C.R.S. § 22-9-105.5 — CO Code / Title 22 / Article 9 / Section 22-9-105.5
22-9-105.5. State council for educator effectiveness - legislative declaration - membership
Status: in_force

22-9-105.5. State council for educator effectiveness - legislative declaration - membership - duties - recommendations - rules. (1) The general assembly hereby finds and declares that:

(a) On January 13, 2010, the governor established by executive order the governor's council for educator effectiveness;

(b) The executive order charged the council with, among other duties, considering options and providing recommendations concerning educator effectiveness and developing recommendations for definitions of principal and teacher effectiveness; and

(c) The general assembly further finds and declares that it is in the best interests of the people of the state of Colorado to codify in statute the governor's council for educator effectiveness because of the significant additional statutory duties and responsibilities that the general assembly is assigning to said council.

(2) (a) There is hereby created in the office of the governor the state council for educator effectiveness, referred to in this article as the "council".

(b) The members of the governor's council for educator effectiveness, created by executive order B 2010-001, shall serve on the council, as appointed by the governor, and shall include:

(I) The commissioner of education, or his or her designee;

(II) The executive director of the department of higher education, or his or her designee;

(III) Four teachers, selected with the advice of state associations that represent educators;

(IV) Two public school administrators and one local school district superintendent, each selected with the advice of a state association that represents school executives;

(V) Two members of local school boards, selected with the advice of a state association that represents school boards;

(VI) One charter school administrator or teacher, selected with the advice of a state advocacy group for charter schools;

(VII) One parent of a public school student, selected with the advice of a state parent and teachers association;

(VIII) A current student or recent graduate of a Colorado public school, selected with the advice of a statewide student coalition; and

(IX) One at-large member with expertise in education policy.

(c) The purpose of the council shall be the same as that of the governor's council for educator effectiveness established by executive order, and shall be to consider options and make recommendations to the state board and the general assembly that seek to ensure that all licensed personnel are:

(I) Evaluated using multiple fair, transparent, timely, rigorous, and valid methods, at least fifty percent of which evaluation is determined by the academic growth of their students;

(II) Afforded a meaningful opportunity to improve their effectiveness; and

(III) Provided the means to share effective practices with other educators throughout the state.

(3) The council shall have the following duties:

(a) On or before March 1, 2011, to provide the state board with recommendations that will ensure that every teacher is evaluated using multiple fair, transparent, timely, rigorous, and valid methods. The recommendations developed pursuant to this paragraph (a) shall require that at least fifty percent of the evaluation is determined by the academic growth of the teacher's students and that each teacher is provided with an opportunity to improve his or her effectiveness through a teacher development plan that links his or her evaluation and performance standards to professional development opportunities. The quality standards for teachers shall include measures of student longitudinal academic growth that are consistent with the measures set forth in section 22-11-204 (2) and may include interim assessment results or evidence of student work, provided that all are rigorous and comparable across classrooms and aligned with state model content standards and performance standards developed pursuant to article 7 of this title. For the purposes of quality standards, expectations of student academic growth shall take into consideration diverse factors, including but not limited to special education, student mobility, and classrooms with a student population in which ninety-five percent meet the definition of high-risk student as defined in section 22-7-604.5 (1.5). The quality standards for teachers shall be clear and relevant to the teacher's roles and responsibilities and shall have the goal of improving student academic growth. The council shall include in its recommendations a definition of effectiveness and its relation to quality standards. The definition of effectiveness shall include, but need not be limited to, criteria that will be used to differentiate between performance standards. The defined performance standards shall include, but need not be limited to, "highly effective", "effective", and "ineffective". The council shall consider whether additional performance standards should be established.

(a.5) On or before March 1, 2011, to provide the state board with recommendations that will ensure that every principal is evaluated using multiple fair, transparent, timely, rigorous, and valid methods. The recommendations pursuant to this paragraph (a.5) shall require that every principal is provided with a principal development plan. In making its recommendations, the council shall recognize that not all teachers and principals require the same amount of supervision and evaluation. As part of its recommendations to the state board, the council shall develop a process to enable a local school district to differentiate teacher and principal evaluations as part of its performance evaluation system.

(b) On or before March 1, 2011, to provide the state board with recommendations concerning the implementation and testing of the new performance evaluation system that is based on quality standards and with recommendations for the subsequent statewide implementation of the new performance evaluation system. The recommendations made pursuant to this paragraph (b) shall conform to the timeline set forth in subsection (10) of this section.

(b.5) On or before March 1, 2011, to make recommendations to the state board concerning the involvement and support of parents of children in public schools, to the effect that parents should act as partners with teachers and public school administrators;

(c) On or before March 1, 2011, to provide the state board with recommendations that will ensure development of a set of guidelines for establishing performance standards for each category of licensed personnel to be evaluated pursuant to this article. The guidelines shall outline criteria to be applied in assigning educators to appropriate performance standards, which shall include measures of student longitudinal academic growth.

(d) On or before March 1, 2011, to develop and recommend to the state board statewide definitions of principal effectiveness and teacher effectiveness, each of which shall be centered on an educator's demonstrated ability to achieve and sustain adequate student growth and shall include a set of professional skills and competencies related to improved student outcomes;

(e) On or before March 1, 2011, to develop and recommend to the state board guidelines for adequate implementation of a high-quality educator evaluation system that shall address, at a minimum, the following issues:

(I) Ongoing training on the use of the system that is sufficient to ensure that all evaluators and educators have a full understanding of the evaluation system and its implementation. The training may include such activities as conducting joint training sessions for evaluators and educators.

(II) Evaluation results that are normed to ensure consistency and fairness;

(III) Evaluation rubrics and tools that are deemed fair, transparent, rigorous, and valid;

(IV) Evaluations that are conducted using sufficient time and frequency, at least annually, to gather sufficient data upon which to base the ratings contained in an evaluation;

(V) Provision of adequate training and collaborative time to ensure that educators fully understand and have the resources to respond to student academic growth data;

(VI) Student data that is monitored at least annually to ensure the correlation between student academic growth and outcomes with educator effectiveness ratings; and

(VII) A process by which a nonprobationary teacher may appeal his or her second consecutive performance rating of ineffective and submit such process by the first day of convening of the first regular session of the sixty-ninth general assembly to the education committees of the house of representatives and the senate, or any successor committees.

(f) On or before March 1, 2011, to adopt and recommend to the state board a rubric for identifying multiple additional quality standards, in addition to student academic growth, that are rigorous, transparent, valid, and fair;

(g) On or before March 1, 2011, to make recommendations to the state board for policy changes, as appropriate, that will support local school districts' use of evaluation data for decisions in areas such as compensation, promotion, retention, removal, and professional development;

(h) On or before March 1, 2011, to make recommendations to the state board for policy changes, as appropriate, that will ensure that the standards and criteria applicable to teacher and principal licensure and the accreditation of preparation programs are directly aligned with and support the preparation and licensure of effective educators;

(i) On or before July 1, 2013, and July 1 each year thereafter during the implementation of the performance evaluation system, the department shall report to the council the results of the implementation and testing of the performance evaluation system. Based on the results of the reports, the council may make additional recommendations to be incorporated in the following stage of implementation.

(j) The council shall develop an implementation plan for its recommendations and will identify tasks and the associated costs at the state and district levels. The recommendations shall include an implementation cost analysis, including assessment changes, assessment pilot study, staff training, research, data review, and any other tasks included in the council's recommendations. It is incumbent on the council to consult with the department and expert practitioners familiar with school finance and to report by March 1, 2011, on the costs to implement the council's recommendations.

(3.5) The recommendations made by the council to the state board pursuant to this section shall reflect a consensus vote. For any issue that the council was unable to reach a consensus, the council shall provide to the state board the reasons it was unable to reach a consensus.

(4) The council's recommendations shall consist, at a minimum, of recommendations that are applicable to school principals and teachers.

(5) The council's recommendations may include changes to existing statutes or rules, if appropriate, as well as recommendations for local implementation.

(6) In making its recommendations, the council shall include the effect of district- and school-level conditions, as measured by the nine performance standards set forth in the comprehensive appraisal for the district improvement rubric and biannual teaching, empowering, leading, and learning initiative survey of school working conditions, as well as any additional methods of assessing such conditions identified by the council as valid, transparent, and reliable.

(7) The council may establish working groups, task forces, or other structures from within its membership or outside its membership as needed to address specific issues or to assist in its work.

(8) All recommendations made by the council pursuant to this section shall reflect a consensus of its members.

(9) Unless otherwise provided for, the office of the governor and the department shall provide the council with the support, information, data, analytical information, and administrative support necessary to do its work.

(10) (a) On or before September 1, 2011, the state board shall promulgate rules with regard to the issues specified in paragraphs (a) to (h) of subsection (3) of this section, using the recommendations from the council. If the council fails to make recommendations to the state board by March 1, 2011, with regard to the issues specified in paragraphs (a) to (h) of subsection (3) of this section, the state board shall, on or before September 1, 2011, promulgate rules concerning any issues in said paragraphs (a) to (h) that the council did not address. In promulgating rules pursuant to this subsection (10), the state board shall conform to the following timeline:

(I) Beginning with the 2011-12 school year, the department shall work with school districts and boards of cooperative services to assist with the development of performance evaluation systems that are based on quality standards.

(II) On or before January 15, 2012, the state board shall provide to the general assembly the rules promulgated pursuant to this subsection (10). On or before February 15, 2012, the general assembly shall review and approve such rules as provided for in paragraph (b) of this subsection (10).

(III) Beginning with the 2012-13 school year, if the general assembly approves the rules promulgated pursuant to this subsection (10), the new performance evaluation system that is based on quality standards shall be implemented and tested as recommended by the council pursuant to paragraph (b) of subsection (3) of this section.

(IV) (A) Beginning with the 2013-14 school year, if the general assembly approves the rules promulgated pursuant to this subsection (10), and based on the results of the first level of implementation in the 2012-13 school year, the new performance evaluation system that is based on quality standards shall be implemented statewide in a manner as recommended by the council pursuant to paragraph (b) of subsection (3) of this section.

(B) During the 2013-14 school year, teachers shall be evaluated based on quality standards. Demonstrated effectiveness or ineffectiveness shall begin to be considered in the acquisition of probationary or nonprobationary status.

(V) (A) Beginning with the 2014-15 school year, if the general assembly approves the rules promulgated pursuant to this subsection (10), and based on the results of the first and second levels of implementation in the 2012-13 and 2013-14 school years, the new performance evaluation system that is based on quality standards shall be finalized on a statewide basis.

(B) During the 2014-15 school year, teachers shall continue to be evaluated based on quality standards. Demonstrated effectiveness or ineffectiveness shall be considered in the acquisition or loss of probationary or nonprobationary status.

(b) On or before February 15, 2012, the general assembly shall review the rules promulgated pursuant to paragraph (a) of this subsection (10) in a bill that is separate from the annual rule review bill introduced pursuant to section 24-4-103 (8)(d), C.R.S., and in accordance with the criteria and procedures specified in section 24-4-103 (8)(a) and (8)(d), C.R.S.; except that the general assembly reserves the right to repeal individual rules contained in the rules promulgated by the state board. If one or more rules is not approved by the general assembly pursuant to this paragraph (b), the state board shall promulgate emergency rules pursuant to section 24-4-103 (6), C.R.S., on such issue or issues and resubmit to the general assembly on or before May 1, 2012. The general assembly shall review the emergency rules promulgated according to the process outlined in this paragraph (b).

