House Bill 25-1278 Preamended

A Bill for an Act

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

• Page 1, Line 102accountability system.

Bill Summary

(Note: This summary applies to this bill as introduced and does not reflect any amendments that may be subsequently adopted. If this bill passes third reading in the house of introduction, a bill summary that applies to the reengrossed version of this bill will be available at http://leg.colorado.gov.)

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

The bill:

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

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

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

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

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

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

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

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

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

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

• Page 4, Line 9SECTION 2.  In Colorado Revised Statutes, 22-7-1006.3, amend

• Page 4, Line 10(1)(d), (4)(a), (4)(b), (7)(a), and (8)(a); and add (3)(e) and (12) as follows:

• Page 4, Line 1122-7-1006.3.  State assessments - administration - rules -

• Page 4, Line 12definitions. (1) (d)  If all or any portion of a state assessment

• Page 4, Line 13administered pursuant to subsection (1)(a) of this section requires a

• Page 4, Line 14student to use a computer to take the assessment, at the request of a local

• Page 4, Line 15education provider, for a student with a disability who has an

• Page 4, Line 16individualized education program, as defined in section

• Page 4, Line 1722-20-103, or a section 504 plan, as defined in section 22-20-123,

• Page 4, Line 18and whose accommodation requires a pencil-and-paper format,

• Page 4, Line 19the department of education must administer the portions of the state

• Page 4, Line 20assessment that require a computer in a format that a student may

• Page 4, Line 21complete using pencil and paper. Each local education provider shall

• Page 4, Line 22report to the department the number of students it enrolls who will take

• Page 4, Line 23the state assessment in a pencil-and-paper format.

• Page 5, Line 1(3) (e)  To evaluate students, including students who take

• Page 5, Line 2alternate assessments or another approved assessment as

• Page 5, Line 3described in subsection (3)(c) of this section, the department of

• Page 5, Line 4education, in collaboration with local education providers,

• Page 5, Line 5shall divide each state assessment into smaller sections with

• Page 5, Line 6age-appropriate time frames for students with disabilities who

• Page 5, Line 7have an individualized education program, as defined in section

• Page 5, Line 822-20-103, or a section 504 plan, as defined in section 22-20-123.

• Page 5, Line 9The state board may adopt rules to implement this subsection(3)(e).

• Page 5, Line 10(4) (a) (I)  The department of education, in collaboration with local

• Page 5, Line 11education providers, shall administer the English versions of the state

• Page 5, Line 12assessments and may administer an assessment adopted by the state board

• Page 5, Line 13state assessments pursuant to subsection (1)(a) of this section,

• Page 5, Line 14in languages other than English or Spanish for mathematics, science,

• Page 5, Line 15and social studies, as may be appropriate for English language

• Page 5, Line 16learners, when the number of English language learners with a

• Page 5, Line 17specific language background reaches at least one thousand

• Page 5, Line 18five hundred students statewide within an assessed grade level.

• Page 5, Line 19To be eligible for a translated assessment, English language

• Page 5, Line 20learners must receive instructional support for the content

• Page 5, Line 21area in the proposed test language; except that, a student who has

• Page 5, Line 22participated in an English language proficiency program, as provided in

• Page 5, Line 23article 24 of this title title 22, for more than a total of three school years

• Page 5, Line 24is ineligible to take the state assessments in a language other than English.

• Page 5, Line 25The department of education shall prioritize translation

• Page 5, Line 26efforts based on statistical and psychometric analyses to ensure the validity and reliability of state assessments.

• Page 6, Line 1(II)  Notwithstanding the provisions of subparagraph (I) of this

• Page 6, Line 2paragraph (a) subsection (4)(a)(I) of this section to the contrary, a

• Page 6, Line 3local education provider may administer an assessment adopted by the

• Page 6, Line 4state board in a language other than English for up to five years to a

• Page 6, Line 5student who is an English language learner if allowed by a waiver

• Page 6, Line 6received from the federal department of education pursuant to paragraph (c) of this subsection (4) subsection (4)(c) of this section.

• Page 6, Line 7(b)  The state board shall revise as necessary and the department

• Page 6, Line 8of education shall administer reading and writing assessments in Spanish

• Page 6, Line 9for students enrolled in the third and fourth grades. The department of

• Page 6, Line 10education shall administer reading and writing assessments in

• Page 6, Line 11Spanish for students enrolled in grades five through eight when

• Page 6, Line 12the number of English language learners who receive

• Page 6, Line 13instructional reading and writing services in Spanish reaches at

• Page 6, Line 14least one thousand five hundred students statewide within an

• Page 6, Line 15assessed grade level. The department of education shall

• Page 6, Line 16prioritize translation efforts based on statistical and

• Page 6, Line 17psychometric analyses to ensure the validity and reliability of the state assessments.

• Page 6, Line 18(7) (a)  The department of education shall, as soon as

• Page 6, Line 19practicable but no later than June 1 of each year, provide to each

• Page 6, Line 20local education provider the results of all of the state assessments that the

• Page 6, Line 21local education provider administers and make available to local

• Page 6, Line 22education providers the state assessment data of individual students that

• Page 6, Line 23is required to measure academic progress over time. The department shall

• Page 6, Line 24align the disaggregation of state assessment results with the exclusion of scores permitted by subsection (6) of this section.

• Page 7, Line 1(8) (a)  Each local education provider shall adopt policies to ensure

• Page 7, Line 2that appropriate personnel within each school district and each institute

• Page 7, Line 3charter school timely share with and explain to the parent or legal

• Page 7, Line 4guardian of each student enrolled in the school district or the institute

• Page 7, Line 5charter school the student's state assessment results returned to the student's public school pursuant to subsection (7) of this section.

• Page 7, Line 6(12) (a)   The department of education shall create and

• Page 7, Line 7distribute information to public schools, school districts, and

• Page 7, Line 8the institute that communicates to parents and guardians the

• Page 7, Line 9importance of state assessments in supporting students, educators, public schools, school districts, and the institute.

• Page 7, Line 10(b)  In the information described in subsection (12)(a) of

• Page 7, Line 11this section, the department of education shall provide guidance

• Page 7, Line 12to public schools, school districts, the institute, and educators

• Page 7, Line 13on how to encourage students to participate in state

• Page 7, Line 14assessments to the extent allowable under state and federal

• Page 7, Line 15law. The department of education shall provide guidance to

• Page 7, Line 16local education providers on what public schools, school

• Page 7, Line 17districts, the institute, and educators cannot do that would discourage student participation in state assessments.

• Page 7, Line 18(c)  As used in this subsection (12), unless the context otherwise requires:

• Page 7, Line 19(I)  "Institute" means the state charter school institute created pursuant to section 22-30.5-503.

• Page 7, Line 20(II)  "Public school" has the same meaning as provided in

• Page 7, Line 21section 22-1-101 and includes, but is not limited to, a district

• Page 8, Line 1charter school, an institute charter school, BOCES, or an online school, as defined in section 22-30.7-102.

• Page 8, Line 2SECTION 3.  In Colorado Revised Statutes, 22-11-103, add (22.5) as follows:

• Page 8, Line 322-11-103.  Definitions. As used in this article 11, unless the context otherwise requires:

• Page 8, Line 4(22.5)  "Pathway plan" means the plan described in and

• Page 8, Line 5adopted by a school district, the institute, or a public school pursuant to section 22-11-213.

• Page 8, Line 6SECTION 4.  In Colorado Revised Statutes, 22-11-202, amend

• Page 8, Line 7(2)(a) and (2)(c)(III); repeal (2)(c)(II); and add (2)(c)(IV) and (3) as follows:

• Page 8, Line 822-11-202.  Colorado growth model - technical advisory panel

• Page 8, Line 9- accountability work group - rules. (2) (a)  To assist the department in

• Page 8, Line 10implementing the Colorado growth model, the commissioner shall

• Page 8, Line 11appoint a technical advisory panel of state and national experts on the

• Page 8, Line 12longitudinal measurement of academic growth for accountability

• Page 8, Line 13purposes. The department shall appoint at least three additional

• Page 8, Line 14members to the technical advisory panel. The members must be

• Page 8, Line 15current superintendents of school districts and collectively

• Page 8, Line 16represent small, medium, and large districts. The appointed

• Page 8, Line 17members must reflect the state's geographic diversity by

• Page 8, Line 18representing rural, suburban, and urban regions. The members of

• Page 8, Line 19the technical advisory panel shall serve at the will of the commissioner and shall not receive compensation or reimbursement for expenses.

• Page 8, Line 20(c)  The department and the state board shall consult with the

• Page 8, Line 21technical advisory panel concerning:

• Page 9, Line 1(II)  The amount of additional credit toward accreditation that each

• Page 9, Line 2local education provider may receive pursuant to section 22-11-204 (3)(b); and

• Page 9, Line 3(III)  Methods of including in the accreditation process

• Page 9, Line 4consideration of student progress in attaining reading competency, as

• Page 9, Line 5defined in section 22-7-1203 (10), in kindergarten and first and second grade; and

• Page 9, Line 6(IV)  Methods to measure the postsecondary and

• Page 9, Line 7workforce readiness indicator, including the college and

• Page 9, Line 8career readiness before graduation sub-indicator and the

• Page 9, Line 9postsecondary progression sub-indicator described in section

• Page 9, Line 1022-11-204 (4.5), and methods to measure the number of students

• Page 9, Line 11who complete one or more of the postsecondary and workforce readiness sub-indicators.

• Page 9, Line 12(3) (a)  The department shall convene an accountability

• Page 9, Line 13work group to provide feedback to the department related to

• Page 9, Line 14state and federal accountability policies and decisions and to

• Page 9, Line 15make recommendations to the state board. The commissioner

• Page 9, Line 16shall appoint, at a minimum, the following members to serve on the accountability work group:

• Page 9, Line 17(I)  Four members who serve as superintendents who

• Page 9, Line 18represent different regions of the state, including a superintendent who represents a rural school district;

• Page 9, Line 19(II)  Five members who serve as school and school district leaders;

• Page 9, Line 20(III)  One member who serves as a charter school leader;

• Page 9, Line 21(IV)  One member who works for a board of cooperative services;

• Page 10, Line 1(V)  One member who represents a statewide organization serving school executives;

• Page 10, Line 2(VI)  One member who represents a statewide organization representing local school boards;

• Page 10, Line 3(VII)  One member who represents a statewide organization representing educators;

• Page 10, Line 4(VIII)  Two members who represent an education advocacy organization or a civil rights organization; and

• Page 10, Line 5(IX)  One member who is a parent or who represents an organization focused on family involvement in education.

• Page 10, Line 6(b)  The members of the accountability work group shall

• Page 10, Line 7serve at the will of the commissioner and shall not receive compensation or reimbursement for expenses.

• Page 10, Line 8(c)  The department shall convene meetings of the

• Page 10, Line 9accountability work group as necessary and within existing appropriations.

• Page 10, Line 10(d)  The accountability work group meetings are open to the public.

• Page 10, Line 11SECTION 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 10, Line 1222-11-204.  Performance indicators - measures - repeal.

• Page 10, Line 13(1) (b) (I) (A)  In addition, the department shall annually determine the

• Page 10, Line 14level of attainment of each public high school, each school district, the

• Page 10, Line 15institute, and the state as a whole on the postsecondary and workforce

• Page 10, Line 16readiness performance indicator based on the measures specified in

• Page 10, Line 17subsection (4) of this section.

• Page 11, Line 1(B)  This subsection (1)(b)(I) is repealed, effective July 1, 2026.

• Page 11, Line 2(II)  Beginning in the 2026-27 school year, the department

• Page 11, Line 3shall annually determine the level of attainment of each public

• Page 11, Line 4high school, each school district, the institute, and the state as

• Page 11, Line 5a whole on the postsecondary and workforce readiness

• Page 11, Line 6performance indicator, including the college and career

• Page 11, Line 7readiness before graduation and postsecondary progression

• Page 11, Line 8sub-indicators, based on the measures specified in subsection (4.5) of this section.

• Page 11, Line 9(e) (I)  For purposes of calculating performance for the

• Page 11, Line 10performance indicators, the state board shall ensure that the

• Page 11, Line 11calculation includes consideration of the academic

• Page 11, Line 12achievement of students with disabilities, including students

• Page 11, Line 13who have a disability pursuant to the federal "Individuals with

• Page 11, Line 14Disabilities Education Act", 20 U.S.C. 1400 et seq., but who no

• Page 11, Line 15longer meet the eligibility criteria for an individualized education program, as defined in section 22-20-103 (2)(c).

