant action as described in
Page 39, Line 20subsection (5)(a) of this section that is not otherwise required by
Page 39, Line 21law. The public school shall design a pathway plan to present to
Page 39, Line 22the state board for approval, and the state board may direct the
Page 39, Line 23school district, for a public school of the school district, or the institute,
Page 39, Line 24for an institute charter school, to take one of the actions described in
Page 39, Line 25subsection (5)(a) of this section even though the public school has not
Page 39, Line 26completed the five years of performance watch. If the state board requires
Page 40, Line 1the school district or institute to take one of the actions described in
Page 40, Line 2subsection (5)(a) of this section, the public school is subject to the
Page 40, Line 3provisions of subsection (5.5) of this section. When the public school
Page 40, Line 4voluntarily requests to proceed with a significant action in the
Page 40, Line 5third or fourth year of performance watch, the state board is
Page 40, Line 6limited to directing the significant action from the list set forth
Page 40, Line 7in subsection (5)(a) of this section that is proposed by the public school.
Page 40, Line 8(4) The commissioner may assign the state review panel to
Page 40, Line 9critically evaluate a public school's priority improvement, or
Page 40, Line 10plan, or pathway plan. The commissioner may require the state review
Page 40, Line 11panel to conduct one or more on-site visits as part of evaluating a public
Page 40, Line 12school's plan. Based on its evaluation, the state review panel shall report
Page 40, Line 13to the commissioner, the state board, and the local school board or the institute recommendations concerning:
Page 40, Line 14(5) (a) If a public school fails to make adequate progress under its
Page 40, Line 15turnaround plan or continues on performance watch for the full five years,
Page 40, Line 16the commissioner shall assign the state review panel to critically evaluate
Page 40, Line 17the public school's performance and the public school's pathway
Page 40, Line 18plan, which evaluation must include at least one on-site visit to the
Page 40, Line 19public school. Upon completing the evaluation, the state review panel
Page 40, Line 20shall make recommendations on the pathway plan and to determine whether to recommend:
Page 40, Line 21(V) That the public school be closed or, with regard to a district
Page 40, Line 22charter school or an institute charter school, that the public school's charter be revoked; or
Page 40, Line 23(VII) Other actions that are comparable to or that have
Page 41, Line 1a more significant effect than the actions described in
Page 41, Line 2subsections (5)(a)(I) to (5)(a)(V) of this section that the public
Page 41, Line 3school proposes and that are aligned with the pathway plan and
Page 41, Line 4designed to support the implementation of the pathway plan.
Page 41, Line 5Actions may include, but are not limited to, comprehensive
Page 41, Line 6school redesign, contracting with external support partners, or using contractors or resources provided by the department.
Page 41, Line 7(b) The state review panel shall present its recommendations to
Page 41, Line 8the commissioner and to the state board. Taking the recommendations
Page 41, Line 9into account, the state board shall determine which of the actions
Page 41, Line 10described in paragraph (a) of this subsection (5)
Page 41, Line 11this section the local school board for a district public school or the
Page 41, Line 12institute for an institute charter school shall take regarding the public
Page 41, Line 13school and direct the local school board or institute accordingly. The
Page 41, Line 14department shall monitor progress of the implementation of the actions and provide periodic updates to the state board.
Page 41, Line 15(d) The priority improvement or turnaround plan that a public
Page 41, Line 16school adopts for the fourth year in which the public school is on
Page 41, Line 17performance watch must include a general explanation for how the school
Page 41, Line 18district, for a district public school, or the institute, for an institute charter
Page 41, Line 19school, may put into effect each of the actions described in subsection
Page 41, Line 20(5)(a) of this section as they pertain to a district public school, district
Page 41, Line 21charter school, or institute charter school. When a public school
Page 41, Line 22proceeds with a significant state board action, as described in
Page 41, Line 23subsection (5)(a) of this section, enters the fifth year in which
Page 41, Line 24the public school is on performance watch, or returns to the
Page 41, Line 25state board for a hearing based on a prior order of the state
Page 42, Line 1board, the public school must develop a pathway plan no later
Page 42, Line 2than the fifth year in which the public school is on performance watch.
Page 42, Line 3(5.5) (a) So long as a public school performs at a level that results
Page 42, Line 4in being required to implement a priority improvement or turnaround
Page 42, Line 5plan, after the state board initially directs the local school board or
Page 42, Line 6institute board to take action as provided in subsection (5)(b) of this
Page 42, Line 7section, the commissioner may in any year, but shall every two years,
Page 42, Line 8assign the state review panel to critically evaluate the public school's
Page 42, Line 9pathway plan and performance and recommend one or more of the
Page 42, Line 10actions described in subsection (5)(a) of this section. In evaluating the
Page 42, Line 11public school's performance and recommending actions, the state review
Page 42, Line 12panel shall consider the criteria specified in subsection (4) of this section.