(11) On or before November 1, 2011, the department shall create and make available to school districts and boards of cooperative services a resource bank that identifies assessments, processes, tools, and policies that a school district or board of cooperative services may use to develop an evaluation system that addresses the provisions of this section. The department shall include resources that are appropriate to school districts and boards of cooperative services of different sizes, demographics, and locations. The department shall update the resource bank at least annually to reflect new research and ongoing experience in Colorado.

(12) The department shall not be obligated to implement the provisions of this section until sufficient funds have been received and credited to the great teachers and leaders fund, created in section 22-9-105.7. The department is hereby authorized to hire any employees necessary to carry out the provisions of this section. Any new positions created pursuant to this section shall be subject to the availability of funding and shall be eliminated at such time as moneys are no longer available in the great teachers and leaders fund. All position descriptions and notice to hire for positions created pursuant to this section shall clearly state that such position is subject to available funding.
C.R.S. § 22-32-121 — CO Code / Title 22 / Article 32 / Section 22-32-121
22-32-121. Facsimile signature
Status: in_force

22-32-121. Facsimile signature. (1) A board of education may authorize an employee to affix the signature of the treasurer, or assistant treasurer if any, to any warrant, order, or check by any device capable of affixing a facsimile signature; but each such officer shall give written consent to the board for the use of such facsimile signature and written approval of the employee designated to affix his facsimile signature.

(2) The authorization by a board of an employee to affix signatures pursuant to subsection (1) of this section shall be evidenced by a resolution adopted by the board, which, together with the written consent of the officer consenting thereto and approving the designated employee, shall be recorded in the proceedings of the board.

(3) Any employee authorized and approved pursuant to the provisions of this section to affix the facsimile signature of the treasurer, or assistant treasurer if any, of a board shall be bonded in such amount and manner as may be required for the said respective officers.

(4) If a board of education does not elect to have its moneys withdrawn from the county treasurer in the manner authorized by law and an employee is authorized and designated to affix a facsimile signature of the treasurer, or assistant treasurer if any, pursuant to subsection (1) of this section, the board shall cause a copy of the resolution and written consent of such officer to be forwarded to the county treasurer who has temporary custody of the moneys of the district.
C.R.S. § 22-2-139 — CO Code / Title 22 / Article 2 / Part 1 / Section 22-2-139
22-2-139. Memorandum of understanding - notification of risk - rules
Status: in_force

22-2-139. Memorandum of understanding - notification of risk - rules. (1) On or before July 1, 2011, the state department of human services and the department of education shall enter into a memorandum of understanding concerning the enrollment of students in the public school system from a state-licensed day treatment facility, facility school, or hospital licensed or certified pursuant to section 25-3-101. The memorandum of understanding must include, but need not be limited to:

(a) A consistent and uniform approach to notification and appropriate and allowable data-sharing about students, including but not limited to medical, mental health, sociological, and scholastic achievement, within the limits of state and federal privacy and confidentiality law, between school districts, charter schools, institute charter schools, and county departments of human or social services for the purposes of collaboration in the placement of students pursuant to this section and section 22-20-108, better facilitation of the creation of transition plans for students, and ensuring the safety of the people in the school community;

(b) A plan for utilizing existing state and federal data and any existing information-sharing activities;

(c) A plan for determining accountability and collecting data concerning the implementation of the notifications and invitation required pursuant to this section and a mechanism by which school districts and the state charter school institute shall report the aggregate data to the department of human services and department of education on or before February 15, 2012, and on or before February 15 each year thereafter. The data to report shall include, but need not be limited to:

(I) The number of placements occurring in a school year;

(II) The number of emergency placements occurring in a school year;

(III) The types of placements from which the students are transitioning;

(IV) The educational setting into which the student is being placed; and

(V) Demographic information of students, including but not limited to age, race, gender, and ethnicity;

(d) A process for determining information sharing and collaboration for placement of students pursuant to sections 22-20-108 and 26-1-138, C.R.S.;

(e) Recommendations for an approach to sharing data that conforms with the interdepartmental data protocol established pursuant to section 24-37.5-704, C.R.S., and that is in compliance with all state and federal laws, rules, and regulations concerning the privacy of information;

(f) Identification of training and professional development needs associated with implementing information sharing between responsible entities and funding sources that could be utilized for this purpose; and

(g) Consideration of recommendations made by existing working groups or projects that have been involved with information sharing or technology relating to information sharing among multiple entities as it relates to students transitioning back into public schools. A report of these recommendations shall be provided to the department of human services, the state board of human services, the department of education, and the state board of education prior to the final adoption of the memorandum of understanding.

(2) Beginning August 15, 2010, a state-licensed day treatment facility, facility school, or hospital licensed or certified pursuant to section 25-3-101 that is transferring a student to a public school shall notify the appropriate school district child welfare education liaison, designated pursuant to section 22-32-138 (2)(a), of the pending enrollment in a public school of a student who:

(a) Is transferring to a public school from a state-licensed day treatment facility licensed by the department of human services pursuant to section 26-6-905, facility school as defined in section 22-2-402 (1), or hospital, licensed or certified pursuant to section 25-3-101; and

(b) Has been determined by the state-licensed day treatment facility, the facility school, the hospital licensed or certified pursuant to section 25-3-101, C.R.S., or the court to be a risk to himself or herself or the community within the twelve months prior to the proposed transfer.

(3) This section only applies to a hospital licensed or certified pursuant to section 25-3-301 that is providing inpatient acute care or psychiatric services for a student for more than ten days and if there is actual knowledge that the student will attend an identified public school within sixty days after discharge from the hospital. For purposes of this subsection (3), information shared with the state department of human services, county department of human or social services, or child education welfare liaison must be shared only for a student who has been deemed to be a risk to himself or herself or the community within the twelve months prior to discharge.

(4) The notification required in subsection (2) of this section must be made at least ten calendar days prior to the student's transition from the state-licensed day treatment facility, facility school, or hospital licensed or certified pursuant to section 25-3-101, and subsequent enrollment in a public school and must include an invitation to the child welfare education liaison, or his or her designee, to participate in the development of a transition plan for the student. The information provided to the child welfare education liaison must include, but need not be limited to, the transitioning student's educational records from the transferring educational facility and an outline of the student's transitional needs to be successful in the public school setting, which information would assist the school district in meeting the student's needs and ensuring a successful transition. If the transitioning student is in the custody of the state department of human services or a county department of human or social services, the state-licensed day treatment facility, facility school, or hospital licensed or certified pursuant to section 25-3-101 shall also provide the notification to the state department of human services.

(5) If a change of placement is required for the safety of the student or if a court, the state department of human services, or a county department of human or social services makes a placement change with fewer than ten calendar days notice, the responsible state department of human services or county department of human or social services shall provide information to the child welfare education liaison, designated pursuant to section 22-32-138, of the receiving school district, charter school, or institute charter school within five calendar days following the student's placement. The information provided to the child welfare education liaison must include, but need not be limited to, the transitioning student's educational records from the transferring educational facility and an outline of the student's transitional needs to be successful in the public school setting, which information would assist the district in meeting the student's needs and ensuring a successful transition.

(6) The responsible county department of human or social services and the receiving school district, charter school, or institute charter school shall cooperate to ensure that an appropriate placement including educational services is made pursuant to this section and sections 19-1-115.5, 22-20-108, and 22-32-138, as applicable.

(7) Within the confidentiality and privacy limits of state and federal law, the responsible county department of human or social services or the school district, charter school, institute charter school, or facility school shall provide information about the student to assist the receiving entity in determining an appropriate educational placement for the student.

(8) Nothing in this section alters the rights and obligations of the department of education, the state department of human services, a county department of human or social services, or a school district, as such rights and obligations are set forth in this title 22; 20 U.S.C. sec. 1400 et seq.; 29 U.S.C. sec. 701 et seq.; 42 U.S.C. sec. 11431 et seq.; and 42 U.S.C. sec. 675, as amended by the federal "Fostering Connections to Success and Increasing Adoptions Act of 2008", Pub.L. 110-351.

(9) The state board of education may promulgate rules pursuant to the "State Administrative Procedure Act", article 4 of title 24, C.R.S., concerning the implementation of this section, including but not limited to rules regarding notification and sharing of information as described in subsection (1) of this section.
C.R.S. § 22-31-102 — CO Code / Title 22 / Article 31 / Section 22-31-102
22-31-102. Computation of time
Status: in_force

22-31-102. Computation of time. (Deleted by amendment)
C.R.S. § 22-11-403 — CO Code / Title 22 / Article 11 / Part 4 / Section 22-11-403
22-11-403. School performance plan - contents
Status: repealed

22-11-403. School performance plan - contents. (1) (a) If the state board, pursuant to section 22-11-210, directs a district public school to adopt a performance plan, the school principal and the school district superintendent, or his or her designee, in accordance with time frames specified in state board rules, shall adopt a school performance plan, as described in subsection (3) of this section, for the district public school.

(b) The school accountability committee for the district public school shall advise the principal concerning preparation of the performance plan and make recommendations to the principal concerning the contents of the school performance plan. The principal, with the approval of the superintendent or his or her designee, shall create and adopt the school performance plan, taking into account the advice and recommendations of the school accountability committee.

(c) The school district accountability committee shall include the adopted school performance plan in the compilation prepared pursuant to section 22-11-302 (1), and the local school board shall consider the adopted school performance plan in developing the budget required by section 22-44-108. The principal and the superintendent or his or her designee shall ensure that the school performance plan is in effect for the district public school within the time frames established in state board rules.

(2) (a) If the state board, pursuant to section 22-11-210, directs an institute charter school to adopt a performance plan, the school principal, in accordance with time frames specified in state board rules, shall adopt a school performance plan, as described in subsection (3) of this section, for the institute charter school.

(b) The school accountability committee for the institute charter school shall advise the principal concerning preparation of the performance plan and make recommendations to the principal concerning the contents of the school performance plan. The principal shall create and adopt the school performance plan, taking into account the advice and recommendations of the school accountability committee.

(c) The institute shall include the adopted school performance plan in the compilation prepared pursuant to section 22-11-303 (2)(b). The principal shall ensure that the school performance plan is in effect for the institute charter school within the time frames established in state board rules.

(3) A school performance plan shall be designed to raise the academic performance of students enrolled in the public school and to ensure that the public school, following the next annual performance review, attains a higher accreditation category or remains in the same accreditation category if the public school is already accredited by the school district or the institute at the highest level. At a minimum, each school performance plan shall:

(a) Set, reaffirm, or revise, as appropriate, ambitious but attainable targets that the public school shall attain on the performance indicators. The principal and school district superintendent, or his or her designee, shall ensure that the targets are aligned with the statewide targets set by the state board pursuant to section 22-11-201.

(a.5) If the public school serves students in kindergarten and first, second, and third grades, identify the strategies to be used in addressing the needs of students enrolled in kindergarten and first, second, and third grade who are identified pursuant to section 22-7-1205 as having significant reading deficiencies and set, reaffirm, or revise, as appropriate, ambitious but attainable targets that the public school shall attain in reducing the number of students who have significant reading deficiencies and in ensuring that each student achieves grade level expectations in reading;

(b) Identify positive and negative trends in the levels of attainment by the public school on the performance indicators;

(c) Assess and prioritize the issues and needs at the public school that must be addressed to raise the levels of attainment on the performance indicators by the public school and to improve school readiness, if the public school serves students in preschool or kindergarten;

(d) Identify specific, research-based strategies to address the needs and issues identified pursuant to paragraph (c) of this subsection (3);

(e) Identify the local, state, and federal resources that the public school will use to implement the identified strategies with fidelity; and

(f) Address any other issues required by rule of the state board or raised by the department through the performance review pursuant to section 22-11-210.