• Page 11, Line 16(II)  The state board shall ensure a student described in

• Page 11, Line 17subsection(1)(e)(I)of this section is counted in the calculation

• Page 11, Line 18described in subsection (1)(e)(I) of this section for two years

• Page 11, Line 19after it is determined the student no longer meets the eligibility

• Page 11, Line 20criteria for an individualized education program, as defined

• Page 11, Line 21in section 22-20-103; except that a student who no longer meets

• Page 11, Line 22the eligibility criteria because the student has graduated from a public high school is not counted in the calculation.

• Page 11, Line 23(III)  The department shall not include a student described

• Page 12, Line 1in subsection(1)(e)(I)of this section in calculations or data

• Page 12, Line 2reporting for purposes of the federal "Every Student Succeeds Act", 20 U.S.C. sec. 6301 et seq.

• Page 12, Line 3(f)  For purposes of calculating performance for the

• Page 12, Line 4performance indicator concerning student academic

• Page 12, Line 5achievement, the state board shall ensure that the calculation

• Page 12, Line 6includes consideration of the percentages of students enrolled

• Page 12, Line 7in the eleventh grade in public high schools who score at each

• Page 12, Line 8achievement level on the standardized curriculum-based

• Page 12, Line 9achievement college entrance examination administered as a

• Page 12, Line 10statewide assessment or the percentages of students enrolled

• Page 12, Line 11in each of the grade levels included in the public high school

• Page 12, Line 12who score at each achievement level on the assessments

• Page 12, Line 13administered by the public high school pursuant to section 22-7-1006.3.

• Page 12, Line 14(4) (a)  The department shall determine the level of attainment of

• Page 12, Line 15each public high school, each school district, the institute, and the state

• Page 12, Line 16as a whole on the postsecondary and workforce readiness indicator by using, at a minimum, the following measures:

• Page 12, Line 17(a)  (I)  For each public high school, the department shall calculate:

• Page 12, Line 18(I)  The percentages of students enrolled in the eleventh grade in

• Page 12, Line 19the public high school who score at each achievement level on the

• Page 12, Line 20standardized curriculum-based achievement college entrance examination

• Page 12, Line 21administered as a statewide assessment or the percentages of students

• Page 12, Line 22enrolled in each of the grade levels included in the public high school

• Page 12, Line 23who score at each achievement level on the assessments administered

• Page 12, Line 24pursuant to section 22-7-1006.3 by the public high school;

• Page 13, Line 1(II)  (A)  As soon as the data is available, the percentage of students

• Page 13, Line 2graduating from the public high school who receive a diploma that

• Page 13, Line 3includes a postsecondary and workforce readiness endorsement as

• Page 13, Line 4described in section 22-7-1009 (1) and the percentage who receive a

• Page 13, Line 5diploma that includes an endorsement for exemplary demonstration of

• Page 13, Line 6postsecondary and workforce readiness as described in section 22-7-1009 (2);

• Page 13, Line 7(III) (A)  (B)  The graduation and dropout rates, as defined by rule

• Page 13, Line 8of the state board. For purposes of this subsection (4)(a)(I)(B), a

• Page 13, Line 9student who is enrolled in special education services, as defined

• Page 13, Line 10in section 22-20-103, must be counted in the public high school's

• Page 13, Line 11graduation rate in the school year in which the student

• Page 13, Line 12completes the minimum graduation requirements. This subsection

• Page 13, Line 13(4)(a)(I)(B) does not limit the right to a free appropriate public

• Page 13, Line 14education for a student as provided by the federal "Individuals

• Page 13, Line 15with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the

• Page 13, Line 16"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 13, Line 17(B)  Beginning in the 2020-21 school year, for purposes of this

• Page 13, Line 18subsection (4)(a)(III), a student who is enrolled in special education

• Page 13, Line 19services, as defined in section 22-20-103 (23), must be counted in the

• Page 13, Line 20public high school's graduation rate in the school year in which the

• Page 13, Line 21student completes the minimum graduation requirements. Nothing in this

• Page 13, Line 22subsection (4)(a)(III)(B) limits the right to a free appropriate public

• Page 13, Line 23education for a student as provided by the federal "Individuals with

• Page 13, Line 24Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended; the

• Page 13, Line 25"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 14, Line 1(IV)  (C)  Beginning in the 2016-17 school year, The percentages

• Page 14, Line 2of students graduating from the public high school who, in the school

• Page 14, Line 3year immediately following graduation from high school, enroll in a

• Page 14, Line 4career and technical education program, community college, or four-year

• Page 14, Line 5institution of higher education. The department shall weight each

• Page 14, Line 6postsecondary enrollment option equally in determining a public high school's level of attainment of this measure.

• Page 14, Line 7(IV.5)  (D)  Beginning in the 2018-19 school year, or in the first

• Page 14, Line 8school year for which data is available, The percentage of students

• Page 14, Line 9graduating from the public high school who, in the school year

• Page 14, Line 10immediately following graduation from high school, enlist in the military.

• Page 14, Line 11The department shall weight military enlistment equally with the

• Page 14, Line 12postsecondary enrollment options described in subsection (4)(a)(IV)

• Page 14, Line 13subsection (4)(a)(I)(C) of this section in determining a public high

• Page 14, Line 14school's level of attainment on the postsecondary and workforce readiness indicator.

• Page 14, Line 15(V)  (E)  Beginning in the 2020-21 school year, The percentage of

• Page 14, Line 16students enrolled in the public high school who demonstrate college and

• Page 14, Line 17career readiness, based on the demonstration options available to the

• Page 14, Line 18students enrolled in the public high school, at the higher achievement

• Page 14, Line 19level adopted by the state board that indicates a student is prepared,

• Page 14, Line 20without needing remediation, to enroll in general education core courses; and

• Page 14, Line 21(VI)  (F)  Beginning in the 2020-21 school year, The percentage of

• Page 14, Line 22students enrolled in the public high school who successfully complete an

• Page 14, Line 23advanced placement course in a subject other than English language arts

• Page 15, Line 1or math and earn a score of three or higher on the end-of-course advanced

• Page 15, Line 2placement exam, the percentage of students who successfully complete

• Page 15, Line 3a concurrent enrollment course in a subject other than English language

• Page 15, Line 4arts or math and earn a grade of "B" or higher in the course, and the

• Page 15, Line 5percentage of students who successfully complete an international

• Page 15, Line 6baccalaureate course in a subject other than English language arts or math and earn a score of four or higher;

• Page 15, Line 7(b)  (II)  For each school district and the institute, the department shall calculate:

• Page 15, Line 8(I)  The overall percentages of students enrolled in the eleventh

• Page 15, Line 9grade in all of the district public high schools or all institute charter high

• Page 15, Line 10schools who score at each achievement level on the standardized

• Page 15, Line 11curriculum-based achievement college entrance examination administered

• Page 15, Line 12as a statewide assessment or the percentages of students enrolled in each

• Page 15, Line 13of the grade levels included in the public high schools who score at each

• Page 15, Line 14achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high schools;

• Page 15, Line 15(II)  (A)  Beginning with the first school year for which criteria are

• Page 15, Line 16adopted pursuant to section 22-7-1009 (1) for awarding diplomas that are

• Page 15, Line 17endorsed for postsecondary and workforce readiness and for each school

• Page 15, Line 18year thereafter, The overall percentage of all students graduating from the

• Page 15, Line 19district public high schools or from the institute charter high schools who

• Page 15, Line 20receive diplomas that are endorsed for postsecondary and workforce

• Page 15, Line 21readiness as described in section 22-7-1009 (1) and the percentage who

• Page 15, Line 22receive diplomas that are endorsed for exemplary demonstration of

• Page 15, Line 23postsecondary and workforce readiness as described in section 22-7-1009

• Page 15, Line 24(2);

• Page 16, Line 1(III) (A)  (B)  The overall graduation and dropout rates, as defined

• Page 16, Line 2by rule of the state board, for the district public high schools or the

• Page 16, Line 3institute charter high schools. For purposes of this subsection

• Page 16, Line 4(4)(a)(II)(B), a student who is enrolled in special education

• Page 16, Line 5services, as defined in section 22-20-103, must be counted in the

• Page 16, Line 6school district's and the institute's graduation rate in the

• Page 16, Line 7school year in which the student completes the minimum

• Page 16, Line 8graduation requirements. This subsection (4)(a)(II)(B) does not

• Page 16, Line 9limit the right to a free appropriate public education for a

• Page 16, Line 10student as provided by the federal "Individuals with Disabilities

• Page 16, Line 11Education Act", 20 U.S.C. sec. 1400 et seq.; the "Exceptional

• Page 16, Line 12Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 16, Line 13(B)  Beginning in the 2020-21 school year, for purposes of this

• Page 16, Line 14subsection (4)(b)(III), a student who is enrolled in special education

• Page 16, Line 15services, as defined in section 22-20-103 (23), must be counted in the

• Page 16, Line 16school district's and the institute's graduation rate in the school year in

• Page 16, Line 17which the student completes the minimum graduation requirements.

• Page 16, Line 18Nothing in this subsection (4)(b)(III)(B) limits the right to a free

• Page 16, Line 19appropriate public education for a student as provided by the federal

• Page 16, Line 20"Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.,

• Page 16, Line 21as amended; the "Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 16, Line 22(IV)  (C)  Beginning in the 2016-17 school year, The overall

• Page 16, Line 23percentages of students graduating from all of the district public high

• Page 16, Line 24schools or all institute charter high schools who, in the school year

• Page 16, Line 25immediately following graduation from high school, enroll in a career and

• Page 17, Line 1technical education program, community college, or four-year institution

• Page 17, Line 2of higher education. The department shall weight each postsecondary

• Page 17, Line 3enrollment option equally in determining a school district's or the institute's level of attainment of this measure.

• Page 17, Line 4(IV.5)  (D)  Beginning in the 2018-19 school year, or in the first

• Page 17, Line 5school year for which data is available, The overall percentages of

• Page 17, Line 6students graduating from all of the district public high schools or all

• Page 17, Line 7institute charter high schools who, in the school year immediately

• Page 17, Line 8following graduation from high school, enlist in the military. The

• Page 17, Line 9department shall weight military enlistment equally with the

• Page 17, Line 10postsecondary enrollment options described in subsection (4)(b)(IV) of

• Page 17, Line 11this section subsection (4)(a)(II)(C) of this section in determining a

• Page 17, Line 12school district's or the institute's level of attainment on the postsecondary and workforce readiness indicator.

• Page 17, Line 13(V)  (E)  Beginning in the 2020-21 school year, The overall

• Page 17, Line 14percentage of students enrolled in the district public high schools or all

• Page 17, Line 15of the institute charter high schools who demonstrate college and career

• Page 17, Line 16readiness, based on the demonstration options offered by the district

• Page 17, Line 17charter high schools, the school district, or the institute charter high

• Page 17, Line 18schools, at the higher achievement level adopted by the state board that

• Page 17, Line 19indicates a student is prepared, without needing remediation, to enroll in general education core courses; and

• Page 17, Line 20(VI)  (F)  Beginning in the 2020-21 school year, The overall

• Page 17, Line 21percentage of students enrolled in the district public high schools or

• Page 17, Line 22institute charter high schools who successfully complete an advanced

• Page 17, Line 23placement course in a subject other than English language arts or math

• Page 17, Line 24and earn a score of three or higher on the end-of-course advanced

• Page 18, Line 1placement exam, the percentage of students who successfully complete

• Page 18, Line 2a concurrent enrollment course in a subject other than English language

• Page 18, Line 3arts or math and earn a grade of "B" or higher in the course, and the

• Page 18, Line 4percentage of students who successfully complete an international

• Page 18, Line 5baccalaureate course in a subject other than English language arts or math and earn a score of four or higher; and

• Page 18, Line 6(c)  (III)  For the state, the department shall calculate:

• Page 18, Line 7(I)  The percentages of students enrolled in the eleventh grade in

• Page 18, Line 8public high schools statewide who score at each achievement level on the

• Page 18, Line 9standardized curriculum-based achievement college entrance examination

• Page 18, Line 10administered as a statewide assessment or the percentages of students

• Page 18, Line 11enrolled in each of the grade levels included in the public high schools

• Page 18, Line 12statewide who score at each achievement level on the assessments administered pursuant to section 22-7-1006.3 by the public high schools;

• Page 18, Line 13(II)  (A)  Beginning with the 2011-12 school year and for each

• Page 18, Line 14school year thereafter, The overall percentage of all students graduating

• Page 18, Line 15from the public high schools in the state who receive diplomas that are

• Page 18, Line 16endorsed for postsecondary and workforce readiness as described in

• Page 18, Line 17section 22-7-1009 (1) and the percentage who receive diplomas that are

• Page 18, Line 18endorsed for exemplary demonstration of postsecondary and workforce readiness as described in section 22-7-1009 (2);

• Page 18, Line 19(III) (A)  (B)  The statewide graduation and dropout rates, as

• Page 18, Line 20defined by rule of the state board, for the public high schools in the state.