Page 42, Line 13The state board shall consider the recommendations of the state review
Page 42, Line 14panel, the actions that the local school board or institute board was
Page 42, Line 15previously directed to take with regard to the public school, the fidelity
Page 42, Line 16with which the school district or institute and the public school have
Page 42, Line 17implemented the directed actions and the pathway plan, and whether
Page 42, Line 18the amount of time that the school district or institute and the public
Page 42, Line 19school have had to implement the actions is reasonably sufficient to
Page 42, Line 20achieve results. The state board shall either require the local school board
Page 42, Line 21or institute board to continue the previously directed actions or direct the
Page 42, Line 22local school board or institute board to undertake additional or different actions as provided in subsection (5)(b) of this section.
Page 42, Line 23(7) A public or private entity that serves as an external
Page 42, Line 24support partner for a public school, as described in subsection
Page 42, Line 25(5)(a) of this section, is subject to the provisions of the
Page 43, Line 1"Colorado Open Records Act", part 2 of article 72 of title 24;
Page 43, Line 2except that the public or private entity shall comply with the
Page 43, Line 3federal "Family Educational Rights and Privacy Act of 1974", 20 U.S.C. sec. 1232g, and any other federal or state privacy laws.
Page 43, Line 4(8) The department shall develop an evaluation to
Page 43, Line 5determine whether a public school is experiencing early
Page 43, Line 6indicators of distress when it is placed on a priority improvement
Page 43, Line 7or turnaround plan. The department shall evaluate a public
Page 43, Line 8school that is progressing to year one of the two consecutive years of the priority improvement or turnaround plan.
Page 43, Line 9(9) The department shall offer ongoing support and
Page 43, Line 10feedback to a public school during year two of the two
Page 43, Line 11consecutive years of a priority improvement or turnaround
Page 43, Line 12plan. A public school, in consultation with the school district
Page 43, Line 13or the institute and the department, shall develop and manage
Page 43, Line 14a comprehensive school improvement plan that addresses
Page 43, Line 15resources, training, high-quality curriculum and materials,
Page 43, Line 16potential external partnerships, and potential partnerships with neighboring public schools and school districts.
Page 43, Line 17
Page 43, Line 18(10) (a) If a public school has a low student participation
Page 43, Line 19rate in the state assessment that results in a category of
Page 43, Line 20"insufficient data for low student participation", the public
Page 43, Line 21school shall create a corrective action plan and submit it to
Page 43, Line 22the local school board or the institute. The local school board
Page 43, Line 23or the institute shall submit the corrective action plan to the
Page 43, Line 24department. When creating the corrective action plan, the school district or the institute shall consider:
Page 44, Line 1(I) Educating the parents and guardians on the importance of student participation in state assessments;
Page 44, Line 2(II) Explaining to parents and guardians the effects of low participation rates in state assessments;
Page 44, Line 3(III) Communicating to public school staff to encourage parents or students to opt in to state assessments; and
Page 44, Line 4(IV) Communicating with organizations that advocate for
Page 44, Line 5state assessment opt-outs to ensure the organizations have information on the importance of state assessments.
Page 44, Line 6(b) If a public school receives a category of "insufficient
Page 44, Line 7data for low student participation" in the state assessment for
Page 44, Line 8three consecutive years, the public school shall present its
Page 44, Line 9corrective action plan as described in subsection (10)(a) of this section to the state board.
Page 44, Line 10SECTION 10. In Colorado Revised Statutes, add 22-11-212 as follows:
Page 44, Line 1122-11-212. Department - accountability study - report.
Page 44, Line 12(1) (a) The department shall facilitate a study, in consultation
Page 44, Line 13with the technical advisory panel, a council that focuses on
Page 44, Line 14rural education, the accountability work group described in
Page 44, Line 15section 22-11-202 (3), and other advisory groups with relevant
Page 44, Line 16expertise, and make recommendations on lowering student
Page 44, Line 17count thresholds on accountability calculations and reporting.
Page 44, Line 18(b) On or before November 1, 2026, the department shall
Page 44, Line 19submit a report on the results of the study and the
Page 45, Line 1recommendations described in subsection (1)(a) of this section to
Page 45, Line 2the education committees of the house of representatives and senate, or their successor committees.
Page 45, Line 3(2) (a) The department shall facilitate a study, in
Page 45, Line 4consultation with the technical advisory panel, a council that
Page 45, Line 5focuses on rural education, the accountability work group
Page 45, Line 6described in section 22-11-202 (3), and other advisory groups with
Page 45, Line 7relevant expertise, and make recommendations on addressing
Page 45, Line 8inherent volatility of test score measurements for local education providers with small student populations.
Page 45, Line 9(b) On or before November 1, 2027, the department shall
Page 45, Line 10submit a report on the results of the study and the
Page 45, Line 11recommendations described in subsection (2)(a) of this section to
Page 45, Line 12the education committees of the house of representatives and senate, or their successor committees.