(4) The local school board, on behalf of a district public school, or the institute, on behalf of an institute charter school, shall submit the school performance plan to the department for publication on the data portal. The public school shall make copies of the school performance plan available to members of the public upon request.

(5) (a) Notwithstanding any provision of this section to the contrary, the school principal and the school district superintendent, or his or her designee, for a district public school, or the school principal for an institute charter school, may adopt a school performance plan for the public school as described in subsection (3) of this section every two years so long as the state board, pursuant to section 22-11-210, requires the public school to implement a performance plan.

(b) Repealed.
C.R.S. § 22-54-129 — CO Code / Title 22 / Article 54 / Section 22-54-129
22-54-129. Facility school funding - legislative declaration - definitions
Status: repealed

22-54-129. Facility school funding - legislative declaration - definitions. (1) As used in this section, unless the context otherwise requires:

(a) "Approved facility school" shall have the same meaning as provided in section 22-2-402 (1).

(a.5) "Baseline funding" means a funding amount based on student enrollment projections that is intended to provide sufficient funding for minimum education program services for an approved facility school.

(b) "Department" means the department of education created and operating pursuant to section 24-1-115, C.R.S.

(c) "Facility" shall have the same meaning as provided in section 22-2-402 (3).

(d) "Pupil enrollment" means the number of students receiving educational services at the approved facility school or state program on the pupil enrollment count day of the applicable budget year.

(d.5) "Pupil enrollment count day" has the same meaning as set forth in section 22-54-103 (10.5).

(e) Repealed.

(f) "State program" means the Colorado school for the deaf and the blind or the education program operated by the Colorado mental health institute at Pueblo or Fort Logan for students for whom the institute has responsibility because of a court order or other action by a public entity in Colorado.

(g) "Statewide base per pupil funding" means the amount annually specified in this article 54.

(2) (a) The general assembly finds that:

(I) The unique environments of approved facility schools and state programs and the population of students that they serve create obstacles to learning and academic growth that other public schools and students do not encounter;

(II) Because approved facility schools and state programs must operate year-round, their need for funding remains constant year-round; and

(III) Although students in approved facility schools may or may not be economically at-risk, the circumstances that have resulted in their placement in approved facility schools and state programs make it likely that they are academically at-risk and require costly educational support services to achieve academic growth.

(b) The general assembly finds, therefore, that it is appropriate to fund approved facility schools and state programs:

(I) By an additional one-third above the statewide base per pupil funding amount to recognize the increased costs of educating students in approved facility schools and state programs year-round; and

(II) By an additional forty percent above the statewide base per pupil funding amount to offset the increased costs inherent in providing education services to the students who are placed in approved facility schools and state programs.

(c) (I) For the 2008-09 budget year through the 2012-13 budget year, each approved facility school and state program that meets the requirements of this section shall receive education program funding, which shall be distributed pursuant to subsection (4) of this section. The amount of funding available for all approved facility schools and state programs in a budget year shall be an amount equal to the pupil enrollment of each approved facility school and state program for the applicable budget year multiplied by an amount equal to one and one-third of the state average per pupil revenue for the applicable budget year.

(II) For the 2013-14 budget year and each budget year thereafter, each state program that meets the requirements of this section must receive education program funding, which must be distributed pursuant to subsection (4) of this section. The amount of funding available for all state programs in a budget year is an amount equal to the pupil enrollment of each state program for the applicable budget year multiplied by an amount equal to one and seventy-three hundredths of the statewide base per pupil funding for the applicable budget year.

(III) For the 2013-14 budget year through the 2022-23 budget year, each approved facility school that complies with the requirements of this section must receive education program funding, which must be distributed pursuant to subsection (4) of this section. The amount of funding available for all approved facility schools in a budget year is an amount equal to the pupil enrollment of each approved facility school for the applicable budget year multiplied by an amount equal to one and seventy-three hundredths of the statewide base per pupil funding for the applicable budget year.

(2.5) (a) (I) For the 2023-24 budget year and each budget year thereafter, each approved facility school that meets the requirements of this section must receive education program funding, which must be distributed pursuant to this subsection (2.5). The amount of state funding available for all approved facility schools in a budget year is an amount equal to the sum of the baseline funding of each approved facility school for the applicable budget year, based on student enrollment projections for each approved facility school and per pupil funding for each approved facility school, if applicable, offset by other revenue sources described in subsection (2.5)(a)(III) of this section.

(II) The baseline funding amount must be calculated by using student enrollment projections. The baseline funding amount may include funding for special education directors, licensed teachers, relevant therapeutic staff, classroom teaching aides, school administration, nonpersonnel costs, and any other elements required to provide minimum education program services for an approved facility school.

(III) The baseline funding amount paid by the state must be offset by a portion of the tuition received for the cost of enrolled students per day for special education services from school districts pursuant to section 22-20-109 and by a portion of hospital revenue for the cost of enrolled students per day from other sources for hospital-based approved facility schools.

(b) The office of facility schools may suspend, reduce, or recoup monthly payments from an approved facility school if the office of facility schools determines that an approved facility school does not provide services for which the approved facility school is funded or serves significantly fewer students than were anticipated when the approved facility school's baseline funding was approved.

(c) Baseline funding must be adjusted based on thresholds for student enrollment count, but an approved facility school shall receive funding for no fewer than eight students. Baseline funding must be adjusted each year for inflationary impacts on each cost element included in the calculation. Student enrollment thresholds provide for funding adjustments for:

(I) Up to eight students;

(II) Nine to sixteen students; and

(III) Seventeen or more students.

(d) (I) Student enrollment projections must be based on actual student enrollment counts from prior years, capacity adjustments, or any other factors relevant to projecting the average student enrollment for each approved facility school in a budget year.

(II) Initial funding levels and monthly payments to approved facility schools must be based on actual student enrollment counts from prior years, which may be adjusted by the office of facility schools to address known changes in the capacity of an approved facility school. If the student enrollment count for an approved facility school is significantly different than the projected student enrollment count, the amount of funding must be adjusted to account for the change.

(III) The department may request additional funds for the current budget year or the next budget year as part of its mid-year budget submission if required based on expenditure projections due to cumulative student enrollment data through November of a given budget year.

(e) (I) For the 2023-24 budget year, the state shall pay baseline funding amounts to approved facility schools with student enrollment thresholds as follows:

(A) Up to eight students must be no more than fifty thousand one hundred forty-nine dollars per month less the offset amount calculated pursuant to subsection (2.5)(a)(III) of this section and set forth in subsection (2.5)(e)(II) of this section;

(B) Nine to sixteen students must be no more than fifty-nine thousand six hundred ninety-seven dollars per month less the offset amount calculated pursuant to subsection (2.5)(a)(III) of this section and set forth in subsection (2.5)(e)(II) of this section;

(C) The payment for each additional student above sixteen students must be no more than two thousand five hundred forty-one dollars per month per student in addition to the fifty-nine thousand six hundred ninety-seven dollars per month described in subsection (2.5)(e)(I)(B) of this section, less the offset amount calculated pursuant to subsection (2.5)(a)(III) of this section and set forth in subsection (2.5)(e)(II) of this section. The amount per student for each additional student pursuant to this subsection (2.5)(e)(I)(C) must decrease based on student enrollment thresholds established by the department.

(II) The offset amounts described in subsection (2.5)(a)(III) must be calculated as fifty-five dollars per enrolled student per day for special education services from school districts and seventy-five dollars per enrolled student per day for the portion of the hospital revenue from other sources for hospital-based approved facility schools.

(III) For future budget years after the 2023-24 budget year, inflationary adjustments and other adjustments to the amounts set forth in this subsection (2.5)(e) must be set in the annual appropriations bill.

(f) Subject to available appropriations, funding for each approved facility school may be prorated proportionately based on student enrollment.

(3) To receive education program funding pursuant to this section, an approved facility school, through the 2022-23 budget year, or a state program shall submit its pupil enrollment for the applicable budget year to the department on or before November 10, 2008, and on or before October 5 of each budget year thereafter.

(4) (a) In addition to the requirements of subsection (3) of this section, on or before the fifteenth day of each month, an approved facility school or a state program shall report to the department, in a manner to be determined by the department, the actual number of students who received educational services at the approved facility school or through the state program during the prior calendar month and the corresponding number of full-time equivalent students to which the approved facility school or state program provided such services. The department may accept amended monthly reports from an approved facility school or a state program prior to making the distribution of funding for the applicable month pursuant to subsection (4)(b) of this section. Beginning in the 2023-24 budget year, funding for an approved facility school must be distributed pursuant to subsection (2.5) of this section.

(b) (I) On or before the fifteenth day of the month following the month in which a state program reported the number of students to which it provided educational services and the number of full-time equivalent students to which the state program provided services pursuant to subsection (4)(a) of this section, the department shall pay the state program a proportional amount of the total amount of education program funding as determined pursuant to subsection (2) of this section, based on the state program's reported number of full-time equivalent students.

(II) For the 2013-14 budget year through the 2022-23 budget year only, on or before the fifteenth day of the month following the month in which an approved facility school reported the number of students to whom it provided educational services and the number of full-time equivalent students to whom the approved facility school provided services pursuant to subsection (4)(a) of this section, the department shall pay the approved facility school a proportional amount of the total amount of education program funding as determined pursuant to subsection (2) of this section based on the approved facility school's reported number of full-time equivalent students.

(III) Beginning in the 2023-24 budget year, the department shall pay an approved facility school monthly as set forth in subsection (2.5) of this section.

(c) The department may prorate the payments made pursuant to subsections (4)(b)(I) and (4)(b)(II) of this section, if the department determines that such action is necessary to accommodate a projected shortfall in education program funding as calculated pursuant to subsection (2) of this section.

(5) In each applicable budget year, the general assembly shall appropriate to the department the amount required for education program funding pursuant to subsection (2) of this section.

(6) (a) The state board shall promulgate rules in accordance with the "State Administrative Procedure Act", article 4 of title 24, C.R.S., as necessary for the administration and enforcement of this section. In promulgating the rules, the state board shall seek input from approved facility schools, state programs, districts, and organizations that represent facility schools.

(b) In promulgating rules pursuant to paragraph (a) of this subsection (6), the state board shall seek input from the facility schools board created in section 22-2-404.

(7) The general assembly hereby finds and declares that for the purposes of section 17 of article IX of the state constitution, providing funding for pupils who are placed in a facility and receive educational services through an approved facility school, who attend the Colorado school for the deaf and the blind, or who receive educational services through an education program operated by the Colorado mental health institute at Pueblo or Fort Logan is a program for accountable education reform and may therefore receive funding from the state education fund created in section 17 (4) of article IX of the state constitution.
C.R.S. § 22-11-206 — CO Code / Title 22 / Article 11 / Part 2 / Section 22-11-206
22-11-206. Accreditation of school districts and institute - contracts - rules
Status: repealed

22-11-206. Accreditation of school districts and institute - contracts - rules. (1) Pursuant to the authority vested in the state board by section 1 of article IX of the state constitution to exercise general supervision over the public schools in the state, the state board shall annually accredit the school districts and the institute as provided in this article and pursuant to rules adopted by the state board in accordance with this article.

(2) The state board shall enter into an accreditation contract with each local school board and with the institute. Each accreditation contract shall have a term of one year and shall be automatically renewed each year so long as the school district or the institute remains in the accreditation category of accredited or higher. The parties to each accreditation contract may renegotiate the contract at any time during the term of the contract, based on appropriate and reasonable changes in the circumstances upon which the original contract terms were based. The state board shall promulgate rules specifying the contents and terms of the accreditation contract in accordance with the provisions of this article.