• Page 18, Line 21For purposes of this subsection (4)(a)(III)(B), a student who is

• Page 18, Line 22enrolled in special education services, as defined in section

• Page 18, Line 2322-20-103, must be counted in the statewide graduation rate in

• Page 18, Line 24the school year in which the student completes the minimum

• Page 19, Line 1graduation requirements. This subsection (4)(a)(III)(B) does not

• Page 19, Line 2limit the right to a free appropriate public education for a

• Page 19, Line 3student as provided by the federal "Individuals with Disabilities

• Page 19, Line 4Education Act", 20 U.S.C. sec. 1400 et seq.; the "Exceptional

• Page 19, Line 5Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 19, Line 6(B)  Beginning in the 2020-21 school year, for purposes of this

• Page 19, Line 7subsection (4)(c)(III), a student who is enrolled in special education

• Page 19, Line 8services, as defined in section 22-20-103 (23), must be counted in the

• Page 19, Line 9statewide graduation rate in the school year in which the student

• Page 19, Line 10completes the minimum graduation requirements. Nothing in this

• Page 19, Line 11subsection (4)(c)(III)(B) limits the right to a free appropriate public

• Page 19, Line 12education for a student as provided by the federal "Individuals with

• Page 19, Line 13Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended; the

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

• Page 19, Line 15(IV)  (C)  Beginning in the 2016-17 school year, The percentages

• Page 19, Line 16of students graduating from public high schools statewide who, in the

• Page 19, Line 17school year immediately following graduation from high school, enroll in

• Page 19, Line 18a career and technical education program, community college, or

• Page 19, Line 19four-year institution of higher education. The department shall weight

• Page 19, Line 20each postsecondary enrollment option equally in determining the state's level of attainment of this measure.

• Page 19, Line 21(IV.5)  (D)  Beginning in the 2018-19 school year, or in the first

• Page 19, Line 22school year for which data is available, The percentage of students

• Page 19, Line 23graduating from public high schools statewide who, in the school year

• Page 19, Line 24immediately following graduation from high school, enlist in the military.

• Page 20, Line 1The department shall weight military enlistment equally with the

• Page 20, Line 2postsecondary enrollment options described in subsection (4)(c)(IV) of

• Page 20, Line 3this section subsection (4)(a)(III)(C) of this section in determining the

• Page 20, Line 4state's level of attainment on the postsecondary and workforce readiness indicator.

• Page 20, Line 5(V)  (E)  Beginning in the 2020-21 school year, The overall

• Page 20, Line 6percentage of students enrolled in the public high schools statewide who

• Page 20, Line 7demonstrate college and career readiness, based on the demonstration

• Page 20, Line 8options available to the students enrolled in each public high school, at

• Page 20, Line 9the higher achievement level adopted by the state board that indicates a

• Page 20, Line 10student is prepared, without needing remediation, to enroll in general education core courses; and

• Page 20, Line 11(VI)  (F)  Beginning in the 2020-21 school year, The overall

• Page 20, Line 12percentage of students enrolled in the public high schools of the state who

• Page 20, Line 13successfully complete an advanced placement course in a subject other

• Page 20, Line 14than English language arts or math and earn a score of three or higher on

• Page 20, Line 15the end-of-course advanced placement exam, the percentage of students

• Page 20, Line 16who successfully complete a concurrent enrollment course in a subject

• Page 20, Line 17other than English language arts or math and earn a grade of "B" or

• Page 20, Line 18higher in the course, and the percentage of students who successfully

• Page 20, Line 19complete an international baccalaureate course in a subject other than English language arts or math and earn a score of four or higher.

• Page 20, Line 20(b)  This subsection (4) is repealed, effective July 1, 2027.

• Page 20, Line 21(4.5)  Beginning in the 2027-28 school year, the department

• Page 20, Line 22shall determine the level of attainment on the postsecondary

• Page 20, Line 23and workforce readiness indicator of each public high school,

• Page 20, Line 24each school district, the institute, and the state as a whole by using, at a minimum, the following measures:

• Page 21, Line 1(a)  For each public high school, the department shall calculate:

• Page 21, Line 2(I)  The college and career readiness before graduation sub-indicator, which includes the following measures:

• Page 21, Line 3(A)  The percentage of students who earn transferable

• Page 21, Line 4college credits while in high school, in alignment with the

• Page 21, Line 5department of higher education's recommendations for

• Page 21, Line 6admissions, as established in section 23-1-113 (1), or in alignment

• Page 21, Line 7with public community and technical college certificate or

• Page 21, Line 8degree requirements, through measures which may include

• Page 21, Line 9earning a sufficient score on an end-of-course advanced

• Page 21, Line 10placement exam, as determined in rule by the state board;

• Page 21, Line 11successfully completing a postsecondary course, as determined

• Page 21, Line 12in rule by the state board; or earning a sufficient score on an

• Page 21, Line 13international baccalaureate course, as determined in rule by the state board;

• Page 21, Line 14(B)  The percentage of students who demonstrate learning

• Page 21, Line 15through work and learning at work consistent with the

• Page 21, Line 16work-based learning quality expectations established pursuant to section 8-83-602; and

• Page 21, Line 17(C)  The percentage of students who earn a credential

• Page 21, Line 18that meets the requirements outlined in the quality standards

• Page 21, Line 19framework created in section 23-5-145.6 (2) and the annual

• Page 21, Line 20Colorado talent pipeline report described in section 24-46.3-103;

• Page 21, Line 21(II)  The postsecondary progression sub-indicator, which includes the following measures:

• Page 22, Line 2(A)  The percentages of students graduating from the

• Page 22, Line 3public high school who, in the school year immediately

• Page 22, Line 4following graduation from high school after meeting

• Page 22, Line 5graduation requirements, enroll in a career and technical

• Page 22, Line 6education program, community college, four-year institution of

• Page 22, Line 7higher education, or registered apprenticeship program, as

• Page 22, Line 8defined in section 8-15.7-101. The department shall weight each

• Page 22, Line 9postsecondary enrollment option equally in determining a

• Page 22, Line 10public high school's level of attainment on the postsecondary progression sub-indicator.

• Page 22, Line 11(B)  The percentage of students graduating from the

• Page 22, Line 12public high school who, in the school year immediately

• Page 22, Line 13following graduation from high school, enlist in the military.

• Page 22, Line 14The department shall weight military enlistment equally with

• Page 22, Line 15the postsecondary enrollment options described in subsection

• Page 22, Line 16(4.5)(a)(II)(B) of this section in determining a public high school's

• Page 22, Line 17level of attainment on the postsecondary progression sub-indicator.

• Page 22, Line 18(C)  The percentage of students enrolled in a concurrent

• Page 22, Line 19enrollment or early college program that results in the students earning twelve college credits or a degree.

• Page 22, Line 20(III)  The graduation rate sub-indicator, as defined by the

• Page 22, Line 21state board by rule. For purposes of this subsection (4.5)(a)(III),

• Page 22, Line 22a student who is enrolled in special education services, as

• Page 22, Line 23defined in section 22-20-103, must be counted in the public high

• Page 23, Line 1school's graduation rate in the school year in which the student

• Page 23, Line 2completes the minimum graduation requirements. This subsection

• Page 23, Line 3(4.5)(a)(III) does not limit the right to a free appropriate public

• Page 23, Line 4education for a student as provided by the federal "Individuals

• Page 23, Line 5with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the

• Page 23, Line 6"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 23, Line 7(IV)  The dropout rate sub-indicator, as defined by the state board by rule.

• Page 23, Line 8(b)  For each school district and the institute, the department shall calculate:

• Page 23, Line 9(I)  The college and career readiness before graduation sub-indicator, which includes the following measures:

• Page 23, Line 10(A)  The overall percentage of students who earn

• Page 23, Line 11transferable college credits while in high school, in alignment

• Page 23, Line 12with the department of higher education's recommendations for

• Page 23, Line 13admissions, as established in section 23-1-113 (1), or in alignment

• Page 23, Line 14with public community and technical college certificate or

• Page 23, Line 15degree requirements, through measures which may include

• Page 23, Line 16earning a sufficient score on an end-of-course advanced

• Page 23, Line 17placement exam, as determined in rule by the state board;

• Page 23, Line 18successfully completing a postsecondary course, as determined

• Page 23, Line 19in rule by the state board; or earning a sufficient score on an

• Page 23, Line 20international baccalaureate course, as determined in rule by the state board;

• Page 23, Line 21(B)  The overall percentage of students who demonstrate

• Page 23, Line 22learning through work and learning at work consistent with

• Page 24, Line 1the work-based learning quality expectations established pursuant to section 8-83-602; and

• Page 24, Line 2(C)  The overall percentage of students who earn a

• Page 24, Line 3credential that meets the requirements outlined in the quality

• Page 24, Line 4standards framework created in section 23-5-145.6 (2) and the

• Page 24, Line 5annual Colorado talent pipeline report described in section 24-46.3-103;

• Page 24, Line 6(II)  The postsecondary progression sub-indicator, which includes the following measures:

• Page 24, Line 8(A)  The overall percentages of students graduating from

• Page 24, Line 9all district public high schools or all institute charter high

• Page 24, Line 10schools who, in the school year immediately following

• Page 24, Line 11graduation from high school after meeting graduation

• Page 24, Line 12requirements, enroll in a career and technical education

• Page 24, Line 13program, community college, four-year institution of higher

• Page 24, Line 14education, or registered apprenticeship program, as defined in

• Page 24, Line 15section 8-15.7-101. The department shall weight each

• Page 24, Line 16postsecondary enrollment option equally in determining a

• Page 24, Line 17district public high school's or an institute charter high

• Page 24, Line 18school's level of attainment on the postsecondary progression sub-indicator.

• Page 24, Line 19(B)  The overall percentage of students graduating from

• Page 24, Line 20all district public high schools or all institute charter high

• Page 24, Line 21schools who, in the school year immediately following

• Page 24, Line 22graduation from high school, enlist in the military. The

• Page 24, Line 23department shall weight military enlistment equally with the

• Page 25, Line 1postsecondary enrollment options described in subsection

• Page 25, Line 2(4.5)(b)(II)(B) of this section in determining a public high school's

• Page 25, Line 3or an institute charter high school's level of attainment on the postsecondary progression sub-indicator.

• Page 25, Line 4(C)  The overall percentage of students enrolled in a

• Page 25, Line 5concurrent enrollment or early college program that results in the students earning twelve college credits or a degree.

• Page 25, Line 6(III)  The graduation rate sub-indicator, as defined by the

• Page 25, Line 7state board by rule. For purposes of this subsection (4.5)(b)(III),

• Page 25, Line 8a student who is enrolled in special education services, as

• Page 25, Line 9defined in section 22-20-103, must be counted in the public high

• Page 25, Line 10school's graduation rate in the school year in which the student

• Page 25, Line 11completes the minimum graduation requirements. This subsection

• Page 25, Line 12(4.5)(b)(III) does not limit the right to a free appropriate public

• Page 25, Line 13education for a student as provided by the federal "Individuals

• Page 25, Line 14with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the

• Page 25, Line 15"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 25, Line 16(IV)  The dropout rate sub-indicator, as defined by the state board by rule.