Page 45, Line 13
Page 45, Line 14(3) (a) The department shall facilitate a study, in
Page 45, Line 15consultation with the technical advisory panel, the
Page 45, Line 16accountability work group described in section 22-11-202 (3), and
Page 45, Line 17other advisory groups with relevant expertise, and make
Page 45, Line 18recommendations on shortening statewide assessments and
Page 45, Line 19implementing adaptative assessment technology, including the
Page 45, Line 20feasibility of aligning adaptive assessments with federal accountability standards.
Page 45, Line 21(b) On or before November 1, 2026, the department shall
Page 45, Line 22submit a report on the results of the study and the
Page 45, Line 23recommendations described in subsection (5)(a) of this section to
Page 46, Line 1the education committees of the house of representatives and senate, or their successor committees.
Page 46, Line 2
Page 46, Line 3(4) Starting in 2030, and every five years thereafter, the
Page 46, Line 4department shall study adjustments to state assessments based
Page 46, Line 5on available technology to ensure state assessments continue to leverage new approaches and methods.
Page 46, Line 6SECTION 11. In Colorado Revised Statutes, add 22-11-213 as follows:
Page 46, Line 722-11-213. Pathway plan - school districts - state charter
Page 46, Line 8school institute - public schools. (1) (a) The pathway plan is a
Page 46, Line 9multi-year plan for school improvement that is prepared by a
Page 46, Line 10school district, the institute, or a public school for the state review panel and the state board.
Page 46, Line 11(b) (I) A pathway plan connects the school district's or
Page 46, Line 12the institute's proposal for significant state board action, as
Page 46, Line 13described in section 22-11-209 (2)(a), with the broader strategies for the improvement of the school district or the institute.
Page 46, Line 14(II) A pathway plan connects the public school's proposal
Page 46, Line 15for significant state board action, as described in section
Page 46, Line 1622-11-210 (5)(a), with the broad strategies for the improvement of the public school.
Page 46, Line 17(c) (I) A school district or the institute shall develop a pathway plan when the school district or the institute:
Page 46, Line 18(A) Voluntarily proceeds, as described in section
Page 46, Line 1922-11-207 (5), in the third or fourth year of performance watch,
Page 46, Line 20with a request to the state board to direct a significant action;
(B) Enters the fifth year on performance watch; or
Page 47, Line 1(C) Returns to the state board for a hearing based on a
Page 47, Line 2prior order of the state board, as described in section 22-11-209 (3.5).
Page 47, Line 3(II) A public school shall develop a pathway plan when the public school:
Page 47, Line 4(A) Voluntarily proceeds, as described in section
Page 47, Line 522-11-210 (1)(d.5), in the third or fourth year of performance
Page 47, Line 6watch, with a request to the state board to direct a significant action;
Page 47, Line 7(B) Enters the fifth year on performance watch; or
Page 47, Line 8(C) Returns to the state board for a hearing based on a
Page 47, Line 9prior order of the state board, as described in section 22-11-210(5.5)(a).
Page 47, Line 10(2) (a) (I) A pathway plan for a school district must
Page 47, Line 11include the school district's proposed significant action or actions from the list set forth in section 22-11-209 (2)(a)(I);
Page 47, Line 12(II) A pathway plan for the institute must include the
Page 47, Line 13institute's proposed significant action or actions from the list set forth in section 22-11-209 (2)(a)(II); and
Page 47, Line 14(III) A pathway plan for a public school must include the
Page 47, Line 15public school's proposed significant action or actions from the list set forth in section 22-11-210 (5)(a).
Page 47, Line 16(b) In addition to the proposed significant actions
Page 47, Line 17described in subsection (2)(a) of this section, a pathway plan for
Page 47, Line 18a school district, the institute, or a public school must
Page 47, Line 19incorporate data analysis to identify priority challenges and
Page 48, Line 1root causes, research-based strategies, an action and
Page 48, Line 2implementation plan, short-cycle implementation benchmarks, and annual targets for progress monitoring.
Page 48, Line 3(c) To ensure the success of the pathway plan, a pathway
Page 48, Line 4plan for a school district, the institute, or a public school must
Page 48, Line 5include the school district's, the institute's, or the public
Page 48, Line 6school's budget allocations to support school needs and a
Page 48, Line 7financial sustainability plan. The financial sustainability plan
Page 48, Line 8may include, but is not limited to, salaries, facility costs, curriculum costs, and operational costs.
Page 48, Line 9(3) In the development and implementation of the pathway
Page 48, Line 10plan, a school district, the institute, or a public school shall
Page 48, Line 11engage with educators, students, families, community
Page 48, Line 12stakeholders, the school district accountability committee
Page 48, Line 13created in section 22-11-301, and, when relevant, the school
Page 48, Line 14accountability committee created in section 22-11-401 and any
Page 48, Line 15local collective bargaining groups or employee organizations, as defined in section 29-33-103, that represent educators.