(3) Each accreditation contract shall, at a minimum, address the following elements:

(a) The school district's or institute's level of attainment on the performance indicators, as determined pursuant to section 22-11-204;

(b) The school district's or the institute's adoption and implementation of its performance, improvement, priority improvement, or turnaround plan, whichever is appropriate based on the school district's or institute's accreditation category;

(c) The school district's implementation of its system for accrediting the district public schools or the institute's implementation of its system for accrediting the institute charter schools; and

(d) The school district's or institute's substantial, good-faith compliance with the provisions of this title and other statutory and regulatory requirements applicable to school districts and the institute.

(4) (a) For purposes of monitoring a school district's or the institute's substantial and good-faith compliance with the provisions of this title and other statutory and regulatory requirements, the department shall obtain assurances from the school district or the institute that it is in compliance with:

(I) The provisions of article 44 of this title concerning budget and financial policies and procedures;

(II) The provisions of article 45 of this title concerning accounting and financial reporting; and

(III) If the accreditation contract involves a school district, the provisions of section 22-32-109.1 concerning school safety.

(b) With regard to statutory and regulatory requirements, other than those specified in paragraph (a) of this subsection (4), that are applicable to school districts, the superintendent of the school district and the local school board members shall affirm that the school district and the district public schools are in substantial, good-faith compliance with the statutory and regulatory requirements. If the department has reason to believe that the school district is not in substantial compliance with one or more of the statutory or regulatory requirements, the department shall notify the local school board that it has ninety days after the date of notice to come into compliance. If, at the end of the ninety-day period, the department finds that the school district is not substantially in compliance with the statutory or regulatory requirements, the school district may be subject to the interventions specified in this article.

(c) With regard to statutory and regulatory requirements, other than those specified in paragraph (a) of this subsection (4), that are applicable to the institute, the members of the institute board and the executive director of the institute shall affirm that the institute and the institute charter schools are in substantial, good-faith compliance with the statutory and regulatory requirements. If the department has reason to believe that the institute is not in substantial compliance with one or more of the statutory or regulatory requirements, the department shall notify the institute that it has ninety days after the date of notice to come into compliance. If, at the end of the ninety-day period, the department finds that the institute is not in substantial compliance with the statutory or regulatory requirements, the institute may be subject to the interventions specified in this article.

(5) Repealed.
C.R.S. § 22-30.5-110.5 — CO Code / Title 22 / Article 30.5 / Part 1 / Section 22-30.5-110.5
22-30.5-110.5. Background investigation - charter school employees - information provided to de
Status: in_force

22-30.5-110.5. Background investigation - charter school employees - information provided to department - definitions. (1) A charter school shall conduct a background investigation of an applicant to whom an offer of employment is extended to determine whether the applicant is suitable to work in an environment with children.

(2) The background investigation of an applicant, at a minimum, must include:

(a) An inquiry by the charter school to the department to determine whether the applicant:

(I) Has had his or her educator license or certification denied, suspended, revoked, or annulled in this state or another state for any reason, including but not limited to a conviction, a plea of not guilty, a plea of nolo contendere, or a deferred sentence for a crime involving unlawful sexual behavior or unlawful behavior involving children;

(II) Has been dismissed by, or has resigned from, a school district or charter school as a result of any allegation, including but not limited to unlawful sexual behavior or an allegation of a sexual act involving a student who is eighteen years of age or older, regardless of whether the student consented to the sexual act, that was supported by a preponderance of the evidence according to information provided to the department pursuant to section 22-32-109.7 (3) or subsection (7) of this section and confirmed by the department pursuant to section 22-2-119 (1)(b);

(b) (I) A fingerprint-based criminal history record check and, if necessary, a name-based judicial record check, as described in section 22-30.5-110.7.

(II) The record check shall be designed to determine, at a minimum, whether the applicant has been convicted of, pled nolo contendere or guilty to, or received a deferred sentence or deferred prosecution for:

(A) A felony; or

(B) A misdemeanor crime involving unlawful sexual behavior or unlawful behavior involving children.

(c) Inquiries to the applicant's previous employers to obtain information or recommendations that may be relevant to the applicant's fitness for employment.

(3) Upon request, the department shall provide the charter school with any information the department may have concerning a person who applies for employment with a charter school or a charter school employee.

(4) The charter school shall pay to the department the background investigation fee established pursuant to section 22-2-119 (5) for each applicant who does not hold an educator license issued pursuant to article 60.5 of this title and for whom the charter school requests a background investigation. The charter school may assess the amount of the fee to the applicant.

(5) (a) An applicant's previous employer that provides information to a charter school or makes a recommendation concerning the applicant, whether at the request of the charter school or the applicant, shall be immune from civil liability unless:

(I) The information is false and the previous employer knows the information is false or acts with reckless disregard concerning the veracity of the information; and

(II) The charter school acts upon the information to the detriment of:

(A) The applicant because the charter school refuses to employ the applicant based, in whole or in part, on negative information concerning the applicant later determined to be false; or

(B) The charter school because the charter school employs the applicant based, in whole or in part, on positive information concerning the applicant later determined to be false.

(b) A charter school that relies on information provided by or a recommendation made by a previous employer in making an employment decision shall be immune from civil liability unless the information is false and the charter school knows the information is false or acts with reckless disregard concerning the veracity of the information.

(6) (a) Each charter school shall submit to the department the name, date of birth, and social security number of each person employed by the charter school. The department shall add the information submitted pursuant to this subsection (6) for charter school employees who do not hold an educator license to the database for nonlicensed school employees maintained by the department pursuant to section 22-32-109.8 (11). The department shall add the information submitted pursuant to this subsection (6) for licensed employees to the database maintained by the department for licensed educators.

(b) At the beginning of each semester, each charter school shall notify the department if a nonlicensed employee is no longer employed by the charter school. The department shall purge the employee's information from the database within twelve months after receiving the notice.

(7) (a) If an employee of a charter school is dismissed or resigns as a result of an allegation of unlawful behavior involving a child, including unlawful sexual behavior, that is supported by a preponderance of the evidence, the governing board of the charter school shall notify the department and provide any information requested by the department concerning the circumstances of the dismissal or resignation. The charter school shall also notify the employee that information concerning the employee's dismissal or resignation is being forwarded to the department.

(b) If a charter school learns from a source other than the department that a current or past employee of the charter school has been convicted of, pled guilty to, pled nolo contendere to, or has received a deferred sentence or deferred prosecution for a felony or a misdemeanor crime involving unlawful sexual behavior or unlawful behavior involving children, the charter school shall notify the department.

(c) If an employee of a charter school is dismissed or resigns as a result of an allegation of a sexual act involving a student who is eighteen years of age or older, regardless of whether the student consented to the sexual act, that is supported by a preponderance of the evidence, the governing board of the charter school shall notify the department and provide any information requested by the department concerning the circumstances of the dismissal or resignation. The charter school shall also notify the employee that information concerning the employee's dismissal or resignation is being forwarded to the department. A charter school shall not enter into a settlement agreement that would restrict the charter school from sharing any relevant information related to an allegation of a sexual act involving a student who is eighteen years of age or older, regardless of whether the student consented to the sexual act, that is supported by a preponderance of the evidence pertaining to the employee with the department, another school district, or charter school pertaining to the incident upon which the dismissal or resignation is based. This subsection (7)(c) does not authorize a charter school to enter into a settlement agreement that would prohibit the charter school from sharing any other information required by law to be available to the department, another school district, or a charter school.

(8) On or before August 30 each year, the department shall submit a list of all persons employed by each charter school in the state for the preceding school year to the Colorado bureau of investigation. The list shall include each employee's name and date of birth.

(9) Any information received by a charter school pursuant to this section or section 22-30.5-110.7 shall be confidential information and not subject to the provisions of part 2 of article 72 of title 24, C.R.S. A person who releases information obtained pursuant to the provisions of this section or section 22-30.5-110.7 or who makes an unauthorized request for information from the charter school shall be subject to the penalties set forth in section 24-72-206, C.R.S.; except that a person who releases information received from the charter school concerning information contained in the records and reports of child abuse or neglect maintained by the department of human services shall be deemed to have violated section 19-1-307 (4), C.R.S.

(10) For purposes of this section, unless the context otherwise requires:

(a) "Sexual act" means sexual contact, sexual intrusion, or sexual penetration as those terms are defined in section 18-3-401.

(b) "Student" means any person enrolled at the school where the employee is employed at the time of the allegation, but does not include another student.
C.R.S. § 22-43.7-114 — CO Code / Title 22 / Article 43.7 / Part 1 / Section 22-43.7-114
22-43.7-114. Capital construction assistance awarded for fiscal year 2007-08 - continued paym
Status: in_force

22-43.7-114. Capital construction assistance awarded for fiscal year 2007-08 - continued payment. Any capital construction assistance awarded to school districts or charter schools prior to the end of the 2007-08 fiscal year pursuant to this article, as it existed prior to May 22, 2008, shall continue to be paid.
C.R.S. § 22-1-104 — CO Code / Title 22 / Article 1 / Section 22-1-104
22-1-104. Teaching of history, culture, and civil government
Status: in_force

22-1-104. Teaching of history, culture, and civil government. (1) (a) The history and civil government of the United States and of the state of Colorado, which includes the history, culture, and social contributions of minorities, including but not limited to American Indians, Latinos, African Americans, and Asian Americans, the lesbian, gay, bisexual, and transgender individuals within these minority groups, and the intersectionality of significant social and cultural features within these communities, and the contributions and persecution of religious minorities, must be taught in all the public schools of the state.

(b) In addition to the requirements specified in subsection (1)(a) of this section, courses for teaching the civil government of the United States and of the state of Colorado must include instruction on:

(I) The three branches of government and how they interact; an understanding of how laws are enacted at the federal, state, and local government levels; and the methods by which citizens shape and influence government and governmental actions;

(II) The formation and development of the governments of the United States and the state of Colorado using federal and state foundational documents and the significance and relevance of those foundational documents in modern society. At a minimum, this instruction must include:

(A) The historical and modern significance of the declaration of independence;

(B) How the United States constitution establishes the federal government and the characteristics of the republic that it creates;

(C) How the Colorado constitution establishes the state government and its relationship to local governments in the state;

(D) How the United States constitution with the bill of rights and the state bill of rights in article II of the state constitution are applicable in modern society;

(E) How the United States constitution is amended and the changes that have been made to it since 1787;

(F) How the Colorado constitution is amended and the changes that have been made to it since 1876;

(G) How other foundational documents of the United States and Colorado, including landmark United States supreme court decisions and significant Colorado supreme court decisions, aided in the formation and have subsequently affected the development of the United States and Colorado governments; and

(H) How to engage with federal, state, and local governments and how to engage with public officials.

(c) Notwithstanding the requirement in section 22-7-1005 (6) to review the preschool through elementary and secondary education standards every six years, as soon as is practicable after September 7, 2021, the state board of education shall review the civics portion of the social studies standards and revise them as necessary to comply with the requirements of subsection (1)(b) of this section. The state board of education shall take into consideration any recommendations of the history, culture, social contributions, and civil government in education commission established in section 22-1-104.3 in reviewing the civics standards pursuant to this subsection (1)(c).

(d) Each public school and school district is encouraged to partner with local service organizations to solicit donations to improve the quality of the civics education program that the public school or school district provides. Donations may be used to pay the cost of developing a high-quality curriculum, inviting speakers to interact with students, and providing students with opportunities for civics learning and engagement outside of the classroom.

(2) Satisfactory completion of a course on the civil government of the United States and the state of Colorado, including the subjects described in subsection (1) of this section, is a condition of high school graduation in the public schools of this state.