• Page 25, Line 17(c)  For the state, the department shall calculate:

• Page 25, Line 18(I)  The college and career readiness before graduation sub-indicator, which includes the following measures:

• Page 25, Line 19(A)  The percentage of students who earn transferable

• Page 25, Line 20college credits while in high school, in alignment with the

• Page 25, Line 21department of higher education's recommendations for

• Page 25, Line 22admissions, as established in section 23-1-113 (1), or in alignment

• Page 26, Line 1with public community and technical college certificate or

• Page 26, Line 2degree requirements, through measures which may include

• Page 26, Line 3earning a sufficient score on an end-of-course advanced

• Page 26, Line 4placement exam, as determined in rule by the state board;

• Page 26, Line 5successfully completing a postsecondary course, as determined

• Page 26, Line 6in rule by the state board; or earning a sufficient score on an

• Page 26, Line 7international baccalaureate course, as determined in rule by the state board;

• Page 26, Line 8(B)  The percentage of students who demonstrate learning

• Page 26, Line 9through work and learning at work consistent with the

• Page 26, Line 10work-based learning quality expectations established pursuant to section 8-83-602; and

• Page 26, Line 11(C)  The percentage of students who earn a credential

• Page 26, Line 12that meets the requirements outlined in the quality standards

• Page 26, Line 13framework created in section 23-5-145.6 (2) and the annual

• Page 26, Line 14Colorado talent pipeline report described in section 24-46.3-103;

• Page 26, Line 15(II)  The postsecondary progression sub-indicator, which includes the following measures:

• Page 26, Line 17(D)  The percentages of students graduating from public

• Page 26, Line 18high schools who, in the school year immediately following

• Page 26, Line 19graduation from high school after meeting graduation

• Page 26, Line 20requirements, enroll in a career and technical education

• Page 26, Line 21program, community college, four-year institution of higher

• Page 26, Line 22education, or registered apprenticeship program, as defined in

• Page 26, Line 23section 8-15.7-101. The department shall weight each

• Page 27, Line 1postsecondary enrollment option equally in determining a

• Page 27, Line 2state's level of attainment on the postsecondary progression sub-indicator.

• Page 27, Line 3(E)  The percentage of students graduating from public

• Page 27, Line 4high schools who, in the school year immediately following

• Page 27, Line 5graduation from high school, enlist in the military. The

• Page 27, Line 6department shall weight military enlistment equally with the

• Page 27, Line 7postsecondary enrollment options described in subsection

• Page 27, Line 8(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 9(F)  The percentage of students enrolled in a concurrent

• Page 27, Line 10enrollment or early college program that results in students earning twelve college credits or a degree.

• Page 27, Line 11(III)  The graduation rate sub-indicator, as defined by the

• Page 27, Line 12state board by rule. For purposes of this subsection (4.5)(c)(III),

• Page 27, Line 13a student who is enrolled in special education services, as

• Page 27, Line 14defined in section 22-20-103, must be counted in the public high

• Page 27, Line 15school's graduation rate in the school year in which the student

• Page 27, Line 16completes the minimum graduation requirements. This subsection

• Page 27, Line 17(4.5)(c)(III) does not limit the right to a free appropriate public

• Page 27, Line 18education for a student as provided by the federal "Individuals

• Page 27, Line 19with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq.; the

• Page 27, Line 20"Exceptional Children's Educational Act", article 20 of this title 22; or any other federal or state law or rule.

• Page 27, Line 21(IV)  The overall dropout rates, as defined by the state board by rule.

• Page 27, Line 22(d)  On or before November 1, 2027, the department shall,

• Page 28, Line 1in collaboration with the technical advisory panel, report on

• Page 28, Line 2the metrics of the postsecondary and workforce readiness

• Page 28, Line 3indicator described in this subsection (4.5) to the education

• Page 28, Line 4committees of the senate, and the house of representatives, or their successor committees.

• Page 28, Line 5(5)  In measuring the performance of a public school, a school

• Page 28, Line 6district, the institute, or the state on each of the performance indicators,

• Page 28, Line 7the department shall calculate the measures for each performance

• Page 28, Line 8indicator by combined student group so student groups are

• Page 28, Line 9counted only once. The department shall disaggregate the

• Page 28, Line 10measures for each indicator by student group for reporting purposes

• Page 28, Line 11pursuant to subsection (7)(a) of this section. The department shall

• Page 28, Line 12separately account for the performance of each combined student group

• Page 28, Line 13in determining the overall performance on a performance indicator by a

• Page 28, Line 14public school, a school district, the institute, or the state. In determining

• Page 28, Line 15the overall performance on a performance indicator, the

• Page 28, Line 16department shall ensure that each student is counted once even if the student belongs to multiple student groups.

• Page 28, Line 17SECTION 6.  In Colorado Revised Statutes, 22-11-207, amend

• Page 28, Line 18(1) introductory portion, (2) introductory portion, (2)(a), (4)(a), and (5); and add (2.5)(c) as follows:

• Page 28, Line 1922-11-207.  Accreditation categories - criteria - rules. (1)  The

• Page 28, Line 20state board shall promulgate adopt rules to establish accreditation categories that shall include, but need are not be limited to:

• Page 28, Line 21(2)  The state board shall promulgate adopt rules establishing

• Page 28, Line 22objective, measurable criteria that the department shall apply in

• Page 28, Line 23determining the appropriate accreditation category for each school district

• Page 29, Line 1and the institute, placing the greatest emphasis on attainment of the

• Page 29, Line 2performance indicators. At a minimum, the rules must take into consideration:

• Page 29, Line 3(a)  A school district's or the institute's level of attainment of the

• Page 29, Line 4statewide targets on the performance indicators, including

• Page 29, Line 5successfully completing the following to earn an accredited with distinction plan:

• Page 29, Line 6(I)  Successfully meeting the accredited with distinction

• Page 29, Line 7plan thresholds on the district performance frameworks or the institute performance frameworks;

• Page 29, Line 8(II)  Reporting that at least seventy-five percent of students participate in and complete state assessments;

• Page 29, Line 9(III)  Reporting that all student groups are at least meeting expectations for academic growth;

• Page 29, Line 10(IV)  Reporting that no individual student group has

• Page 29, Line 11received a "does not meet expectation" rating for academic growth; and

• Page 29, Line 12(V)  Reporting that all student groups are at least

• Page 29, Line 13approaching performance expectations for academic achievement.

• Page 29, Line 14(2.5) (c)  When the department notifies a school district

• Page 29, Line 15and the institute of its initial accreditation assignment and

• Page 29, Line 16final accreditation category pursuant to subsections (2.5)(a)

• Page 29, Line 17and (2.5)(b) of this section, the department shall notify the

• Page 29, Line 18school district or institute if it did not receive an accredited

• Page 29, Line 19with distinction plan as a result of low student participation in

• Page 29, Line 20state assessments.A small rural district, as defined in section

• Page 30, Line 122-54-103, may appeal to the state board to gain an accredited

• Page 30, Line 2with distinction plan only if the small rural district is notified

• Page 30, Line 3pursuant to this subsection (2.5)(c) and the small rural district's

• Page 30, Line 4only infraction is not meeting the seventy-five percent threshold described in subsection (2)(a)(II) of this section.

• Page 30, Line 5(4) (a)  Beginning with the 2018-19 school year, If a school district

• Page 30, Line 6or the institute performs at a level that results in being accredited with

• Page 30, Line 7priority improvement plan or lower for two consecutive years followed

• Page 30, Line 8by three consecutive or nonconsecutive years, resulting in a total of five

• Page 30, Line 9years of performance at such a level, the school district or the

• Page 30, Line 10institute shall submit a pathway plan to the state board for

• Page 30, Line 11approval and the state board shall require the school district or institute

• Page 30, Line 12to take significant action as provided in section 22-11-209; except that,

• Page 30, Line 13before the five years have accumulated, if the school district or institute

• Page 30, Line 14performs for at least two consecutive years at a level that results in being

• Page 30, Line 15accredited with improvement plan or higher, the five years stop

• Page 30, Line 16accumulating unless the school district or institute again performs at a

• Page 30, Line 17level that results in being accredited with priority improvement plan or

• Page 30, Line 18lower for two consecutive years, at which time the school district or

• Page 30, Line 19institute is again in the first two of the five years. For the time during

• Page 30, Line 20which the five years of performance are accumulating, a school district

• Page 30, Line 21or the institute is on performance watch. The department shall

• Page 30, Line 22monitor progress on the implementation of the actions ordered

• Page 30, Line 23by the state board pursuant to section 22-11-209. The department shall provide periodic updates to the state board.

• Page 30, Line 24(5)  Notwithstanding any provision of subsection (4)(a) of this

• Page 30, Line 25section or section 22-11-209 (2)(a) to the contrary, at the request of a

• Page 31, Line 1school district, in consultation with the district accountability committee,

• Page 31, Line 2or the institute, the school district or the institute may

• Page 31, Line 3voluntarily request, in the third or four year of performance

• Page 31, Line 4watch, to proceed with a significant action described in section

• Page 31, Line 522-11-209 (2)(a) that is not otherwise required by law. The school

• Page 31, Line 6district or the institute shall design a pathway plan and present

• Page 31, Line 7the pathway plan to the state board for approval. The state board

• Page 31, Line 8may direct the school district or institute to take significant actions as

• Page 31, Line 9provided in section 22-11-209 even though the school district or institute

• Page 31, Line 10has not completed the five years of performance watch. If the state board

• Page 31, Line 11requires the school district or institute to take significant actions, the

• Page 31, Line 12school district or institute is subject to the provisions of section 22-11-209

• Page 31, Line 13(3.5). When the school district or the institute voluntarily

• Page 31, Line 14requests to proceed with a significant action in the third or

• Page 31, Line 15fourth year of performance watch, the state board is limited to

• Page 31, Line 16directing the significant action from the list set forth in section

• Page 31, Line 1722-11-209 (2)(a) that is proposed by the school district or the institute.

• Page 31, Line 18SECTION 7.  In Colorado Revised Statutes, 22-11-208, amend

• Page 31, Line 19(2) introductory portion, (2.5), and (3) introductory portion; and add (2.3), (4), and (5) as follows:

• Page 31, Line 2022-11-208.  Accreditation - annual review - supports and

• Page 31, Line 21interventions - rules. (2)  The department shall provide technical

• Page 31, Line 22assistance and support to school districts that are a school district or

• Page 31, Line 23the institute if the school district or the institute is accredited

• Page 31, Line 24with improvement plan, accredited with priority improvement plan, or

• Page 31, Line 25accredited with turnaround plan, and to the institute if it is accredited at

• Page 32, Line 1any of those categories or meets criteria the department identifies

• Page 32, Line 2that indicates the school district's or the institute's

• Page 32, Line 3performance is declining. The department shall base the amount of

• Page 32, Line 4technical assistance and support provided to a school district or the

• Page 32, Line 5institute on the school district's or institute's degree of need for assistance

• Page 32, Line 6and the department's available resources. Technical assistance and support may include, but need not be limited to:

• Page 32, Line 7(2.3)  If a school district or the institute meets the criteria

• Page 32, Line 8described in subsection (2) of this section, the department may

• Page 32, Line 9require the school district or the institute to participate in an evaluation that is conducted by:

• Page 32, Line 10(a)  The department;

• (b)  A third party approved by the department; or

• Page 32, Line 11(c)  The school district or the institute using a self-assessment tool approved by the department.

• Page 32, Line 12(2.5) (a)  In addition to the technical assistance and support

• Page 32, Line 13described in subsection (2) of this section, the department shall make

• Page 32, Line 14available to the directors of the local school board of a school district that

• Page 32, Line 15is accredited with improvement plan or lower, or that includes a public

• Page 32, Line 16school that is required to adopt a priority improvement or turnaround

• Page 32, Line 17plan, training in school district and public school governance and

• Page 32, Line 18turnaround best practices. The department shall also make available

• Page 32, Line 19informational materials and training opportunities for parents, school

• Page 32, Line 20personnel, and members of the affected district accountability committee and school accountability committee.

• Page 32, Line 21(b)  The department shall, in collaboration with relevant

• Page 32, Line 22organizations that work with local school boards and the

• Page 33, Line 1institute board, provide guidance to each local school board

• Page 33, Line 2and the institute board on how to review and monitor the

• Page 33, Line 3implementation of accreditation plans to create consistency with the implementation of statewide improvement plans.

• Page 33, Line 4(3)  The commissioner may assign the state review panel to

• Page 33, Line 5critically evaluate a school district's priority improvement plan, or

• Page 33, Line 6turnaround plan, or pathway plan, or the institute's priority

• Page 33, Line 7improvement plan, or turnaround plan, or pathway plan. The

• Page 33, Line 8commissioner may require the state review panel to conduct one or more

• Page 33, Line 9on-site visits as part of evaluating a school district's or the institute's

• Page 33, Line 10priority improvement, or turnaround plan, or pathway plan. Based on

• Page 33, Line 11its evaluation, the state review panel shall report to the commissioner, the

• Page 33, Line 12state board, and the affected local school board or institute board recommendations concerning:

• Page 33, Line 13(4)  The department shall offer ongoing support and

• Page 33, Line 14feedback to a school district or the institute during year two of

• Page 33, Line 15the two consecutive years of a priority improvement or turnaround plan.