Page 48, Line 16(4) The state board shall adopt rules for purposes of this section.
Page 48, Line 17SECTION 12. In Colorado Revised Statutes, 22-11-303, amend (3) introductory portion and (3)(b) as follows:
Page 48, Line 1822-11-303. Accredited or accredited with distinction -
Page 48, Line 19performance plan - school district or institute - contents - adoption.
Page 48, Line 20(3) A district or institute performance plan shall be
Page 48, Line 21the academic performance of students enrolled in the school district or in
Page 48, Line 22the institute charter schools and to ensure that the school district or the
Page 49, Line 1institute, following the next annual accreditation review, attains a higher
Page 49, Line 2accreditation category or remains in the same accreditation category if the
Page 49, Line 3school district or institute is accredited with distinction. At a minimum, each district and institute performance plan shall
Page 49, Line 4(b) Identify positive and negative trends for district public schools
Page 49, Line 5as a group and individually or for institute charter schools as a group and
Page 49, Line 6individually in the levels of attainment by the public schools as a group
Page 49, Line 7and individually on the performance indicators, including a
Page 49, Line 8description of how the school district or the institute will
Page 49, Line 9provide different supports for the school district's public
Page 49, Line 10schools or the institute's institute charter schools that are on performance watch.
Page 49, Line 11SECTION 13. In Colorado Revised Statutes, 22-11-304, amend (3)(b) as follows:
Page 49, Line 1222-11-304. Accredited with improvement plan - school district
Page 49, Line 13or institute - plan contents - adoption. (3) A district improvement plan
Page 49, Line 14or an institute improvement plan must be designed to ensure that the
Page 49, Line 15school district or the institute improves its performance to the extent that,
Page 49, Line 16following completion of its next annual accreditation review, the school
Page 49, Line 17district or the institute attains a higher accreditation category. At a
Page 49, Line 18minimum, a district improvement plan or an institute improvement plan must:
Page 49, Line 19(b) Identify positive and negative trends for district public schools
Page 49, Line 20as a group and individually or for institute charter schools as a group and
Page 49, Line 21individually in the levels of attainment by the public schools as a group
Page 49, Line 22and individually on the performance indicators, including a
Page 49, Line 23description of how the school district or the institute will
Page 50, Line 1provide different supports for the school district's public
Page 50, Line 2schools or the institute's institute charter schools that are on performance watch;
Page 50, Line 3SECTION 14. In Colorado Revised Statutes, 22-11-305, amend (1)(a), (1)(c), (2)(a), (2)(b), (3)(b), and (3)(e); and add (3)(e.5) as follows:
Page 50, Line 422-11-305. Accredited with priority improvement plan - school
Page 50, Line 5district or institute - plan contents - adoption. (1) (a) In accordance
Page 50, Line 6with the time frames specified in state board rule, each school district that
Page 50, Line 7is accredited with priority improvement plan shall annually adopt and
Page 50, Line 8implement a district priority improvement plan as described in subsection
Page 50, Line 9(3) of this section. When a school district creates a pathway plan
Page 50, Line 10the state board, by rule, may reduce some of the obligations described in subsection (3) of this section.
Page 50, Line 11(c) The commissioner, subject to available appropriations, may
Page 50, Line 12assign the state review panel to critically evaluate the district priority
Page 50, Line 13improvement plan or the pathway plan, and recommend to the
Page 50, Line 14commissioner modifications to the plan. The commissioner may
Page 50, Line 15recommend to the local school board modifications to the district priority
Page 50, Line 16improvement plan or pathway plan, taking into consideration any
Page 50, Line 17recommendations of the state review panel, including a description of
Page 50, Line 18how the school district will provide different supports for the school district's public schools that are on performance watch.
Page 50, Line 19(2) (a) If the institute is accredited with priority improvement
Page 50, Line 20plan, the institute board shall, in accordance with the time frames
Page 50, Line 21specified in state board rule, adopt and implement an institute priority
Page 50, Line 22improvement plan as described in subsection (3) of this section. In
Page 50, Line 23preparing the institute priority improvement plan, the institute board shall
Page 51, Line 1take into account and incorporate any institute charter school
Page 51, Line 2performance, improvement, priority improvement, and turnaround plans
Page 51, Line 3received pursuant to sections 22-11-403 to 22-11-406. When an
Page 51, Line 4institute creates a pathway plan, the state board, by rule, may
Page 51, Line 5reduce some of the obligations described in subsection (3) of this section.
Page 51, Line 6(b) The commissioner, subject to available appropriations, may
Page 51, Line 7assign the state review panel to critically evaluate the institute priority
Page 51, Line 8improvement plan and recommend to the commissioner modifications to
Page 51, Line 9the plan. The commissioner may recommend to the institute modifications
Page 51, Line 10to the institute priority improvement plan, taking into consideration any
Page 51, Line 11recommendations of the state review panel, including a description of
Page 51, Line 12how the institute will provide different supports for the
Page 51, Line 13institute's institute charter schools that are on performance watch.