(3) (a) In an effort to increase civic participation among young people, each school district board of education shall convene a community forum on a periodic basis, but not less than once every six years, for all interested persons to discuss adopted content standards in civics, including the subjects described in subsection (1) of this section. The history, culture, social contributions, and civil government in education commission established in section 22-1-104.3 shall actively participate in any such forums.

(b) Based upon input from this community forum, each school district board of education shall determine how the subject areas specified in subsection (1) of this section are addressed when establishing graduation requirements.

(4) (a) In an effort to strengthen the teaching of the history, culture, social contributions, and civil government of the state of Colorado and of the United States in all public schools of the state in accordance with the requirements of this section, the department of education, in conjunction with the history, culture, social contributions, and civil government in education commission established in section 22-1-104.3, shall assist the school districts of the state in developing and promoting programs for elementary and secondary students that engage the students in the process of discovery and interpretation of the subjects and topics set forth in subsection (1) of this section.

(b) The department of education is authorized to accept gifts, grants, and donations in furtherance of the objectives specified in subsection (4)(a) of this section.

(c) It is the intent of the general assembly that the objectives specified in subsection (4)(a) of this section are funded through the state education fund created in section 17 (4) of article IX of the state constitution. The general assembly hereby finds that the development, promotion, and maintenance by the school districts of the state of programs for elementary and secondary students that engage such students in the process of discovery and interpretation of the subjects and topics set forth in subsection (1) of this section assist these students in meeting state academic standards and may therefore be funded from money in the state education fund.

(5) (a) In an effort to strengthen the teaching of history, culture, social contributions, and civil government, as described in subsection (1) of this section, in all public schools of the state in accordance with the requirements of this section, the department of education, in conjunction with the history, culture, social contributions, and civil government in education commission established in section 22-1-104.3, shall assist the school districts of the state in developing and promoting programs for elementary and secondary students that address the state model content standards for history and civics and promote best practices while also addressing the subjects and topics described in subsection (1) of this section.

(b) It is the intent of the general assembly that the objectives specified in this subsection (5) are funded through the state education fund created in section 17 (4) of article IX of the state constitution. The general assembly hereby finds that the development, promotion, and maintenance by the school districts of the state of programs for elementary and secondary students that address the state model content standards for history and civics and promote best practices while addressing the subjects and topics described in subsection (1) of this section assist these students in meeting state academic standards and may therefore be funded from money in the state education fund.

(6) The state board of education shall take into consideration any recommendations of the history, culture, social contributions, and civil government in education commission established in section 22-1-104.3 when performing its six-year review of the state's education standards pursuant to section 22-7-1005 (6).
C.R.S. § 22-32-113 — CO Code / Title 22 / Article 32 / Section 22-32-113
22-32-113. Transportation of pupils - when
Status: in_force

22-32-113. Transportation of pupils - when. (1) The board of education of a school district may furnish transportation:

(a) To and from public schools of the district for any reasonable classification of resident pupils enrolled in the schools of the district;

(b) To and from public schools located in an adjacent state for any reasonable classification of resident pupils who have not completed the twelfth grade, but only if the district of attendance is one to which the district of residence of such pupils is authorized to pay tuition for the attendance of such pupils;

(c) To and from public schools for any reasonable classification of pupils enrolled in the schools of the district who are residents of any other school district, if the district of residence is adjacent to the district of attendance, and if the board or other governing body of the district of residence consents to such transportation;

(d) To and from any school-sponsored activity, or for any emergency, for any reasonable classification of resident pupils enrolled in the schools of the district, whether said activity or emergency be within or without the territorial limits of the district, and whether or not occurring during school hours.

(1.5) The general assembly recognizes that section 2 of article IX of the state constitution requires the establishment and maintenance of a thorough and uniform system of free public schools and requires school districts to maintain such public schools. The general assembly finds and declares, however, that the provision by school districts of transportation for pupils is not required by the constitution as a part of a thorough and uniform system of free public schools and that any school district which provides transportation may pay the costs incurred in doing so through any means authorized by the general assembly pursuant to this title.

(2) A board may determine the points at which pupils shall be received and delivered and the routes of transportation pursuant to subsection (1) of this section.

(3) If it is impractical, as determined by the board, to furnish transportation to and from school for any resident pupil enrolled or eligible to be enrolled in the schools of the district pursuant to subsection (1)(a), (1)(b), or (1)(c) of this section, the board may pay the cost, or any portion thereof, of room and board for the pupil to reside at a point near a school of the district of residence, or a school of a district to which the district of residence is authorized to pay tuition.

(4) A board may reimburse a parent or guardian for the expenses incurred by such parent or guardian in furnishing transportation to and from a public school or designated school vehicle stop for his or her child or children and for other pupils enrolled in the schools of the district, but the board shall not reimburse any person for transportation furnished to a pupil resident in another school district without the consent of the board or other governing body of the district of residence. The amount and payment of transportation expenses are determined by the board paying the expenses.

(5) (a) The board of education of a school district that furnishes transportation to pupils pursuant to the provisions of this section may impose and collect a fee for the payment of excess transportation costs pursuant to a fee schedule adopted by a resolution of the board of education of the district.

(a.5) Prior to adopting a resolution to collect a transportation fee pursuant to the provisions of this subsection (5), a school district board of education shall hold a public meeting to solicit and consider recommendations from, at a minimum, the school district accountability committee, or its equivalent within the school district, and from teachers, parents, and students, including but not limited to any statewide or local organization that represents parents, teachers, and students within the school district. The recommendations shall pertain both to the question of whether to impose the transportation fee and to the proposed fee schedule. The school district board of education shall provide public notice of the meeting at least thirty days prior to the meeting. At a meeting held subsequent to the meeting at which the school district board of education receives comments and recommendations, the district board may adopt a resolution to impose a transportation fee pursuant to this subsection (5). The school district board of education shall specifically take into account the recommendations received from the school district accountability committee, or its equivalent, and teachers, parents, and students when making the final determination of whether to impose a transportation fee pursuant to this subsection (5).

(a.6) In imposing a transportation fee on pupils pursuant to this subsection (5), the school district shall ensure that only those pupils who use the transportation services are required to pay the fee.

(a.7) A school district shall deposit any revenues received from the imposition of a fee pursuant to the provisions of this subsection (5) in the transportation fund of the district created in section 22-45-103 (1)(f).

(a.9) If a school district that imposes a transportation fee pursuant to this subsection (5) chooses to impose the transportation fee on students enrolled in charter schools of the school district, the school district, prior to imposing the transportation fee, shall consult with the parents of the students enrolled in the charter schools of the school district. If the school district chooses to include charter school students in the transportation fee, the school district shall ensure that the full amount of the transportation fee collected from students enrolled in charter schools is used to offset the costs of providing transportation services for charter school students.

(b) For the purposes of this subsection (5), "excess transportation costs" means the current operating expenditures for pupil transportation, as defined in section 22-51-102 (1), minus any reimbursement entitlement, as defined in section 22-51-102 (4). The calculation of excess transportation costs shall be based upon amounts expended and amounts received for the twelve-month period ending on June 30 prior to the adoption of the fee schedule.

(c) If a school district imposes a fee for the transportation of pupils, the district shall waive the fee for any pupil who is eligible for a reduced-cost meal or free meal pursuant to the "Richard B. Russell National School Lunch Act", 42 U.S.C. sec. 1751 et seq.
C.R.S. § 22-2-406 — CO Code / Title 22 / Article 2 / Part 4 / Section 22-2-406
22-2-406. Facility schools board duties - curriculum - graduation standards - report - rul
Status: in_force

22-2-406. Facility schools board duties - curriculum - graduation standards - report - rules. (1) In addition to any other duties provided by law, the facility schools board shall:

(a) Adopt curriculum to be provided by approved facility schools. At a minimum, the facility schools board shall align the curriculum for the core subjects of reading, writing, mathematics, science, history, and geography with the state content standards adopted pursuant to section 22-7-1005 and the state assessments or alternate assessments administered as described in section 22-7-1006.3 (3). The curriculum must include a range of course work from which an approved facility school may select courses that meet the needs of the students who are placed at the facility, including a variety of instructional methods and strategies to meet student needs.

(b) Adopt accountability and accreditation measures, including academic performance measures, to be applied to approved facility schools and the students receiving educational services through the approved facility schools;

(c) Award a high school diploma to a student who, while receiving services through an approved facility school, meets the graduation requirements the facility schools board shall establish pursuant to subsection (3) of this section and who applies for the award of a high school diploma from the facility schools board; and

(d) Develop procedures to authorize facilities to operate as specialized day schools.

(2) The facility schools board may make recommendations to the state board and to the department of human services regarding any of the following issues:

(a) The process for placing a child or youth in a facility when the placement is initiated by a public entity and methods for improving the involvement of school districts in such placement decisions;

(b) The process for placing a child or youth in a facility when the placement is initiated by action by or request of a private person and methods by which school districts may be involved in such placement decisions;

(c) Methods and strategies for improving the quality of educational services provided by approved facility schools and for improving the educational outcomes for students who receive educational services from approved facility schools;

(d) Methods for recruiting and retaining highly qualified teachers and paraprofessionals for employment in approved facility schools;

(e) The provision of appropriate services for students with disabilities, including the process for developing and reviewing individualized education programs;

(f) Methods of reimbursing approved facility schools for the excess costs incurred in providing educational services to students with disabilities, including direct and indirect costs;

(g) The liability of the school districts of residence for providing a free and appropriate public education for the students who are placed in a facility and procedures to ensure students' rights to receive educational services;

(h) The oversight and monitoring of approved facility schools;

(i) Any other issues that are determined by the facility schools board to be within its purview and that are intended to improve educational outcomes for students receiving educational services from approved facility schools or to promote the efficient delivery of educational services to students who are placed in facilities; and

(j) The creation of an interagency resource guide to assist facilities in becoming licensed or authorized as approved facility schools, which must be adopted by the department, the department of human services, the department of health care policy and financing, and the department of public health and environment as set forth in section 22-2-410.

(3) The facility schools board shall promulgate rules in accordance with the "State Administrative Procedure Act", article 4 of title 24, to establish procedures by which a student who participates in an approved facility school may apply to receive a high school diploma awarded by the facility schools board. The facility schools board shall also, by rule, establish the graduation requirements that a student receiving educational services through an approved facility school shall meet to be awarded the facility school's high school diploma. In adopting the graduation requirements, the facility schools board shall take into consideration the recommendations of the office and shall ensure that the graduation requirements follow the guidelines for high school graduation requirements specified by the state board pursuant to section 22-2-106 (1)(a.5).

(4) (a) (I) In complying with the duties specified in subsection (1)(b) of this section, on or before December 1, 2026, the facility schools board shall review the implementation of accountability measures by an approved facility school that has been approved for at least one year and recommend to the state board whether to accredit the approved facility school. The state board may grant accreditation to the approved facility school based on the facility schools board recommendation.

(II) If a facility school has been an approved facility school pursuant to section 22-2-407 (2)(b) for less than one year as of December 1, 2026, the approved facility school shall implement accountability measures within one year of approval before the facility schools board review pursuant to subsection (4)(a)(I) of this section.

(III) If a facility school becomes an approved facility school pursuant to section 22-2-407 (2)(b) after December 1, 2026, the approved facility school has one year to implement the accountability measures before a review by the facility schools board and accreditation approval by the state board pursuant to subsection (4)(a)(I) of this section.

(IV) (A) The facility schools board shall approve a list of recognized independent national accreditation organizations that accredit approved facility schools.