• Page 33, Line 17(5) (a)  If a school district or the institute has low student

• Page 33, Line 18participation in the state assessment that results in a category

• Page 33, Line 19of "insufficient data for low student participation", the school

• Page 33, Line 20district or the institute shall create a corrective action plan

• Page 33, Line 21and submit it to the department. When creating the corrective action plan, the school district or the institute shall consider:

• Page 33, Line 22(I)  Educating parents and guardians on the importance of

• Page 33, Line 23student participation in state assessments;

• Page 34, Line 1(II)  Explaining to parents and guardians the effects of low rates of participation in state assessments;

• Page 34, Line 2(III)  Communicating to public school staff to encourage parents and students to opt in to state assessments; and

• Page 34, Line 3(IV)  Communicating with organizations that advocate for

• Page 34, Line 4state assessment opt-outs to ensure the organizations have information on the importance of state assessments.

• Page 34, Line 5(b)  If a school district or institute receives a category of

• Page 34, Line 6"insufficient data for low student participation" in the state

• Page 34, Line 7assessment for three consecutive years, the school district or

• Page 34, Line 8institute shall present its corrective action plan as described in subsection (5)(a) of this section to the state board.

• Page 34, Line 9(c)  For the 2025-26 and the 2026-27 school years, online

• Page 34, Line 10schools, as defined in section 22-30.7-102, are not subject to this subsection (5).

• Page 34, Line 11SECTION 8.  In Colorado Revised Statutes, 22-11-209, amend

• Page 34, Line 12(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 34, Line 1322-11-209.  Removal of accreditation - recommended actions

• Page 34, Line 14- review - appeal - rules. (2) (a)  If a school district or the institute is

• Page 34, Line 15accredited with a turnaround plan and the department determines that the

• Page 34, Line 16school district or institute has failed to make substantial progress under

• Page 34, Line 17its turnaround plan, or if the school district or institute has been on

• Page 34, Line 18performance watch for the full five years, the commissioner shall assign

• Page 34, Line 19the state review panel to critically evaluate the school district's or the

• Page 34, Line 20institute's performance and to recommend one or more of the following

• Page 34, Line 21actions:

• (I)  If the recommendation applies to a school district:

• Page 35, Line 1(E)  That one or more of the district public schools be closed; or

• Page 35, Line 2(G)  That the school district take other actions, as

• Page 35, Line 3proposed by the school district, that are comparable to or that

• Page 35, Line 4have a more significant effect than the actions described in

• Page 35, Line 5subsections (2)(a)(I)(A) to (2)(a)(I)(F) of this section and that are

• Page 35, Line 6aligned to the pathway plan and designed to support the

• Page 35, Line 7implementation of the pathway plan. Actions include, but are

• Page 35, Line 8not limited to, contracting with external support partners,

• Page 35, Line 9using contractors or resources provided by the department,

• Page 35, Line 10engaging in cross-district progress monitoring, or comprehensive school redesign.

• Page 35, Line 11(II)  If the recommendation applies to the institute:

• Page 35, Line 12(B)  That a public or private entity take over management of the

• Page 35, Line 13institute or management of one or more of the institute charter schools; or

• Page 35, Line 14(C)  That one or more of the institute charter schools be closed; or

• Page 35, Line 15(D)  That the institute take other actions, as proposed by

• Page 35, Line 16the institute, that are comparable to or that have a more

• Page 35, Line 17significant effect than the actions described in subsections

• Page 35, Line 18(2)(a)(II)(A) to (2)(a)(II)(C) of this section and that are aligned to

• Page 35, Line 19the pathway plan and designed to support the implementation of

• Page 35, Line 20the pathway plan. Actions include, but are not limited to,

• Page 35, Line 21contracting with external support partners, using contractors

• Page 35, Line 22or resources provided by the department, engaging in

• Page 35, Line 23cross-district progress monitoring, or comprehensive school

• Page 35, Line 24redesign.

• Page 36, Line 1(3.5) (a)  So long as a school district or the institute performs at a

• Page 36, Line 2level that results in being accredited with priority improvement plan or

• Page 36, Line 3lower, after the state board initially directs the school district or institute

• Page 36, Line 4to take action as described in subsections (2) and (3) of this section, the

• Page 36, Line 5commissioner may in any year, but shall every two years, assign the state

• Page 36, Line 6review panel to critically evaluate the school district's or the institute's

• Page 36, Line 7performance and recommend one or more of the actions described in

• Page 36, Line 8subsection (2)(a) of this section. In evaluating the school district's or

• Page 36, Line 9institute's pathway plan and performance and recommending actions,

• Page 36, Line 10the state review panel shall consider the criteria specified in subsection

• Page 36, Line 11(2)(b) of this section. The state board shall consider the recommendations

• Page 36, Line 12of the state review panel, the actions that the school district or institute

• Page 36, Line 13was previously directed to take, the fidelity with which the district or

• Page 36, Line 14institute has implemented the directed actions and the pathway plan,

• Page 36, Line 15and whether the amount of time that the school district or institute has had

• Page 36, Line 16to implement the actions is reasonably sufficient to achieve results. The

• Page 36, Line 17state board shall either require the school district or institute to continue

• Page 36, Line 18the previously directed actions or direct the school district or institute to

• Page 36, Line 19undertake additional or different actions as provided in subsections (2) and (3) of this section.

• Page 36, Line 20(5)  A public or private entity that serves as an external

• Page 36, Line 21support partner for a school district or the institute, as

• Page 36, Line 22described in subsection (2)(a) of this section, is subject to the

• Page 36, Line 23provisions of the "Colorado Open Records Act", part 2 of article

• Page 36, Line 2472 of title 24; except that the public or private entity shall

• Page 36, Line 25comply with the federal "Family Educational Rights and

• Page 36, Line 26Privacy Act of 1974", 20 U.S.C. sec. 1232g, and any other federal or state privacy laws.

• Page 37, Line 1(6) (a)  On or before November 1, 2027, the department shall conduct an evaluation of:

• Page 37, Line 2(I)  The essential components that must be in place for external management partners to be successful;

• Page 37, Line 3(II)  The effect external management partners have had on

• Page 37, Line 4a school district's or the institute's performance indicators, as described in section 22-11-204 (1)(a);

• Page 37, Line 5(III)  The successful external management arrangements

• Page 37, Line 6and the conditions and processes that led to successful

• Page 37, Line 7outcomes, which must include feedback from stakeholders,

• Page 37, Line 8including educators and parents. The evaluation must include an analysis of educator retention and feedback.

• Page 37, Line 9(IV)  The department's management of the external management partner process.

• Page 37, Line 10(b)  The department shall create a list of qualified state

• Page 37, Line 11external management partners and a model contract

• Page 37, Line 12agreement to support a school district or the institute in accessing external management partners.

• Page 37, Line 14SECTION 9.  In Colorado Revised Statutes, 22-11-210, amend

• Page 37, Line 15(1)(d)(I), (1)(d.5), (4) introductory portion, (5)(a) introductory portion,

• Page 37, Line 16(5)(a)(V), (5)(b), (5)(d), and (5.5)(a); and add (5)(a)(VII), (7), (8), (9), and (10) as follows:

• Page 37, Line 1722-11-210.  Public schools - annual review - plans - supports

• Page 37, Line 18and interventions - rules. (1) (d) (I)  Beginning with the 2018-19 school

• Page 37, Line 19year, If a public school performs at a level that results in being required

• Page 38, Line 1to adopt a priority improvement or turnaround plan for two consecutive

• Page 38, Line 2years followed by three consecutive or nonconsecutive years, resulting in

• Page 38, Line 3a total of five years of performance at such a level, the state board shall

• Page 38, Line 4review the public school's pathway plan and require the school

• Page 38, Line 5district, for a public school of the school district, or the institute, for an

• Page 38, Line 6institute charter school, to take one of the actions described in subsection

• Page 38, Line 7(5)(a) of this section and implement the pathway plan; except that, if,

• Page 38, Line 8before the five years have accumulated, the public school performs for at

• Page 38, Line 9least two consecutive years at a level that results in the public school

• Page 38, Line 10being required to adopt an improvement or performance plan, the five

• Page 38, Line 11years stop accumulating unless the public school again performs at a level

• Page 38, Line 12that results in being required to adopt a priority improvement or

• Page 38, Line 13turnaround plan for two consecutive years, at which time the public

• Page 38, Line 14school is again in the first two of the five years. For the time during which

• Page 38, Line 15the five years of performance are accumulating, a public school is on performance watch.

• Page 38, Line 16(d.5)  Notwithstanding any provision of subsection (1)(d)(I) of this

• Page 38, Line 17section to the contrary, at the request of the school district, in consultation

• Page 38, Line 18with the affected school accountability committee and, in the case of a

• Page 38, Line 19district charter school, with the consent of the governing board of the

• Page 38, Line 20district charter school, or the institute, with the consent of the governing

• Page 38, Line 21board, and in consultation with the school accountability committee, of

• Page 38, Line 22the affected institute charter school, the public school may

• Page 38, Line 23voluntarily request, in the third or fourth year of performance

• Page 38, Line 24watch, to proceed with a significant action as described in

• Page 38, Line 25subsection (5)(a) of this section that is not otherwise required by

• Page 38, Line 26law. The public school shall design a pathway plan to present to

• Page 39, Line 1the state board for approval, and the state board may direct the

• Page 39, Line 2school district, for a public school of the school district, or the institute,

• Page 39, Line 3for an institute charter school, to take one of the actions described in

• Page 39, Line 4subsection (5)(a) of this section even though the public school has not

• Page 39, Line 5completed the five years of performance watch. If the state board requires

• Page 39, Line 6the school district or institute to take one of the actions described in

• Page 39, Line 7subsection (5)(a) of this section, the public school is subject to the

• Page 39, Line 8provisions of subsection (5.5) of this section. When the public school

• Page 39, Line 9voluntarily requests to proceed with a significant action in the

• Page 39, Line 10third or fourth year of performance watch, the state board is

• Page 39, Line 11limited to directing the significant action from the list set forth

• Page 39, Line 12in subsection (5)(a) of this section that is proposed by the public school.

• Page 39, Line 13(4)  The commissioner may assign the state review panel to

• Page 39, Line 14critically evaluate a public school's priority improvement, or turnaround

• Page 39, Line 15plan, or pathway plan. The commissioner may require the state review

• Page 39, Line 16panel to conduct one or more on-site visits as part of evaluating a public

• Page 39, Line 17school's plan. Based on its evaluation, the state review panel shall report

• Page 39, Line 18to the commissioner, the state board, and the local school board or the institute recommendations concerning:

• Page 39, Line 19(5) (a)  If a public school fails to make adequate progress under its

• Page 39, Line 20turnaround plan or continues on performance watch for the full five years,

• Page 39, Line 21the commissioner shall assign the state review panel to critically evaluate

• Page 39, Line 22the public school's performance and the public school's pathway

• Page 39, Line 23plan, which evaluation must include at least one on-site visit to the

• Page 39, Line 24public school. Upon completing the evaluation, the state review panel

• Page 39, Line 25shall make recommendations on the pathway plan and to determine whether to recommend:

• Page 40, Line 1(V)  That the public school be closed or, with regard to a district

• Page 40, Line 2charter school or an institute charter school, that the public school's charter be revoked; or

• Page 40, Line 3(VII)  Other actions that are comparable to or that have

• Page 40, Line 4a more significant effect than the actions described in

• Page 40, Line 5subsections (5)(a)(I) to (5)(a)(V) of this section that the public

• Page 40, Line 6school proposes and that are aligned with the pathway plan and

• Page 40, Line 7designed to support the implementation of the pathway plan.

• Page 40, Line 8Actions may include, but are not limited to, comprehensive

• Page 40, Line 9school redesign, contracting with external support partners, or using contractors or resources provided by the department.

• Page 40, Line 10(b)  The state review panel shall present its recommendations to

• Page 40, Line 11the commissioner and to the state board. Taking the recommendations

• Page 40, Line 12into account, the state board shall determine which of the actions

• Page 40, Line 13described in paragraph (a) of this subsection (5) subsection (5)(a) of

• Page 40, Line 14this section the local school board for a district public school or the

• Page 40, Line 15institute for an institute charter school shall take regarding the public

• Page 40, Line 16school and direct the local school board or institute accordingly. The

• Page 40, Line 17department shall monitor progress of the implementation of the actions and provide periodic updates to the state board.