Page 51, Line 14(3) A district priority improvement plan or an institute priority
Page 51, Line 15improvement plan must be designed to ensure that the school district or
Page 51, Line 16the institute improves its performance to the extent that, following
Page 51, Line 17completion of its next annual accreditation review, the school district or
Page 51, Line 18the institute attains a higher accreditation category. At a minimum, a
Page 51, Line 19district priority improvement plan or an institute priority improvement plan must:
Page 51, Line 20(b) Identify positive and negative trends for district public schools
Page 51, Line 21as a group and individually or for institute charter schools as a group and
Page 51, Line 22individually in the levels of attainment by the public schools as a group
Page 51, Line 23and individually on the performance indicators, including a
Page 51, Line 24description of how the school district or the institute will
Page 52, Line 1provide different supports for the school district's district
Page 52, Line 2public schools or the institute's institute charter schools that are on performance watch;
Page 52, Line 3(e) Identify the local, state, and federal resources that the school
Page 52, Line 4district or the institute will use to implement the identified strategies with fidelity; and
Page 52, Line 5(e.5) Identify budget allocations to support the needs of
Page 52, Line 6the school district's or the institute's public schools and create
Page 52, Line 7a financial sustainability plan, which must include, but is not
Page 52, Line 8limited to, salaries, facility costs, curriculum costs, and operational costs; and
Page 52, Line 9SECTION 15. In Colorado Revised Statutes, 22-11-306, amend (1)(a), (2)(a), (3)(b), and (3)(e); and add (3)(e.5) as follows:
Page 52, Line 1022-11-306. Accredited with turnaround plan - school district
Page 52, Line 11or institute - plan content - adoption. (1) (a) In accordance with the
Page 52, Line 12time frames specified in state board rule, each school district that is
Page 52, Line 13accredited with turnaround plan shall annually adopt and implement a
Page 52, Line 14district turnaround plan as described in subsection (3) of this section.
Page 52, Line 15When a school district creates a pathway plan, the state board,
Page 52, Line 16by rule, may reduce some of the obligations described in subsection (3) of this section.
Page 52, Line 17(2) (a) If the institute is accredited with turnaround plan, the
Page 52, Line 18institute board shall, in accordance with the time frames specified in state
Page 52, Line 19board rule, adopt and implement an institute turnaround plan as described
Page 52, Line 20in subsection (3) of this section. In preparing the institute turnaround
Page 52, Line 21plan, the institute board shall take into account and incorporate any
Page 52, Line 22institute charter school performance, improvement, priority improvement,
Page 53, Line 1and turnaround plans received pursuant to sections 22-11-403 to
Page 53, Line 222-11-406. When the institute creates a pathway plan, the state
Page 53, Line 3board, by rule, may reduce some of the obligations described in subsection (3) of this section.
Page 53, Line 4(3) A district turnaround plan or an institute turnaround plan must
Page 53, Line 5be designed to ensure that the school district or the institute improves its
Page 53, Line 6performance to the extent that, following completion of its next annual
Page 53, Line 7accreditation review, the school district or the institute attains a higher
Page 53, Line 8accreditation category. At a minimum, a district turnaround plan or an institute turnaround plan must:
Page 53, Line 9(b) Identify positive and negative trends for district public schools
Page 53, Line 10as a group and individually or for institute charter schools as a group and
Page 53, Line 11individually in the levels of attainment by the public schools as a group
Page 53, Line 12and individually on the performance indicators, which includes a
Page 53, Line 13description of how the school district or the institute will
Page 53, Line 14provide different supports for the school district's district
Page 53, Line 15public schools or for the institute's institute charter schools on performance watch;
Page 53, Line 16(e) Identify the local, state, and federal resources that the school
Page 53, Line 17district or the institute will use to implement the identified strategies with fidelity; and
Page 53, Line 18(e.5) Identify budget allocations to support the needs of
Page 53, Line 19the school district's or the institute's public schools and create
Page 53, Line 20a financial sustainability plan, which must include, but is not
Page 53, Line 21limited to, salaries, facility costs, curriculum costs, and operational costs; and
Page 53, Line 22SECTION 16. In Colorado Revised Statutes, 22-11-405, amend (1)(a) and (2)(a); and add (4)(b.5) as follows:
Page 54, Line 122-11-405. School priority improvement plan - contents.
Page 54, Line 2(1) (a) If the state board, pursuant to section 22-11-210, directs a district
Page 54, Line 3public school to adopt a priority improvement plan, the local school
Page 54, Line 4board, in accordance with time frames specified in state board rules, shall
Page 54, Line 5adopt a school priority improvement plan, as described in subsection (4)
Page 54, Line 6of this section, for the district public school. When a district public
Page 54, Line 7school creates a pathway plan, the state board, by rule, may
Page 54, Line 8reduce some of the obligations described in subsection (4) of this section.