(B) If a recognized independent national accreditation organization accredits an approved facility school, the facility schools board may consider the recognized independent national accreditation as part of the facility schools board's accreditation review of the approved facility school pursuant to this subsection (4)(a)(IV).

(C) The office shall post the list of recognized independent national accreditation organizations to the office's website pursuant to section 22-2-405 (3).

(b) (I) Notwithstanding subsection (4)(b)(II) of this section, on or after December 1, 2026, a school district or an administrative unit shall only place a student in an approved facility school that receives accreditation from the state board or an independent national accreditation organization, unless the school district or administrative unit determines that there is not an accredited facility available and the selected placement is in the best interests of the student.

(II) If a student is a student in an out-of-home placement, as defined in section 22-32-138, and the change of educational placement is a result of placement in out-of-home care, the procedures set forth in section 22-32-138 must be followed.

(c) (I) On or after October 1, 2026, and each October 1 thereafter, the facility schools board shall create an accreditation outcome report for each approved facility school as part of the process to determine whether an approved facility school remains accredited. The accreditation outcome report must include information on student outcomes, postsecondary and workforce readiness, and student engagement.

(II) On or after December 1, 2026, and each December 1 thereafter, the facility schools board shall submit the accreditation outcome reports and accreditation recommendations to the state board.

(III) The state board may approve accreditation, deny accreditation, or grant conditional accreditation. If accreditation is conditional or denied by the state board, an approved facility school may respond to the office within sixty days after receiving the report. The facility schools board and state board may reconsider an approved facility school's accreditation status based on the accreditation outcome report and any other data submitted by an approved facility school or the office.

(IV) The office shall annually update on the office's website the accreditation outcome reports for each approved facility school pursuant to section 22-2-405 (3).

(5) (a) In developing procedures as set forth in subsection (1)(d) of this section, the facility schools board shall promulgate rules for the creation and maintenance of a list of schools that are authorized to operate as specialized day schools and are approved as facility schools to receive reimbursement for providing educational services to students placed in the specialized day school. The facility schools board shall promulgate rules specifying the following procedures:

(I) How to authorize a facility to operate, become accredited, and be maintained as a specialized day school;

(II) How to secure health and safety inspections of a specialized day school;

(III) How to secure zoning approval in cities and counties for a specialized day school;

(IV) How to procure employee background checks; and

(V) How to track and report incidents at specialized day schools.

(b) The facility schools board may enter into interagency agreements with the department of human services, department of public health and environment, and other state and local government agencies to implement this subsection (5).

(c) If a facility meets the criteria to become authorized to operate, become accredited, and be maintained as a specialized day school pursuant to subsection (5)(a) of this section, the office shall authorize the facility to operate as a specialized day school. The office shall periodically, as provided by rule of the facility schools board, review each specialized day school to determine whether the specialized day school is in compliance with the requirements set forth in subsection (5)(a) of this section. The facility schools board shall promulgate rules specifying the procedural requirements associated with the renewal of specialized day schools.
C.R.S. § 22-1-116 — CO Code / Title 22 / Article 1 / Section 22-1-116
22-1-116. School children - sight and hearing tests
Status: in_force

22-1-116. School children - sight and hearing tests. The sight and hearing of all children in the kindergarten, first, second, third, fifth, seventh, and ninth grades, or children in comparable age groups referred for testing, shall be tested during the school year by the teacher, principal, or other qualified person authorized by the school district. Each school in the district shall make a record of all sight and hearing tests given during the school year and record the individual results of each test on each child's records. The parents or guardian shall be informed when a deficiency is found. The provisions of this section shall not apply to any child whose parent or guardian objects on religious or personal grounds.
C.R.S. § 22-1-114 — CO Code / Title 22 / Article 1 / Section 22-1-114
22-1-114. Statements from private schools
Status: in_force

22-1-114. Statements from private schools. Whenever requested by the board of education of the school district in which a private school is located, if not more often than once per month, the person or corporation in charge and control of any school other than a public school shall certify in writing, and, if so requested, upon forms or blanks furnished by the said school district for that purpose, a statement containing the name, age, place of residence, and number of days of attendance at school during the preceding month or since the preceding report of all children of school age who then are or since the preceding report have been attending any such school.
C.R.S. § 22-7-706 — CO Code / Title 22 / Article 7 / Part 7 / Section 22-7-706
22-7-706. Grants - criteria - repeal
Status: repealed

22-7-706. Grants - criteria - repeal. (Repealed)
C.R.S. § 22-1-147 — CO Code / Title 22 / Article 1 / Section 22-1-147
22-1-147. Menstrual products accessibility - rules - legislative declaration - definitions
Status: repealed

22-1-147. Menstrual products accessibility - rules - legislative declaration - definitions - repeal. (1) (a) The general assembly finds that:

(I) Menstrual products are a basic health need;

(II) The lack of access to menstrual products disproportionately affects students from low-income households. According to recent research, one in four students who menstruate in the United States cannot afford menstrual products.

(III) A student's inability to access menstrual products may lead to health issues, increase absences from school, and negatively impact a student's ability to fully participate in the student's education; and

(IV) Providing free menstrual products to students in schools increases access to educational opportunities and supports student well-being and success.

(b) Therefore, the general assembly declares it necessary to ensure that all students who menstruate have access to menstrual products in order to promote the health, dignity, and education equality of all students.

(2) (a) (I) On or before June 30, 2025, a local education provider shall provide menstrual products at no expense to students in at least twenty-five percent of applicable student bathrooms in all applicable school buildings.

(II) On or before June 30, 2026, a local education provider shall provide menstrual products at no expense to students in at least fifty percent of applicable student bathrooms in all applicable school buildings.

(III) On or before June 30, 2027, a local education provider shall provide menstrual products at no expense to students in at least seventy-five percent of applicable student bathrooms in all applicable school buildings.

(IV) On or before June 30, 2028, a local education provider; the Colorado school for the deaf and the blind, created and existing pursuant to section 22-80-102 (1)(a); and an approved facility school, as defined in section 22-2-402, shall provide menstrual products at no expense to students in all applicable student bathrooms in all applicable school buildings.

(b) Notwithstanding subsection (2)(a) of this section to the contrary, a local education provider that is a small rural school district, including a charter school of the small rural school district, or an institute charter school located within the geographic boundaries of a small rural school district is not required to comply with subsection (2)(a)(I), (2)(a)(II), or (2)(a)(III) of this section.

(3) Notwithstanding subsection (2)(a) of this section, if an applicable school building does not have a gender-neutral bathroom, the local education provider, the Colorado school for the deaf and the blind, or the approved facility school shall provide menstrual products in female-designated bathrooms and in a health office located in the applicable school building that is accessible to students who menstruate; except that, if there is not a health office, the local education provider, the Colorado school for the deaf and the blind, or the approved facility school shall provide the menstrual products in an administrative office located in the applicable school building accessible to students who menstruate.

(4) Notwithstanding any provision of this section to the contrary, if an applicable school building is used by the local education provider, the Colorado school for the deaf and the blind, or the approved facility school to provide educational services only to students who are enrolled in kindergarten through grade six, the local education provider shall provide menstrual products but may provide menstrual products in a health office located in the applicable school building that is accessible to students who menstruate; except that, if there is not a health office, the local education provider shall provide the menstrual products in an administrative office located in the applicable school building accessible to students who menstruate.

(5) Notwithstanding subsection (2)(a) of this section, if a local education provider, the Colorado school for the deaf and the blind, or an approved facility school is experiencing vandalism or destruction of property as a result of complying with the requirements of this section, the local education provider, the Colorado school for the deaf and the blind, or the approved facility school may remove the menstrual products from the applicable student bathroom. If a local education provider, the Colorado school for the deaf and the blind, or an approved facility school removes menstrual products from an applicable student bathroom pursuant to this subsection (5), the local education provider, the Colorado school for the deaf and the blind, or the approved facility school shall post information in the applicable student bathroom regarding where menstrual products are available in the applicable school building.

(6) (a) A local education provider that is required to comply with subsections (2)(a)(I), (2)(a)(II), and (2)(a)(III) of this section shall post information in applicable school bathrooms where there are not yet menstrual products regarding where menstrual products are available in the applicable school building.

(b) This subsection (6) is repealed, effective July 1, 2030.

(7) As used in this section, unless the context otherwise requires:

(a) "Applicable school building" means a building that is used by a local education provider to provide educational services to students who are enrolled in any of grades six through twelve.

(b) "Applicable student bathroom" means a female-designated bathroom or a gender-neutral bathroom in an applicable school building that is accessible to students who are enrolled in any of grades six through twelve who menstruate.

(c) "Local education provider" means a school district, a charter school authorized by a school district pursuant to part 1 of article 30.5 of this title 22, a charter school authorized by the state charter school institute pursuant to part 5 of article 30.5 of this title 22, or a board of cooperative services created and operating pursuant to article 5 of this title 22 that operates one or more public schools.

(d) "Menstrual products" means, at a minimum, tampons and menstrual pads.

(e) "Small rural school district" means a school district that the department of education determines is rural, based on the geographic size of the school district and the distance of the school district from the nearest large, urbanized area, and that enrolls fewer than one thousand two hundred students in kindergarten through twelfth grade.
C.R.S. § 22-2-119.3 — CO Code / Title 22 / Article 2 / Part 1 / Section 22-2-119.3
22-2-119.3. Department of education - educator preparation program students - record check -
Status: in_force

22-2-119.3. Department of education - educator preparation program students - record check - fee - definitions. (1) A student requesting a criminal history record check must submit to the Colorado bureau of investigation a complete set of his or her fingerprints taken by a qualified law enforcement agency, an authorized employee of the department and notarized, or any third party approved by the Colorado bureau of investigation. If an approved third party takes the person's fingerprints, the fingerprints may be electronically captured using Colorado bureau of investigation-approved livescan equipment. Third-party vendors shall not keep the student information for more than thirty days unless requested to do so by the student. The student shall submit the fingerprints for the purpose of obtaining a fingerprint-based criminal history record check through the Colorado bureau of investigation and the federal bureau of investigation to determine whether the student has a criminal history. The student shall pay to the Colorado bureau of investigation the fee established by the bureau for conducting the criminal history record check. Upon completion of the criminal history record check, the bureau shall forward the results to the department.

(2) On a form provided by the department, the student shall:

(a) Certify, under penalty of perjury, either:

(I) That he or she has never been convicted of committing any felony or misdemeanor, but not including any misdemeanor traffic offense or traffic infraction; or

(II) That he or she has been convicted of committing any felony or misdemeanor, but not including any misdemeanor traffic offense or traffic infraction. Such certification shall specify such felony or misdemeanor for which convicted, the date of such conviction, and the court entering the judgment of conviction.

(b) Furnish the following information to the department:

(I) The educator preparation program in which the student is enrolled;

(II) The school districts or charter schools in which the student has been placed for field experiences; and

(III) Any other information required by the department to release the results of a record check pursuant to this section.

(3) When the results of a fingerprint-based criminal history record check of a student performed pursuant to this section reveal a record of arrest without a disposition, the department shall perform a name-based judicial record check of that student.

(4) (a) Within seven days after receiving the results of a record check conducted pursuant to this section, the department shall provide the results of the record check, to the extent permitted by state or federal law or regulation, to the educator preparation program in which the student is enrolled and to any school district or charter school that has made an inquiry to the department concerning the results of a record check of a student who has been placed in the school district or charter school for field experiences.

(b) The student shall provide, on a form approved by the department, additional school districts or charter schools in which the student has been placed for field experiences.