• Page 40, Line 18(d)  The priority improvement or turnaround plan that a public

• Page 40, Line 19school adopts for the fourth year in which the public school is on

• Page 40, Line 20performance watch must include a general explanation for how the school

• Page 40, Line 21district, for a district public school, or the institute, for an institute charter

• Page 40, Line 22school, may put into effect each of the actions described in subsection

• Page 40, Line 23(5)(a) of this section as they pertain to a district public school, district

• Page 41, Line 1charter school, or institute charter school. When a public school

• Page 41, Line 2proceeds with a significant state board action, as described in

• Page 41, Line 3subsection (5)(a) of this section, enters the fifth year in which

• Page 41, Line 4the public school is on performance watch, or returns to the

• Page 41, Line 5state board for a hearing based on a prior order of the state

• Page 41, Line 6board, the public school must develop a pathway plan no later

• Page 41, Line 7than the fifth year in which the public school is on performance watch.

• Page 41, Line 8(5.5) (a)  So long as a public school performs at a level that results

• Page 41, Line 9in being required to implement a priority improvement or turnaround

• Page 41, Line 10plan, after the state board initially directs the local school board or

• Page 41, Line 11institute board to take action as provided in subsection (5)(b) of this

• Page 41, Line 12section, the commissioner may in any year, but shall every two years,

• Page 41, Line 13assign the state review panel to critically evaluate the public school's

• Page 41, Line 14pathway plan and performance and recommend one or more of the

• Page 41, Line 15actions described in subsection (5)(a) of this section. In evaluating the

• Page 41, Line 16public school's performance and recommending actions, the state review

• Page 41, Line 17panel shall consider the criteria specified in subsection (4) of this section.

• Page 41, Line 18The state board shall consider the recommendations of the state review

• Page 41, Line 19panel, the actions that the local school board or institute board was

• Page 41, Line 20previously directed to take with regard to the public school, the fidelity

• Page 41, Line 21with which the school district or institute and the public school have

• Page 41, Line 22implemented the directed actions and the pathway plan, and whether

• Page 41, Line 23the amount of time that the school district or institute and the public

• Page 41, Line 24school have had to implement the actions is reasonably sufficient to

• Page 41, Line 25achieve results. The state board shall either require the local school board

• Page 41, Line 26or institute board to continue the previously directed actions or direct the

• Page 42, Line 1local school board or institute board to undertake additional or different actions as provided in subsection (5)(b) of this section.

• Page 42, Line 2(7)  A public or private entity that serves as an external

• Page 42, Line 3support partner for a public school, as described in subsection

• Page 42, Line 4(5)(a) of this section, is subject to the provisions of the

• Page 42, Line 5"Colorado Open Records Act", part 2 of article 72 of title 24;

• Page 42, Line 6except that the public or private entity shall comply with the

• Page 42, Line 7federal "Family Educational Rights and Privacy Act of 1974", 20 U.S.C. sec. 1232g, and any other federal or state privacy laws.

• Page 42, Line 8(8)  The department shall develop an evaluation to

• Page 42, Line 9determine whether a public school is experiencing early

• Page 42, Line 10indicators of distress when it is placed on a priority improvement

• Page 42, Line 11or turnaround plan. The department shall evaluate a public

• Page 42, Line 12school that is progressing to year one of the two consecutive years of the priority improvement or turnaround plan.

• Page 42, Line 13(9)  The department shall offer ongoing support and

• Page 42, Line 14feedback to a public school during year two of the two

• Page 42, Line 15consecutive years of a priority improvement or turnaround

• Page 42, Line 16plan. A public school, in consultation with the school district

• Page 42, Line 17or the institute and the department, shall develop and manage

• Page 42, Line 18a comprehensive school improvement plan that addresses

• Page 42, Line 19resources, training, high-quality curriculum and materials,

• Page 42, Line 20potential external partnerships, and potential partnerships with neighboring public schools and school districts.

• Page 42, Line 22(10) (a)  If a public school has a low student participation

• Page 42, Line 23rate in the state assessment that results in a category of

• Page 43, Line 1"insufficient data for low student participation", the public

• Page 43, Line 2school shall create a corrective action plan and submit it to

• Page 43, Line 3the local school board or the institute. The local school board

• Page 43, Line 4or the institute shall submit the corrective action plan to the

• Page 43, Line 5department. When creating the corrective action plan, the school district or the institute shall consider:

• Page 43, Line 6(I)  Educating the parents and guardians on the importance of student participation in state assessments;

• Page 43, Line 7(II)  Explaining to parents and guardians the effects of low participation rates in state assessments;

• Page 43, Line 8(III)  Communicating to public school staff to encourage parents or students to opt in to state assessments; and

• Page 43, Line 9(IV)  Communicating with organizations that advocate for

• Page 43, Line 10state assessment opt-outs to ensure the organizations have information on the importance of state assessments.

• Page 43, Line 11(b)  If a public school receives a category of "insufficient

• Page 43, Line 12data for low student participation" in the state assessment for

• Page 43, Line 13three consecutive years, the public school shall present its

• Page 43, Line 14corrective action plan as described in subsection (10)(a) of this section to the state board.

• Page 43, Line 15SECTION 10.  In Colorado Revised Statutes, add 22-11-212 as follows:

• Page 43, Line 1622-11-212.  Department - accountability study - report.

• Page 43, Line 17(1) (a)  The department shall facilitate a study, in consultation

• Page 43, Line 18with the technical advisory panel, a council that focuses on

• Page 43, Line 19rural education, the accountability work group described in

• Page 43, Line 20section 22-11-202 (3), and other advisory groups with relevant

• Page 44, Line 1expertise, and make recommendations on lowering student

• Page 44, Line 2count thresholds on accountability calculations and reporting.

• Page 44, Line 3(b)  On or before November 1, 2026, the department shall

• Page 44, Line 4submit a report on the results of the study and the

• Page 44, Line 5recommendations described in subsection (1)(a) of this section to

• Page 44, Line 6the education committees of the house of representatives and senate, or their successor committees.

• Page 44, Line 7(2) (a)  The department shall facilitate a study, in

• Page 44, Line 8consultation with the technical advisory panel, a council that

• Page 44, Line 9focuses on rural education, the accountability work group

• Page 44, Line 10described in section 22-11-202 (3), and other advisory groups with

• Page 44, Line 11relevant expertise, and make recommendations on addressing

• Page 44, Line 12inherent volatility of test score measurements for local education providers with small student populations.

• Page 44, Line 13(b)  On or before November 1, 2027, the department shall

• Page 44, Line 14submit a report on the results of the study and the

• Page 44, Line 15recommendations described in subsection (2)(a) of this section to

• Page 44, Line 16the education committees of the house of representatives and senate, or their successor committees.

• Page 44, Line 17(3) (a)  The department shall facilitate a study, in

• Page 44, Line 18consultation with the technical advisory panel, the

• Page 44, Line 19accountability work group described in section 22-11-202 (3), and

• Page 44, Line 20other advisory groups with relevant expertise, and make

• Page 44, Line 21recommendations on the college and career readiness before

• Page 44, Line 22graduation sub-indicator described in section 22-11-204 (4.5).As

• Page 44, Line 23one portion of the study, the department shall consider

• Page 45, Line 1including in the college and career readiness before graduation

• Page 45, Line 2sub-indicator the percentage of students who graduate with a

• Page 45, Line 3STEM diploma endorsement, as described in section 22-7-1009.3;

• Page 45, Line 4a diploma endorsement in biliteracy, as described in section

• Page 45, Line 522-7-1009.5; or graduating with a seal of climate literacy diploma endorsement, as described in section 22-7-1009.7.

• Page 45, Line 6(b)  On or before November 1, 2028, the department shall

• Page 45, Line 7submit a report on the results of the study and the

• Page 45, Line 8recommendations described in subsection (3)(a) of this section to

• Page 45, Line 9the education committees of the house of representatives and senate, or their successor committees.

• Page 45, Line 10(4) (a)  The department shall facilitate a study, in

• Page 45, Line 11consultation with the technical advisory panel, the

• Page 45, Line 12accountability work group described in section 22-11-202 (3), and

• Page 45, Line 13other advisory groups with relevant expertise, and make

• Page 45, Line 14recommendations on weighting the performance frameworks

• Page 45, Line 15and potential adjustments to the weights within the performance frameworks described in section 22-11-204 (1).

• Page 45, Line 16(b)  On or before November 1, 2027, the department shall

• Page 45, Line 17submit a report on the results of the study and the

• Page 45, Line 18recommendations described in subsection (4)(a) of this section to

• Page 45, Line 19the education committees of the house of representatives and senate, or their successor committees.

• Page 45, Line 20(5) (a)  The department shall facilitate a study, in

• Page 45, Line 21consultation with the technical advisory panel, the

• Page 45, Line 22accountability work group described in section 22-11-202 (3), and

• Page 45, Line 23other advisory groups with relevant expertise, and make

• Page 46, Line 1recommendations on shortening statewide assessments and

• Page 46, Line 2implementing adaptative assessment technology, including the

• Page 46, Line 3feasibility of aligning adaptive assessments with federal accountability standards.

• Page 46, Line 4(b)  On or before November 1, 2026, the department shall

• Page 46, Line 5submit a report on the results of the study and the

• Page 46, Line 6recommendations described in subsection (5)(a) of this section to

• Page 46, Line 7the education committees of the house of representatives and senate, or their successor committees.

• Page 46, Line 8(6) (a)  The department shall facilitate a study in

• Page 46, Line 9consultation with the accountability work group described in

• Page 46, Line 10section 22-11-202 (3) and other advisory groups with relevant

• Page 46, Line 11experience regarding data and strategies for public schools,

• Page 46, Line 12school districts, or the institute in year one or year two of a

• Page 46, Line 13priority improvement or turnaround plan and make

• Page 46, Line 14recommendations on appropriate statewide professional

• Page 46, Line 15learning and development resources public schools, school

• Page 46, Line 16districts, or the institute may consider while implementing the priority improvement or turnaround plan.

• Page 46, Line 17(b)  On or before November 1, 2027, the department shall

• Page 46, Line 18submit a report on the results of the study and the

• Page 46, Line 19recommendations described in subsection (6)(a) of this section to

• Page 46, Line 20the education committees of the house of representatives and senate, or their successor committees.

• Page 46, Line 21(7) (a)  The department shall facilitate a study, in

• Page 46, Line 22consultation with the technical advisory panel, the

• Page 46, Line 23accountability work group described in section 22-11-202 (3), and

• Page 47, Line 1other advisory groups with relevant experience, on public

• Page 47, Line 2schools or school districts that receive, or the institute if it

• Page 47, Line 3receives, performance awards and make recommendations on

• Page 47, Line 4additional benefits for high-performing public schools, school districts, or the institute.

• Page 47, Line 5(b)  On or before November 1, 2027, the department shall

• Page 47, Line 6submit a report on the results of the study and the

• Page 47, Line 7recommendations described in subsection (7)(a) of this section to

• Page 47, Line 8the education committees of the house of representatives and senate, or their successor committees.

• Page 47, Line 9(8) (a)  The department shall facilitate a study, in

• Page 47, Line 10consultation with the technical advisory panel, the

• Page 47, Line 11accountability work group described in section 22-11-202 (3), and

• Page 47, Line 12other advisory groups with relevant experience, and make

• Page 47, Line 13recommendations on what expansions to the state review panel created in section 22-11-205 are appropriate.

• Page 47, Line 14(b)  On or before November 1, 2027, the department shall

• Page 47, Line 15submit a report on the results of the study and the

• Page 47, Line 16recommendations described in subsection (8)(a) of this section to

• Page 47, Line 17the education committees of the house of representatives and senate, or their successor committees.

• Page 47, Line 18(9) (a)  The department shall facilitate a study, in

• Page 47, Line 19consultation with the technical advisory panel, the

• Page 47, Line 20accountability work group described in section 22-11-202 (3), and

• Page 47, Line 21other advisory groups with relevant experience, and make

• Page 47, Line 22recommendations on how to align the accreditation system and

• Page 47, Line 23increase equitable access to state assessments.As one portion

• Page 48, Line 1of the study, the department shall consider the possibility of

• Page 48, Line 2including students with disabilities who are working toward

• Page 48, Line 3extended evidence outcomes and who receive a certification of

• Page 48, Line 4completion in the graduation student count described in section 22-11-204 (4.5).