Page 54, Line 9(2) (a) If the state board, pursuant to section 22-11-210, directs an
Page 54, Line 10institute charter school to adopt a priority improvement plan, the institute,
Page 54, Line 11in accordance with time frames specified in state board rules, shall adopt
Page 54, Line 12a school priority improvement plan, as described in subsection (4) of this
Page 54, Line 13section, for the institute charter school. When an institute charter
Page 54, Line 14school creates a pathway plan, the state board, by rule, may
Page 54, Line 15reduce some of the obligations described in subsection (4) of this section.
Page 54, Line 16(4) A school priority improvement plan must be designed to
Page 54, Line 17ensure that the public school improves its performance to the extent that,
Page 54, Line 18following completion of the public school's next annual performance
Page 54, Line 19review, the public school attains a higher accreditation category. At a minimum, a school priority improvement plan must:
Page 54, Line 20(b.5) Identify budget allocations to support the needs of
Page 54, Line 21the public schools and create a financial sustainability plan,
Page 54, Line 22which must include, but is not limited to, salaries, facility costs,
Page 54, Line 23curriculum costs, and operational costs;
Page 55, Line 1SECTION 17. In Colorado Revised Statutes, 22-11-406, amend (1)(a) and (2)(a); and add (3)(b.5) as follows:
Page 55, Line 222-11-406. School turnaround plan - contents. (1) (a) If the
Page 55, Line 3state board, pursuant to section 22-11-210, directs a district public school
Page 55, Line 4to adopt a turnaround plan, the local school board, in accordance with
Page 55, Line 5time frames specified in state board rules, shall adopt a school turnaround
Page 55, Line 6plan, as described in subsection (3) of this section, for the district public
Page 55, Line 7school. Each district public school turnaround plan shall also be
Page 55, Line 8to evaluation by the state review panel and may be subject to revisions
Page 55, Line 9requested by the commissioner as provided in this subsection (1). When
Page 55, Line 10a district public school creates a pathway plan, the state board,
Page 55, Line 11by rule, may reduce some of the obligations described in subsection (3) of this section.
Page 55, Line 12(2) (a) If the state board, pursuant to section 22-11-210, directs an
Page 55, Line 13institute charter school to adopt a turnaround plan, the institute, in
Page 55, Line 14accordance with time frames specified in state board rules, shall adopt a
Page 55, Line 15school turnaround plan, as described in subsection (3) of this section, for
Page 55, Line 16the institute charter school. Each institute charter school turnaround plan
Page 55, Line 17shall also be
Page 55, Line 18subject to revisions requested by the commissioner as provided in this
Page 55, Line 19subsection (2). When an institute charter school creates a
Page 55, Line 20pathway plan, the state board, by rule, may reduce some of the obligations described in subsection (3) of this section.
Page 55, Line 21(3) A school turnaround plan must be designed to ensure that the
Page 55, Line 22public school improves its performance to the extent that, following
Page 55, Line 23completion of the public school's next annual performance review, the
Page 55, Line 24public school attains a higher accreditation category. At a minimum, a school turnaround plan must:
Page 56, Line 1(b.5) Identify budget allocations to support the needs of
Page 56, Line 2the public schools and create a financial sustainability plan,
Page 56, Line 3which must include, but is not limited to, salaries, facility costs, curriculum costs, and operational costs;
Page 56, Line 4SECTION 18. In Colorado Revised Statutes, add 22-11-505 as follows:
Page 56, Line 522-11-505. Statewide education accountability dashboard -
Page 56, Line 6definition. (1) As used in this section, unless the context
Page 56, Line 7otherwise requires, "statewide education accountability
Page 56, Line 8dashboard" or "dashboard" means a statewide education accountability dashboard used to report and access:
Page 56, Line 9(a) Local and statewide education accountability data; and
Page 56, Line 10(b) Postsecondary and workforce readiness data,
Page 56, Line 11including data made available to the department through the
Page 56, Line 12statewide longitudinal data system created in section 24-37.5-125 (2)(a).
Page 56, Line 13(2) On or before November 1, 2026, the department shall
Page 56, Line 14gather stakeholder input on the specific data elements and
Page 56, Line 15visual reporting format for the statewide education
Page 56, Line 16accountability dashboard. The department shall summarize the
Page 56, Line 17stakeholder input, the estimated cost for incorporating data
Page 56, Line 18elements, and reporting formats with the state board into a
Page 56, Line 19report. The department shall submit the report to the education
Page 56, Line 20committees of the house of representatives and the senate, or
Page 56, Line 21their successor committees, and the joint budget committee.