(c) When the Colorado bureau of investigation provides the department with an update regarding a student who was previously subject to a fingerprint-based criminal history record check, the department shall provide that update to each education preparation program, school district, and charter school identified by the student as a school district or charter school in which the student has been placed for field experiences pursuant to this section.

(5) The department may establish and collect a fee that is based on the department's actual costs associated with administration of this section.

(6) As used in this section, unless the context otherwise requires:

(a) "Charter school" means a charter school authorized by a school district pursuant to part 1 of article 30.5 of this title 22 or a charter school authorized by the state charter school institute pursuant to part 5 of article 30.5 of this title 22.

(b) "Convicted" or "conviction" means a conviction by a jury verdict or by entry of a verdict or acceptance of a guilty plea by a court and also includes the forfeiture of any bail, bond, or other security deposited to secure the appearance by a person charged with having committed a felony or misdemeanor, the payment of a fine, a plea of nolo contendere, the imposition of a deferred or suspended sentence by the court, or an agreement for a deferred prosecution approved by the court.

(c) "Educator preparation program" means an approved educator preparation program as defined in section 22-60.5-121 (1)(b).

(d) "Name-based judicial record check" means a background check performed using judicial department records that includes an individual's conviction and final disposition of case records.

(e) "Student" means a student enrolled in an educator preparation program who has been placed in a school district or charter school for a position that will provide field experiences to prepare the student to be a teacher or other school professional.
C.R.S. § 22-1-117 — CO Code / Title 22 / Article 1 / Section 22-1-117
22-1-117. Secret fraternities forbidden
Status: in_force

22-1-117. Secret fraternities forbidden. It is unlawful for any pupil who is registered in and attending any high school, district, primary, or graded school which is partially or wholly maintained by public funds to join or become a member of any secret fraternity, sorority, or society wholly or partially formed from the membership of pupils attending any such schools or to belong to or to take part in the organization or formation of any fraternity, sorority, or society, except such societies or associations as shall be sanctioned by the board of directors of the school districts wherein such schools are maintained.
C.R.S. § 22-44-103.5 — CO Code / Title 22 / Article 44 / Part 1 / Section 22-44-103.5
22-44-103.5. Budget for 1992 transitional fiscal year - budget years thereafter
Status: in_force

22-44-103.5. Budget for 1992 transitional fiscal year - budget years thereafter. (1) In order to implement the change in the school district fiscal year on July 1, 1992, the six-month period beginning on January 1, 1992, and ending on June 30, 1992, shall be the 1992 transitional fiscal year. The board of education of each school district shall adopt a budget and an appropriation resolution for such transitional fiscal year in the manner provided by this part 1; except that the total amount that may be budgeted and appropriated from revenues in the general fund generated pursuant to the "Public School Finance Act of 1988", former article 53 of this title, for expenditure during such transitional fiscal year shall not exceed the equalization program funding of such district as determined pursuant to former section 22-53-107 (5), the preschool program funding as determined pursuant to former section 22-53-115.5 (1.5), if any, and the program funding for three- and four-year-old children with disabilities as determined pursuant to former section 22-53-116.5 (2), if any.

(2) (a) Notwithstanding the provisions of section 39-1-112, C.R.S., revenues generated pursuant to the "Public School Finance Act of 1988" to fund the equalization program funding, the preschool program funding, and the program funding for three- and four-year-old children with disabilities of the district for the transitional fiscal year and any additional funds generated pursuant to the provisions of former section 22-53-114 (10) of said act, including property tax revenues collected during the 1992 calendar year which are in excess of the funding for such programs during such fiscal year, shall not be expended during such fiscal year but shall be carried forward in the general fund to the 1992-93 fiscal year.

(b) (I) Except as otherwise provided in paragraph (c) of this subsection (2), the property tax revenue carried forward to the 1992-93 fiscal year and any property tax revenue collected during the first six months of the 1992-93 budget year shall be used to offset the state's share of the district's equalization program funding for said fiscal year. Any property tax revenue not used to offset state aid during the 1992-93 fiscal year shall not be expended in said fiscal year but shall be carried forward in the general fund to the 1993-94 fiscal year.

(II) The property tax revenue carried forward to the 1993-94 fiscal year shall be used to offset the state's share of the district's equalization program funding for said fiscal year.

(III) (A) Of the districts subject to the provisions of this paragraph (b), this subparagraph (III) shall only apply to those districts with property tax revenue carried forward which is not completely offset against the state's share of the district's equalization program funding in the 1992-93 and 1993-94 fiscal years.

(B) The board of education of a district subject to the provisions of this subparagraph (III) shall reduce its mill levy for the 1993 property tax year so that the property tax revenue collected in 1994, assuming one hundred percent collection, equals the district's share of equalization program funding for the 1993-94 fiscal year plus any amount of categorical support funds the district is required to replace with property tax revenue during the 1993-94 fiscal year reduced by the amount of property tax revenue carried forward which was not offset against the state's share of equalization program funding for the 1992-93 and 1993-94 fiscal years. Any district that reduces its mill levy for the 1993 property tax year shall be subject to the provisions of former section 22-53-114 (9.2).

(C) In lieu of reducing the mill levy pursuant to the provisions of sub-subparagraph (B) of this subparagraph (III), the board of education of any district subject to the provisions of this subparagraph (III) may, by a two-thirds vote of the board, elect to keep the amount of property tax revenue carried forward which was not offset against the state's share of equalization program funding for the 1992-93 and 1993-94 fiscal years. Once such an election is made, the board of education may use its excess property tax revenue for any lawful purpose during the 1993-94 fiscal year and fiscal years thereafter. Notwithstanding the provisions of former section 22-53-114 (1) or section 22-54-106, no district which elects to keep its excess property tax revenue pursuant to the provisions of this sub-subparagraph (C) shall receive state aid or receive categorical support funds which the district would otherwise be eligible to receive from the state during the 1994-95 fiscal year and fiscal years thereafter until such time as the amount of state aid or categorical support funds the district would have received during said years equals the amount of the excess property tax revenue.

(D) Notwithstanding the provisions of sub-subparagraph (C) of this subparagraph (III), for the 1995-96 fiscal year and fiscal years thereafter, the amount of property tax revenue carried forward shall be offset against any state aid or categorical support funds that the district would otherwise be eligible to receive from the state during the 1995-96 fiscal year and fiscal years thereafter. After the offset is made in each fiscal year, the board of education may use its excess property tax revenue for any capital projects and may use no more than ten percent of the excess property tax revenue remaining to be offset at the end of the fiscal year for any lawful purpose. The amount of excess property tax revenue remaining to be offset shall be reduced each year by ten percent and the amount of any capital projects on which the money is spent. By January 30 of each fiscal year, the board of education shall certify to the state department of education the total amount of excess property tax revenue spent or otherwise encumbered on capital projects for the fiscal year. Once the amount of excess property tax revenue remaining to be offset reaches zero, the district shall receive state aid or receive categorical support funds that the district would otherwise be eligible to receive from the state.

(c) (I) The provisions of this paragraph (c) shall only apply to districts that were eligible to receive only minimum state aid under former section 22-53-114 (1) of the "Public School Finance Act of 1988".

(II) The board of education of a district subject to the provisions of this paragraph (c) shall reduce its mill levy for the 1992 property tax year so that the property tax revenue collected in 1993, assuming one hundred percent collection, equals the district's share of equalization program funding for the 1992-93 fiscal year plus any amount of categorical support funds the district is required to replace with property tax revenue during the 1992-93 fiscal year reduced by the amount of excess property tax revenue collected during the 1992 calendar year.

(III) In lieu of reducing the mill levy pursuant to the provisions of subparagraph (II) of this paragraph (c), the board of education of any district subject to the provisions of this paragraph (c) may, by a two-thirds vote of the board, elect to keep its excess property tax revenue. Once such an election is made, the board of education may then use its excess property tax revenue for any lawful purpose during the 1992-93 fiscal year and fiscal years thereafter. Notwithstanding the provisions of former section 22-53-114 (1) or section 22-54-106, no district which elects to keep its excess property tax revenue pursuant to the provisions of this subparagraph (III) shall receive state aid during the 1992-93 fiscal year and fiscal years thereafter or receive categorical support funds which the district would otherwise be eligible to receive from the state for the 1993-94 fiscal year and fiscal years thereafter, until such time as the amount of state aid or categorical support funds the district would have received during said years equals the amount of the excess property tax revenue.

(IV) Notwithstanding the provisions of subparagraph (III) of this paragraph (c), for the 1995-96 fiscal year and fiscal years thereafter, the amount of property tax revenue carried forward shall be offset against any state aid or categorical support funds that the district would otherwise be eligible to receive from the state during the 1995-96 fiscal year and fiscal years thereafter. After the offset is made in each fiscal year, the board of education may use its excess property tax revenue for any capital projects and may use no more than ten percent of the excess property tax revenue remaining to be offset at the end of the fiscal year for any lawful purpose. The amount of excess property tax revenue remaining to be offset shall be reduced each year by ten percent and the amount of any capital projects on which the money is spent. By January 30 of each fiscal year, the board of education shall certify to the state department of education the total amount of excess property tax revenue spent or otherwise encumbered on capital projects for the fiscal year. Once the amount of excess property tax revenue remaining to be offset reaches zero, the district shall receive state aid or receive categorical support funds that the district would otherwise be eligible to receive from the state.
C.R.S. § 22-1-104.7 — CO Code / Title 22 / Article 1 / Section 22-1-104.7
22-1-104.7. Teaching of Holocaust and genocide studies - definitions
Status: in_force

22-1-104.7. Teaching of Holocaust and genocide studies - definitions. (1) As used in this section, unless the context otherwise requires:

(a) "Genocide" means any of the following acts committed with the intent to destroy, in whole or in part, a national, ethnic, racial, or religious group:

(I) Killing members of a national, ethnic, racial, or religious group;

(II) Causing serious bodily or mental harm to members of a national, ethnic, racial, or religious group;

(III) Deliberately inflicting on a national, ethnic, racial, or religious group conditions of life calculated to bring about its physical destruction in whole or in part;

(IV) Imposing measures intended to prevent births within a national, ethnic, racial, or religious group; or

(V) Forcibly transferring children of a national, ethnic, racial, or religious group to another group.

(b) "Holocaust" means the systematic, bureaucratic, state-sponsored persecution and murder of approximately six million Jews and five million individuals targeted for their religion, disability, or identity by the Nazi regime and its collaborators.

(c) "Holocaust and genocide studies" means studies on the Holocaust, genocide, and other acts of mass violence, including but not limited to the Armenian Genocide.

(2) (a) For school years beginning on or after July 1, 2023, each school district board of education and charter school shall incorporate the standards on Holocaust and genocide studies developed by the state board pursuant to section 22-7-1005 (2.7) into an existing course that is currently a condition of high school graduation.

(b) The provisions of subsection (2)(a) of this section applies only if the standards are adopted by the state board on or before July 1, 2023.