• Page 48, Line 5(b)  On or before November 1, 2027, the department shall

• Page 48, Line 6submit a report on the results of the study and the

• Page 48, Line 7recommendations described in subsection (9)(a) of this section to

• Page 48, Line 8the education committees of the house of representatives and senate, or their successor committees.

• Page 48, Line 9(10) (a)  The department shall facilitate a stakeholder

• Page 48, Line 10engagement process, in consultation with the accountability

• Page 48, Line 11work group described in section 22-11-202 (3) and other advisory

• Page 48, Line 12groups with relevant experience, and make recommendations on accreditation category label ratings.

• Page 48, Line 13(b)  On or before November 1, 2027, the department shall

• Page 48, Line 14submit a report on the results of the study and

• Page 48, Line 15recommendations described in subsection (10)(a) of this section

• Page 48, Line 16to the education committees of the house of representatives and senate, or their successor committees.

• Page 48, Line 17(11)  The department, in consultation with the

• Page 48, Line 18accountability work group described in section 22-11-202 (3),

• Page 48, Line 19shall determine best practices for participation in the school

• Page 48, Line 20accountability system. The department shall publish the best

• Page 48, Line 21practices on the department's website by November 1, 2027. The

• Page 48, Line 22department, at a minimum, shall update this information every

• Page 48, Line 23five years.

• Page 49, Line 1(12)  Starting in 2030, and every five years thereafter, the

• Page 49, Line 2department shall study adjustments to state assessments based

• Page 49, Line 3on available technology to ensure state assessments continue to leverage new approaches and methods.

• Page 49, Line 4SECTION 11.  In Colorado Revised Statutes, add 22-11-213 as follows:

• Page 49, Line 522-11-213.  Pathway plan - school districts - state charter

• Page 49, Line 6school institute - public schools. (1) (a)  The pathway plan is a

• Page 49, Line 7multi-year plan for school improvement that is prepared by a

• Page 49, Line 8school district, the institute, or a public school for the state review panel and the state board.

• Page 49, Line 9(b) (I)  A pathway plan connects the school district's or

• Page 49, Line 10the institute's proposal for significant state board action, as

• Page 49, Line 11described in section 22-11-209 (2)(a), with the broader strategies for the improvement of the school district or the institute.

• Page 49, Line 12(II)  A pathway plan connects the public school's proposal

• Page 49, Line 13for significant state board action, as described in section

• Page 49, Line 1422-11-210 (5)(a), with the broad strategies for the improvement of the public school.

• Page 49, Line 15(c) (I)  A school district or the institute shall develop a pathway plan when the school district or the institute:

• Page 49, Line 16(A)  Voluntarily proceeds, as described in section

• Page 49, Line 1722-11-207 (5), in the third or fourth year of performance watch, with a request to the state board to direct a significant action;

• Page 49, Line 18(B)  Enters the fifth year on performance watch; or

• Page 49, Line 19(C)  Returns to the state board for a hearing based on a

• Page 49, Line 20prior order of the state board, as described in section 22-11-209 (3.5).

• Page 50, Line 1(II)  A public school shall develop a pathway plan when the public school:

• Page 50, Line 2(A)  Voluntarily proceeds, as described in section

• Page 50, Line 322-11-210 (1)(d.5), in the third or fourth year of performance

• Page 50, Line 4watch, with a request to the state board to direct a significant action;

• Page 50, Line 5(B)  Enters the fifth year on performance watch; or

• Page 50, Line 6(C)  Returns to the state board for a hearing based on a

• Page 50, Line 7prior order of the state board, as described in section 22-11-210(5.5)(a).

• Page 50, Line 8(2) (a) (I)  A pathway plan for a school district must

• Page 50, Line 9include the school district's proposed significant action or actions from the list set forth in section 22-11-209 (2)(a)(I);

• Page 50, Line 10(II)  A pathway plan for the institute must include the

• Page 50, Line 11institute's proposed significant action or actions from the list set forth in section 22-11-209 (2)(a)(II); and

• Page 50, Line 12(III)  A pathway plan for a public school must include the

• Page 50, Line 13public school's proposed significant action or actions from the list set forth in section 22-11-210 (5)(a).

• Page 50, Line 14(b)  In addition to the proposed significant actions

• Page 50, Line 15described in subsection (2)(a) of this section, a pathway plan for

• Page 50, Line 16a school district, the institute, or a public school must

• Page 50, Line 17incorporate data analysis to identify priority challenges and

• Page 50, Line 18root causes, research-based strategies, an action and

• Page 50, Line 19implementation plan, short-cycle implementation benchmarks,

• Page 50, Line 20and annual targets for progress monitoring.

• Page 51, Line 1(c)  To ensure the success of the pathway plan, a pathway

• Page 51, Line 2plan for a school district, the institute, or a public school must

• Page 51, Line 3include the school district's, the institute's, or the public

• Page 51, Line 4school's budget allocations to support school needs and a

• Page 51, Line 5financial sustainability plan. The financial sustainability plan

• Page 51, Line 6may include, but is not limited to, salaries, facility costs, curriculum costs, and operational costs.

• Page 51, Line 7(3)  In the development and implementation of the pathway

• Page 51, Line 8plan, a school district, the institute, or a public school shall

• Page 51, Line 9engage with educators, students, families, community

• Page 51, Line 10stakeholders, the school district accountability committee

• Page 51, Line 11created in section 22-11-301, and, when relevant, the school

• Page 51, Line 12accountability committee created in section 22-11-401 and any

• Page 51, Line 13local collective bargaining groups or employee organizations, as defined in section 29-33-103, that represent educators.

• Page 51, Line 14(4)  The state board shall adopt rules for purposes of this section.

• Page 51, Line 15SECTION 12.  In Colorado Revised Statutes, 22-11-303, amend (3) introductory portion and (3)(b) as follows:

• Page 51, Line 1622-11-303.  Accredited or accredited with distinction -

• Page 51, Line 17performance plan - school district or institute - contents - adoption.

• Page 51, Line 18(3)  A district or institute performance plan shall be is designed to raise

• Page 51, Line 19the academic performance of students enrolled in the school district or in

• Page 51, Line 20the institute charter schools and to ensure that the school district or the

• Page 51, Line 21institute, following the next annual accreditation review, attains a higher

• Page 51, Line 22accreditation category or remains in the same accreditation category if the

• Page 51, Line 23school district or institute is accredited with distinction. At a minimum, each district and institute performance plan shall must:

• Page 52, Line 1(b)  Identify positive and negative trends for district public schools

• Page 52, Line 2as a group and individually or for institute charter schools as a group and

• Page 52, Line 3individually in the levels of attainment by the public schools as a group

• Page 52, Line 4and individually on the performance indicators, including a

• Page 52, Line 5description of how the school district or the institute will

• Page 52, Line 6provide different supports for the school district's public

• Page 52, Line 7schools or the institute's institute charter schools that are on performance watch.

• Page 52, Line 8SECTION 13.  In Colorado Revised Statutes, 22-11-304, amend (3)(b) as follows:

• Page 52, Line 922-11-304.  Accredited with improvement plan - school district

• Page 52, Line 10or institute - plan contents - adoption. (3)  A district improvement plan

• Page 52, Line 11or an institute improvement plan must be designed to ensure that the

• Page 52, Line 12school district or the institute improves its performance to the extent that,

• Page 52, Line 13following completion of its next annual accreditation review, the school

• Page 52, Line 14district or the institute attains a higher accreditation category. At a

• Page 52, Line 15minimum, a district improvement plan or an institute improvement plan must:

• Page 52, Line 16(b)  Identify positive and negative trends for district public schools

• Page 52, Line 17as a group and individually or for institute charter schools as a group and

• Page 52, Line 18individually in the levels of attainment by the public schools as a group

• Page 52, Line 19and individually on the performance indicators, including a

• Page 52, Line 20description of how the school district or the institute will

• Page 52, Line 21provide different supports for the school district's public

• Page 52, Line 22schools or the institute's institute charter schools that are on

• Page 52, Line 23performance watch;

• Page 53, Line 1SECTION 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 53, Line 222-11-305.  Accredited with priority improvement plan - school

• Page 53, Line 3district or institute - plan contents - adoption. (1) (a)  In accordance

• Page 53, Line 4with the time frames specified in state board rule, each school district that

• Page 53, Line 5is accredited with priority improvement plan shall annually adopt and

• Page 53, Line 6implement a district priority improvement plan as described in subsection

• Page 53, Line 7(3) of this section. When a school district creates a pathway plan

• Page 53, Line 8the state board, by rule, may reduce some of the obligations described in subsection (3) of this section.

• Page 53, Line 9(c)  The commissioner, subject to available appropriations, may

• Page 53, Line 10assign the state review panel to critically evaluate the district priority

• Page 53, Line 11improvement plan or the pathway plan, and recommend to the

• Page 53, Line 12commissioner modifications to the plan. The commissioner may

• Page 53, Line 13recommend to the local school board modifications to the district priority

• Page 53, Line 14improvement plan or pathway plan, taking into consideration any

• Page 53, Line 15recommendations of the state review panel, including a description of

• Page 53, Line 16how the school district will provide different supports for the school district's public schools that are on performance watch.

• Page 53, Line 17(2) (a)  If the institute is accredited with priority improvement

• Page 53, Line 18plan, the institute board shall, in accordance with the time frames

• Page 53, Line 19specified in state board rule, adopt and implement an institute priority

• Page 53, Line 20improvement plan as described in subsection (3) of this section. In

• Page 53, Line 21preparing the institute priority improvement plan, the institute board shall

• Page 53, Line 22take into account and incorporate any institute charter school

• Page 53, Line 23performance, improvement, priority improvement, and turnaround plans

• Page 53, Line 24received pursuant to sections 22-11-403 to 22-11-406. When an

• Page 54, Line 1institute creates a pathway plan, the state board, by rule, may

• Page 54, Line 2reduce some of the obligations described in subsection (3) of this section.

• Page 54, Line 3(b)  The commissioner, subject to available appropriations, may

• Page 54, Line 4assign the state review panel to critically evaluate the institute priority

• Page 54, Line 5improvement plan and recommend to the commissioner modifications to

• Page 54, Line 6the plan. The commissioner may recommend to the institute modifications

• Page 54, Line 7to the institute priority improvement plan, taking into consideration any

• Page 54, Line 8recommendations of the state review panel, including a description of

• Page 54, Line 9how the institute will provide different supports for the

• Page 54, Line 10institute's institute charter schools that are on performance watch.

• Page 54, Line 11(3)  A district priority improvement plan or an institute priority

• Page 54, Line 12improvement plan must be designed to ensure that the school district or

• Page 54, Line 13the institute improves its performance to the extent that, following

• Page 54, Line 14completion of its next annual accreditation review, the school district or

• Page 54, Line 15the institute attains a higher accreditation category. At a minimum, a

• Page 54, Line 16district priority improvement plan or an institute priority improvement plan must:

• Page 54, Line 17(b)  Identify positive and negative trends for district public schools

• Page 54, Line 18as a group and individually or for institute charter schools as a group and

• Page 54, Line 19individually in the levels of attainment by the public schools as a group

• Page 54, Line 20and individually on the performance indicators, including a

• Page 54, Line 21description of how the school district or the institute will

• Page 54, Line 22provide different supports for the school district's district

• Page 54, Line 23public schools or the institute's institute charter schools that

• Page 54, Line 24are on performance watch;

• Page 55, Line 1(e)  Identify the local, state, and federal resources that the school

• Page 55, Line 2district or the institute will use to implement the identified strategies with fidelity; and

• Page 55, Line 3(e.5)  Identify budget allocations to support the needs of

• Page 55, Line 4the school district's or the institute's public schools and create

• Page 55, Line 5a financial sustainability plan, which must include, but is not

• Page 55, Line 6limited to, salaries, facility costs, curriculum costs, and operational costs; and

• Page 55, Line 7SECTION 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 55, Line 822-11-306.  Accredited with turnaround plan - school district

• Page 55, Line 9or institute - plan content - adoption. (1) (a)  In accordance with the

• Page 55, Line 10time frames specified in state board rule, each school district that is

• Page 55, Line 11accredited with turnaround plan shall annually adopt and implement a

• Page 55, Line 12district turnaround plan as described in subsection (3) of this section.

• Page 55, Line 13When a school district creates a pathway plan, the state board,

• Page 55, Line 14by rule, may reduce some of the obligations described in subsection (3) of this section.