Page 57, Line 1Subject to available appropriations, the department shall
Page 57, Line 2create a statewide education accountability dashboard. On the
Page 57, Line 3dashboard, the department shall report the information
Page 57, Line 4described in subsections (3)(a) and (3)(b) of this section in a
Page 57, Line 5transparent and accessible manner to families, students, and community members.
Page 57, Line 6(3) The department shall review and make recommendations to the state board on the process to:
Page 57, Line 7(a) Determine the percentage of students who score at
Page 57, Line 8each of the performance levels identified by the state board for
Page 57, Line 9the state assessments, reported by grade level and assessment, as described in section 22-11-503 (2)(a.5); and
Page 57, Line 10(b) Determine the percentage of students who are not
Page 57, Line 11tested or whose scores are not included in determining the performance indicators, as described in section 22-11-503 (3)(b).
Page 57, Line 12SECTION 19. In Colorado Revised Statutes, 22-13-103, amend
Page 57, Line 13(1)(b), (1)(c)(V), and (2) introductory portion; and add (1)(d) and (1)(e) as follows:
Page 57, Line 1422-13-103. School transformation grant program - created -
Page 57, Line 15rules - repeal. (1) There is created in the department the school transformation grant program to provide funding to:
Page 57, Line 16(b) Support school districts, the institute, and charter schools in
Page 57, Line 17providing
Page 57, Line 18professional development and transforming instruction in public schools
Page 57, Line 19that are required to adopt priority improvement or turnaround plans for
Page 57, Line 20the immediate or preceding school year, and
Page 57, Line 21to, management restructuring, creating a pipeline for
Page 58, Line 1leadership and educator development, asset restructuring,
Page 58, Line 2collaborative problem-solving, designing budgetary
Page 58, Line 3expectations for school turnaround plans and implementing a
Page 58, Line 4funding sustainability plan, distributing resources to the
Page 58, Line 5schools most in need, and ensuring the school district plan
Page 58, Line 6details the allocation of resources to address school district needs;
Page 58, Line 7(c) Assist school districts, the institute, and charter schools that
Page 58, Line 8are implementing priority improvement or turnaround plans in planning
Page 58, Line 9for and implementing one or more of the following rigorous school redesign strategies:
Page 58, Line 10(V) Closing a public school or revoking the charter for a district or institute charter school;
Page 58, Line 11(d) Support school districts, the institute, and charter
Page 58, Line 12schools that are implementing priority improvement or
Page 58, Line 13turnaround plans to use local assessment data to identify
Page 58, Line 14performance indicator gaps and provide supports and interventions; and
Page 58, Line 15(e) Assist school districts, the institute, and charter
Page 58, Line 16schools that have been required to adopt a priority improvement
Page 58, Line 17or turnaround plan for one, two, or three consecutive years to engage in community-led improvement strategies.
Page 58, Line 18(2) The state board, in accordance with the "State Administrative
Page 58, Line 19Procedure Act", article 4 of title 24, shall promulgate
Page 58, Line 20implement and administer the program. At a minimum, the rules must include:
Page 58, Line 21SECTION 20. In Colorado Revised Statutes, 24-72-202, amend (6)(a)(I) as follows:
Page 59, Line 124-72-202. Definitions. As used in this part 2, unless the context otherwise requires:
Page 59, Line 2(6) (a) (I) "Public records" means and includes all writings made,
Page 59, Line 3maintained, or kept by the state, any agency, institution, a public or
Page 59, Line 4private entity that serves as an external support partner for a
Page 59, Line 5school district or the state charter school institute pursuant
Page 59, Line 6to section 22-11-209 (2)(a), a public or private entity that serves
Page 59, Line 7as an external support partner for a public school pursuant to
Page 59, Line 8section 22-11-210 (5)(a), a nonprofit corporation incorporated pursuant
Page 59, Line 9to section 23-5-121 (2), C.R.S.,
Page 59, Line 10that are described in section 29-1-902 C.R.S.,
Page 59, Line 11local-government-financed entity for use in the exercise of functions
Page 59, Line 12required or authorized by law or administrative rule or involving the receipt or expenditure of public funds.
Page 59, Line 13SECTION 21. Appropriation - adjustments to 2025 long bill.
Page 59, Line 14(1) To implement this act, the cash funds appropriation from the state
Page 59, Line 15education fund created in section 17 (4)(a) of article IX of the state
Page 59, Line 16constitution made in the annual general appropriation act for the 2025-26
Page 59, Line 17state fiscal year to the department of education for the statewide assessment program is reduced by $456,000.
Page 59, Line 18(2) To implement this act, the general fund appropriation made in
Page 59, Line 19the annual general appropriation act for the 2025-26 state fiscal year to
Page 59, Line 20the department of education for use by school quality and support for the local accountability system grant program is reduced by $81,000.