• Page 55, Line 15(2) (a)  If the institute is accredited with turnaround plan, the

• Page 55, Line 16institute board shall, in accordance with the time frames specified in state

• Page 55, Line 17board rule, adopt and implement an institute turnaround plan as described

• Page 55, Line 18in subsection (3) of this section. In preparing the institute turnaround

• Page 55, Line 19plan, the institute board shall take into account and incorporate any

• Page 55, Line 20institute charter school performance, improvement, priority improvement,

• Page 55, Line 21and turnaround plans received pursuant to sections 22-11-403 to

• Page 55, Line 2222-11-406. When the institute creates a pathway plan, the state

• Page 55, Line 23board, by rule, may reduce some of the obligations described in subsection (3) of this section.

• Page 56, Line 1(3)  A district turnaround plan or an institute turnaround plan must

• Page 56, Line 2be designed to ensure that the school district or the institute improves its

• Page 56, Line 3performance to the extent that, following completion of its next annual

• Page 56, Line 4accreditation review, the school district or the institute attains a higher

• Page 56, Line 5accreditation category. At a minimum, a district turnaround plan or an institute turnaround plan must:

• Page 56, Line 6(b)  Identify positive and negative trends for district public schools

• Page 56, Line 7as a group and individually or for institute charter schools as a group and

• Page 56, Line 8individually in the levels of attainment by the public schools as a group

• Page 56, Line 9and individually on the performance indicators, which includes a

• Page 56, Line 10description of how the school district or the institute will

• Page 56, Line 11provide different supports for the school district's district

• Page 56, Line 12public schools or for the institute's institute charter schools on performance watch;

• Page 56, Line 13(e)  Identify the local, state, and federal resources that the school

• Page 56, Line 14district or the institute will use to implement the identified strategies with fidelity; and

• Page 56, Line 15(e.5)  Identify budget allocations to support the needs of

• Page 56, Line 16the school district's or the institute's public schools and create

• Page 56, Line 17a financial sustainability plan, which must include, but is not

• Page 56, Line 18limited to, salaries, facility costs, curriculum costs, and operational costs; and

• Page 56, Line 19SECTION 16.  In Colorado Revised Statutes, 22-11-405, amend (1)(a) and (2)(a); and add (4)(b.5) as follows:

• Page 56, Line 2022-11-405.  School priority improvement plan - contents.

• Page 56, Line 21(1) (a)  If the state board, pursuant to section 22-11-210, directs a district

• Page 57, Line 1public school to adopt a priority improvement plan, the local school

• Page 57, Line 2board, in accordance with time frames specified in state board rules, shall

• Page 57, Line 3adopt a school priority improvement plan, as described in subsection (4)

• Page 57, Line 4of this section, for the district public school. When a district public

• Page 57, Line 5school creates a pathway plan, the state board, by rule, may

• Page 57, Line 6reduce some of the obligations described in subsection (4) of this section.

• Page 57, Line 7(2) (a)  If the state board, pursuant to section 22-11-210, directs an

• Page 57, Line 8institute charter school to adopt a priority improvement plan, the institute,

• Page 57, Line 9in accordance with time frames specified in state board rules, shall adopt

• Page 57, Line 10a school priority improvement plan, as described in subsection (4) of this

• Page 57, Line 11section, for the institute charter school. When an institute charter

• Page 57, Line 12school creates a pathway plan, the state board, by rule, may

• Page 57, Line 13reduce some of the obligations described in subsection (4) of this section.

• Page 57, Line 14(4)  A school priority improvement plan must be designed to

• Page 57, Line 15ensure that the public school improves its performance to the extent that,

• Page 57, Line 16following completion of the public school's next annual performance

• Page 57, Line 17review, the public school attains a higher accreditation category. At a minimum, a school priority improvement plan must:

• Page 57, Line 18(b.5)  Identify budget allocations to support the needs of

• Page 57, Line 19the public schools and create a financial sustainability plan,

• Page 57, Line 20which must include, but is not limited to, salaries, facility costs, curriculum costs, and operational costs;

• Page 57, Line 21SECTION 17.  In Colorado Revised Statutes, 22-11-406, amend (1)(a) and (2)(a); and add (3)(b.5) as follows:

• Page 57, Line 2222-11-406.  School turnaround plan - contents. (1) (a)  If the

• Page 58, Line 1state board, pursuant to section 22-11-210, directs a district public school

• Page 58, Line 2to adopt a turnaround plan, the local school board, in accordance with

• Page 58, Line 3time frames specified in state board rules, shall adopt a school turnaround

• Page 58, Line 4plan, as described in subsection (3) of this section, for the district public

• Page 58, Line 5school. Each district public school turnaround plan shall also be is subject

• Page 58, Line 6to evaluation by the state review panel and may be subject to revisions

• Page 58, Line 7requested by the commissioner as provided in this subsection (1). When

• Page 58, Line 8a district public school creates a pathway plan, the state board,

• Page 58, Line 9by rule, may reduce some of the obligations described in subsection (3) of this section.

• Page 58, Line 10(2) (a)  If the state board, pursuant to section 22-11-210, directs an

• Page 58, Line 11institute charter school to adopt a turnaround plan, the institute, in

• Page 58, Line 12accordance with time frames specified in state board rules, shall adopt a

• Page 58, Line 13school turnaround plan, as described in subsection (3) of this section, for

• Page 58, Line 14the institute charter school. Each institute charter school turnaround plan

• Page 58, Line 15shall also be is subject to evaluation by the state review panel and may be

• Page 58, Line 16subject to revisions requested by the commissioner as provided in this

• Page 58, Line 17subsection (2). When an institute charter school creates a

• Page 58, Line 18pathway plan, the state board, by rule, may reduce some of the obligations described in subsection (3) of this section.

• Page 58, Line 19(3)  A school turnaround plan must be designed to ensure that the

• Page 58, Line 20public school improves its performance to the extent that, following

• Page 58, Line 21completion of the public school's next annual performance review, the

• Page 58, Line 22public school attains a higher accreditation category. At a minimum, a school turnaround plan must:

• Page 58, Line 23(b.5)  Identify budget allocations to support the needs of

• Page 58, Line 24the public schools and create a financial sustainability plan,

• Page 59, Line 1which must include, but is not limited to, salaries, facility costs, curriculum costs, and operational costs;

• Page 59, Line 2SECTION 18.  In Colorado Revised Statutes, add 22-11-505 as follows:

• Page 59, Line 322-11-505.  Statewide education accountability dashboard -

• Page 59, Line 4definition. (1)  As used in this section, unless the context

• Page 59, Line 5otherwise requires, "statewide education accountability

• Page 59, Line 6dashboard" or "dashboard" means a statewide education accountability dashboard used to report and access:

• Page 59, Line 7(a)  Local and statewide education accountability data; and

• Page 59, Line 8(b)  Postsecondary and workforce readiness data,

• Page 59, Line 9including data made available to the department through the

• Page 59, Line 10statewide longitudinal data system created in section 24-37.5-125 (2)(a).

• Page 59, Line 11(2)  On or before November 1, 2026, the department shall

• Page 59, Line 12gather stakeholder input on the specific data elements and

• Page 59, Line 13visual reporting format for the statewide education

• Page 59, Line 14accountability dashboard. The department shall summarize the

• Page 59, Line 15stakeholder input, the estimated cost for incorporating data

• Page 59, Line 16elements, and reporting formats with the state board into a

• Page 59, Line 17report. The department shall submit the report to the education

• Page 59, Line 18committees of the house of representatives and the senate, or

• Page 59, Line 19their successor committees, and the joint budget committee.

• Page 59, Line 20Subject to available appropriations, the department shall

• Page 59, Line 21create a statewide education accountability dashboard. On the

• Page 59, Line 22dashboard, the department shall report the information

• Page 60, Line 1described in subsections (3)(a) and (3)(b) of this section in a

• Page 60, Line 2transparent and accessible manner to families, students, and community members.

• Page 60, Line 3(3)  The department shall review and make recommendations to the state board on the process to:

• Page 60, Line 4(a)  Determine the percentage of students who score at

• Page 60, Line 5each of the performance levels identified by the state board for

• Page 60, Line 6the state assessments, reported by grade level and assessment, as described in section 22-11-503 (2)(a.5); and

• Page 60, Line 7(b)  Determine the percentage of students who are not

• Page 60, Line 8tested or whose scores are not included in determining the performance indicators, as described in section 22-11-503 (3)(b).

• Page 60, Line 9SECTION 19.  In Colorado Revised Statutes, 22-13-103, amend

• Page 60, Line 10(1)(b), (1)(c)(V), and (2) introductory portion; and add (1)(d) and (1)(e) as follows:

• Page 60, Line 1122-13-103.  School transformation grant program - created -

• Page 60, Line 12rules - repeal. (1)  There is created in the department the school transformation grant program to provide funding to:

• Page 60, Line 13(b)  Support school districts, the institute, and charter schools in

• Page 60, Line 14providing in pursuing bold solutions by providing educator

• Page 60, Line 15professional development and transforming instruction in public schools

• Page 60, Line 16that are required to adopt priority improvement or turnaround plans for

• Page 60, Line 17the immediate or preceding school year, and including, but not limited

• Page 60, Line 18to, management restructuring, creating a pipeline for

• Page 60, Line 19leadership and educator development, asset restructuring,

• Page 60, Line 20collaborative problem-solving, designing budgetary

• Page 60, Line 21expectations for school turnaround plans and implementing a

• Page 61, Line 1funding sustainability plan, distributing resources to the

• Page 61, Line 2schools most in need, and ensuring the school district plan

• Page 61, Line 3details the allocation of resources to address school district needs;

• Page 61, Line 4(c)  Assist school districts, the institute, and charter schools that

• Page 61, Line 5are implementing priority improvement or turnaround plans in planning

• Page 61, Line 6for and implementing one or more of the following rigorous school redesign strategies:

• Page 61, Line 7(V)  Closing a public school or revoking the charter for a district or institute charter school;

• Page 61, Line 8(d)  Support school districts, the institute, and charter

• Page 61, Line 9schools that are implementing priority improvement or

• Page 61, Line 10turnaround plans to use local assessment data to identify

• Page 61, Line 11performance indicator gaps and provide supports and interventions; and

• Page 61, Line 12(e)  Assist school districts, the institute, and charter

• Page 61, Line 13schools that have been required to adopt a priority improvement

• Page 61, Line 14or turnaround plan for one, two, or three consecutive years to engage in community-led improvement strategies.

• Page 61, Line 15(2)  The state board, in accordance with the "State Administrative

• Page 61, Line 16Procedure Act", article 4 of title 24, shall promulgate adopt rules to

• Page 61, Line 17implement and administer the program. At a minimum, the rules must include:

• Page 61, Line 18SECTION 20.  In Colorado Revised Statutes, 24-72-202, amend (6)(a)(I) as follows:

• Page 61, Line 1924-72-202.  Definitions. As used in this part 2, unless the context

• Page 61, Line 20otherwise requires:

• Page 62, Line 1(6) (a) (I)  "Public records" means and includes all writings made,

• Page 62, Line 2maintained, or kept by the state, any agency, institution, a public or

• Page 62, Line 3private entity that serves as an external support partner for a

• Page 62, Line 4school district or the state charter school institute pursuant

• Page 62, Line 5to section 22-11-209 (2)(a), a public or private entity that serves

• Page 62, Line 6as an external support partner for a public school pursuant to

• Page 62, Line 7section 22-11-210 (5)(a), a nonprofit corporation incorporated pursuant

• Page 62, Line 8to section 23-5-121 (2), C.R.S., or political subdivision of the state, or

• Page 62, Line 9that are described in section 29-1-902 C.R.S., and held by any

• Page 62, Line 10local-government-financed entity for use in the exercise of functions

• Page 62, Line 11required or authorized by law or administrative rule or involving the receipt or expenditure of public funds.

• Page 62, Line 12SECTION 21.  Act subject to petition - effective date. This act

• Page 62, Line 13takes effect at 12:01 a.m. on the day following the expiration of the

• Page 62, Line 14ninety-day period after final adjournment of the general assembly; except

• Page 62, Line 15that, if a referendum petition is filed pursuant to section 1 (3) of article V

• Page 62, Line 16of the state constitution against this act or an item, section, or part of this

• Page 62, Line 17act within such period, then the act, item, section, or part will not take

• Page 62, Line 18effect unless approved by the people at the general election to be held in

• Page 62, Line 19November 2026 and, in such case, will take effect on the date of the official declaration of the vote thereon by the governor.