Page 59, Line 21(3) For the 2025-26 state fiscal year, $559,187 is appropriated to
Page 59, Line 22the department of education for use by school quality and support. This
Page 60, Line 1appropriation is from the general fund and is based on an assumption that
Page 60, Line 2the division will require an additional 3.4 FTE. To implement this act, the
Page 60, Line 3division may use this appropriation for accountability and improvement planning.
Page 61, Line 1SECTION 22. Appropriation to the department of education for the fiscal year beginning July 1, 2024. In Session Laws of Colorado 2024, section 2 of chapter 519, (HB
Page 61, Line 224-1430), amend Part IV (6)(A) and the affected totals as Part IV and the affected totals are amended by Session Laws of Colorado 2024, section 15 of chapter 133, (HB 24-1390), as
Page 61, Line 3Part IV and the affected totals are amended by section 4 of SB 25-113, and as Part IV and the affected totals are amended by section 1 of SB 25-091, and as Part IV and the affected totals are amended by section 8 of SB 25-206 as follows:
Page 61, Line 4Section 2. Appropriation.
Page 61, Line 5Part IV
Page 61, Line 6DEPARTMENT OF EDUCATION
Page 61, Line 7
Page 61, Line 8(6) SCHOOL QUALITY AND SUPPORT
Page 61, Line 9(A) Accountability and Transformation
| Agency Name or Title | Item & Subtotal | Total | General Fund | General Fund Exempt | Cash Funds | Reappropriated Funds | Federal Funds | ||
|---|---|---|---|---|---|---|---|---|---|
|
Page 61, Line 10Longitudinal Analyses of Page 61, Line 11Student Assessment Results |
620,960 |
620,960 |
|||||||
Page 61, Line 12 |
(5.1 FTE) |
||||||||
|
Page 61, Line 13Accountability and Page 61, Line 14Improvement Planning |
2,384,189 |
1,318,920 |
1,065,269(I) |
||||||
Page 61, Line 15 |
(5.1 FTE) |
(10.0 FTE) |
|||||||
|
Page 62, Line 1Local Accountability Page 62, Line 2System Grant Program |
|
|
|||||||
Page 62, Line 3 |
411,784 |
411,784 |
|||||||
Page 62, Line 4 |
(0.4 FTE) |
||||||||
|
Page 62, Line 5School Transformation Page 62, Line 6Grant Program |
8,091,187 |
6,078,660 |
2,012,527a |
||||||
Page 62, Line 7 |
(2.8 FTE) |
(1.2 FTE) |
|||||||
|
Page 62, Line 8Federal School Page 62, Line 9Transformation Page 62, Line 10Administration and Support |
769,725 |
769,725(I) |
|||||||
Page 62, Line 11 |
(4.2 FTE) |
||||||||
Page 62, Line 12Educator Perception |
25,000 |
25,000 |
|||||||
Page 62, Line 13 |
|
||||||||
Page 62, Line 14 |
12,302,845 |
||||||||
Page 62, Line 15 |
Page 63, Line 1a This amount shall be from the State Education Fund created in Section 17 (4)(a) of Article IX of the State Constitution. Pursuant to Section 17 (3) of Article IX of the State Constitution,
Page 63, Line 2appropriations from the State Education Fund are not subject to the limitation on fiscal year spending set forth in Section 20 of Article X of the State Constitution.
Page 63, Line 3
Page 63, Line 4
| Agency Name or Title | Item & Subtotal | Total | General Fund | General Fund Exempt | Cash Funds | Reappropriated Funds | Federal Funds | ||
|---|---|---|---|---|---|---|---|---|---|
Page 63, Line 5TOTALS PART IV |
|||||||||
Page 63, Line 6(EDUCATION) |
|
|
$1,248,839,667a |
$1,973,866,374b |
|||||
Page 63, Line 7 |
$7,492,109,177 |
$3,294,528,034 |
|||||||
Page 63, Line 8 |
Page 63, Line 9a This amount shall be from the General Fund Exempt Account created in Section 24-77-103.6 (2), C.R.S.
Page 63, Line 10b Of this amount, $5,427,742 contains an (I) notation.
Page 63, Line 11c Of this amount, $43,900,000 contains an (I) notation.
Page 63, Line 12d This amount contains an (I) notation.
Page 63, Line 13
Page 64, Line 1SECTION 23. Act subject to petition - effective date. This act
Page 64, Line 2takes effect at 12:01 a.m. on the day following the expiration of the
Page 64, Line 3ninety-day period after final adjournment of the general assembly; except
Page 64, Line 4that, if a referendum petition is filed pursuant to section 1 (3) of article V
Page 64, Line 5of the state constitution against this act or an item, section, or part of this
Page 64, Line 6act within such period, then the act, item, section, or part will not take
Page 64, Line 7effect unless approved by the people at the general election to be held in
Page 64, Line 8November 2026 and, in such case, will take effect on the date of the official declaration of the vote thereon by the governor.