(3) A school district or charter school may utilize the resource bank created pursuant to section 22-2-127.3 or other alternative programs or materials to implement the provisions of this section. Any programs or materials used in teaching Holocaust and genocide studies must represent best practices and be developed using input from experts in the area of Holocaust and genocide studies.
C.R.S. § 22-45-105 — CO Code / Title 22 / Article 45 / Section 22-45-105
22-45-105. Moneys from school activities
Status: repealed

22-45-105. Moneys from school activities. (Repealed)
C.R.S. § 22-52-107 — CO Code / Title 22 / Article 52 / Section 22-52-107
22-52-107. Funding of second chance program
Status: in_force

22-52-107. Funding of second chance program. The responsibilities and duties specified in this article must be performed by the department of education and the participating school districts through the funding available pursuant to the "Public School Finance Act of 2025", article 54 of this title 22.
C.R.S. § 22-32-144 — CO Code / Title 22 / Article 32 / Section 22-32-144
22-32-144. Restorative justice practices - legislative declaration
Status: in_force

22-32-144. Restorative justice practices - legislative declaration. (1) The general assembly hereby finds that:

(a) Conflicts and offenses arising during the school day interrupt learning, threaten school safety, and often lead to suspensions, expulsions, and an increase in the likelihood of a student dropping out of school;

(b) Students who drop out of high school face diminished job opportunities, lower lifetime earnings, and increased unemployment and more often require public assistance. They are more likely to participate in criminal activity, resulting in higher incarceration rates, and they face much greater challenges to becoming productive, contributing members of their communities.

(c) School conflicts can result in offenses that violate school rules and local laws and damage relationships among members of the school and surrounding community;

(d) Restorative justice, which requires the offender to accept responsibility and accountability for his or her actions, teaches conflict resolution, repairs the harm from the offense, reduces classroom disruptions, suspensions, expulsions, and consequent dropouts, promotes school safety, and enables victims, offenders, and community members to rebuild the community and restore relationships; and

(e) The general assembly has a vital interest in reducing classroom disruptions, suspensions, expulsions, and dropout rates and in assisting victims, reducing referrals to the justice system, and building safer, more cohesive school communities to promote learning.

(2) (a) Therefore, the general assembly supports and encourages the use of restorative justice as a school's first consideration to remediate offenses such as interpersonal conflicts, bullying, verbal and physical conflicts, theft, damage to property, class disruption, harassment and internet harassment, and attendance issues.

(b) The general assembly encourages each school district to implement training and education in the principles and practices of restorative justice to ensure that capable personnel and resources are available to successfully facilitate all steps of the restorative justice process.

(3) For purposes of this section, "restorative justice" means practices that emphasize repairing the harm to the victim and the school community caused by a student's misconduct. Restorative justice practices may include victim-initiated victim-offender conferences attended voluntarily by the victim, a victim advocate, the offender, school members, and supporters of the victim and the offender, which program provides an opportunity for the offender to accept responsibility for the harm caused to those affected by the act and to participate in setting consequences to repair the harm. Consequences recommended by the participants may include, but need not be limited to, apologies, community service, restitution, restoration, and counseling. The selected consequences shall be incorporated into an agreement that sets time limits for completion of the consequences and is signed by all participants.

(4) Each school district is encouraged to develop and utilize restorative justice practices that are part of the disciplinary program of each school in the district.
C.R.S. § 22-55-103 — CO Code / Title 22 / Article 55 / Section 22-55-103
22-55-103. State education fund - creation - transfers to fund - use of moneys in fund - pe
Status: in_force

22-55-103. State education fund - creation - transfers to fund - use of moneys in fund - permitted investments - exempt from spending limitations. (1) In accordance with section 17 (4) of article IX of the state constitution, there is hereby created in the state treasury the state education fund. The fund shall consist of state education fund revenues, all interest and income earned on the deposit and investment of moneys in the fund, and any gifts or other moneys that are exempt from the limitation on state fiscal year spending set forth in section 20 (7)(a) of article X of the state constitution and section 24-77-103, C.R.S., that may be credited to the fund. All interest and income derived from the deposit and investment of moneys in the fund shall be credited to the fund. At the end of any state fiscal year, all unexpended and unencumbered moneys in the fund shall remain in the fund and shall not revert to the general fund or any other fund.

(2) (a) The legislative council, in consultation with the office of state planning and budgeting, shall calculate the amount of state education fund revenues for the period commencing December 28, 2000, and ending June 30, 2001, and the amount of state education fund revenues for each state fiscal year commencing on or after July 1, 2001. The legislative council and the office of state planning and budgeting shall rely upon the quarterly state revenue estimates issued by the legislative council in calculating such amounts and shall update its calculations no later than five days following the issuance of each quarterly state revenue estimate.

(b) To ensure that all state education fund revenues are transferred to the state education fund and that other state revenues are not erroneously transferred to the fund:

(I) No later than two days after calculating or recalculating the amount of state education fund revenues for the period commencing December 28, 2000, and ending June 30, 2001, or for any state fiscal year commencing on or after July 1, 2001, the legislative council, in consultation with the office of state planning and budgeting, shall certify to the department of revenue the amount of state education fund revenues that the department shall transfer to the state treasurer for deposit into the state education fund on the first day of each of the three succeeding calendar months as required by paragraph (c) of this subsection (2);

(II) Notwithstanding the provisions of subparagraph (I) of this paragraph (b), no later than May 25 of any state fiscal year commencing on or after July 1, 2000, the legislative council, in consultation with the office of state planning and budgeting, may certify to the department of revenue an adjusted amount for any transfer to be made on the first business day of the immediately succeeding June; and

(III) Subject to review by the state auditor, the legislative council, in consultation with the office of state planning and budgeting, may correct any error in the total amount of state education fund revenues transferred during any state fiscal year by adjusting the amount of any transfer to be made during the next state fiscal year.

(c) On the first business day of each calendar month that commences after June 5, 2001, the department of revenue shall transfer to the state treasurer for deposit into the state education fund state education fund revenues in an amount certified to the department by the legislative council, in consultation with the office of state planning and budgeting, pursuant to paragraph (b) of this subsection (2).

(3) (a) Except as provided by law, all moneys in the state education fund are subject to annual appropriation by the general assembly to the department of education for the purposes set forth in this subsection (3). The department shall expend all interest derived from the deposit and investment of moneys in the fund prior to expending any of the principal in the fund. The moneys in the fund shall only be used to comply with the requirements of section 17 (1) of article (IX) of the state constitution and for such purposes as may be authorized by law and that are consistent with section 17 (4)(b) of article IX of the state constitution.

(b) Nothing in this subsection (3) shall be construed to require additional or future appropriations from the state education fund for any program for which an appropriation from the fund has previously been authorized for any given fiscal year in accordance with the provisions of paragraph (a) of this subsection (3).

(4) Moneys in the state education fund may be invested in the types of investments authorized in sections 24-36-109, 24-36-112, and 24-36-113, C.R.S.

(5) Pursuant to section 17 (3) of article IX of the state constitution, all moneys credited to the fund, appropriated by the general assembly out of the fund, or distributed from the fund and expended by any school district shall be exempt from:

(a) The limitation on state fiscal year spending set forth in section 20 (7)(a) of article X of the state constitution and section 24-77-103, C.R.S.;

(b) The limitation on local government fiscal year spending set forth in section 20 (7)(b) of article X of the state constitution; and

(c) The statutory limitation on general fund appropriations.
C.R.S. § 22-30.7-104 — CO Code / Title 22 / Article 30.7 / Section 22-30.7-104
22-30.7-104. On-line learning advisory board - created - reports - repeal
Status: repealed

22-30.7-104. On-line learning advisory board - created - reports - repeal. (Repealed)
C.R.S. § 22-81-201 — CO Code / Title 22 / Article 81 / Part 2 / Section 22-81-201
22-81-201. Legislative declaration
Status: in_force

22-81-201. Legislative declaration. The general assembly hereby finds that one of the greatest challenges facing schools and teachers is determining how to stimulate and engage students so that they actively seek learning experiences, especially in the areas of math and science and technology. The general assembly finds that too few students are interested in pursuing careers in math and science and technology and that this lack of interest has the potential for creating a shortage of persons who are interested in or capable of discovering the answers to the questions of increasing population, decreasing availability of resources, increasing loss of natural habitats, and decreasing effectiveness of antibiotics and other issues that challenge society's future. The general assembly further recognizes the inherent excitement of space exploration and the opportunity it provides for integrating math and science skills and the use of technology into real-life applications and stimulating students' natural curiosity and desire to learn. The general assembly therefore finds that facilitating the creation of opportunities for students to participate in science and technology education activities that center on simulated space exploration activities promotes the best interests of both students and the state.
C.R.S. § 22-60.5-118 — CO Code / Title 22 / Article 60.5 / Part 1 / Section 22-60.5-118
22-60.5-118. Educator licenses - holding simultaneously
Status: in_force

22-60.5-118. Educator licenses - holding simultaneously. Nothing in this article shall prohibit a person from simultaneously holding and maintaining different types of educator licenses.
C.R.S. § 22-42-101 — CO Code / Title 22 / Article 42 / Section 22-42-101
22-42-101. Definitions
Status: repealed

22-42-101. Definitions. As used in this article, unless the context otherwise requires:

(1) "Board of education" or "board" means the governing body authorized by law to administer the affairs of any school district.

(1.5) Repealed.

(2) "Eligible elector" means a person who has complied with the registration provisions of article 2 of title 1, C.R.S., and who resides within the jurisdiction of the political subdivision calling the election.

(3) "Net effective interest rate" of a proposed issue of bonds means the net interest cost of the issue divided by the sum of the products derived by multiplying the principal amount of such issue maturing on each maturity date by the number of years from the date of said proposed bonds to their respective maturities. In all cases the net effective interest rate shall be computed without regard to any option of redemption prior to the designated maturity dates of the bonds.

(4) "Net interest cost" of a proposed issue of bonds means the total amount of interest to accrue on said bonds from their date to their respective maturities, plus the amount of any discount below par, or less the amount of any premium above par at which said bonds are being or have been sold. In all cases the net interest cost shall be computed without regard to any option of redemption prior to the designated maturity dates of the bonds.

(4.5) "Pupil enrollment count day" has the same meaning as set forth in section 22-54-103 (10.5).

(5) "Registered elector" means an elector who has complied with the registration provisions of this article.

(6) "School district" or "district" means a school district organized and existing pursuant to law or a joint taxation district organized and existing pursuant to part 2 of article 30 of this title.
C.R.S. § 22-2-113.5 — CO Code / Title 22 / Article 2 / Part 1 / Section 22-2-113.5
22-2-113.5. Educational programs for pupils in foster homes or placed by child placement age
Status: repealed

22-2-113.5. Educational programs for pupils in foster homes or placed by child placement agencies - study - repeal. (Repealed)
C.R.S. § 22-60.5-305.5 — CO Code / Title 22 / Article 60.5 / Part 3 / Section 22-60.5-305.5
22-60.5-305.5. Alternative principal preparation program - requirements - rules - legislative d
Status: in_force

22-60.5-305.5. Alternative principal preparation program - requirements - rules - legislative declaration. (1) (a) The general assembly finds that there is a shortage of persons in the state who are licensed as principals and are available for employment by school districts. The general assembly further finds that persons who have achieved success in careers outside of education and who are interested in employment as school principals may provide a new source of leadership talent for school districts as they seek to hire school principals. Therefore, the general assembly concludes that it is in the interest of the state to authorize school districts to design and implement individualized alternative principal programs to enable persons from outside the education community to develop the skills and experiences necessary to successfully lead a public school and to qualify ultimately for licensure as principals.

(b) The general assembly further finds that it is in the best interest of the state to allow designated agencies to create alternative principal programs that provide the preparation necessary to enable principals to meet the quality standards for principals and qualify for a professional principal license.

(2) (a) A school district or charter school may employ as a principal or a vice-principal a person who holds a principal authorization issued pursuant to section 22-60.5-111 (14). A person who is employed by a school district under a principal authorization may perform the duties of a principal or a vice-principal in a school so long as the person is under the supervision of a professional principal licensee. A person who holds a principal authorization issued pursuant to section 22-60.5-111 (14) may participate in an individualized alternative principal program offered by a nonpublic school.

(b) If a person is pursuing an individualized alternative principal program, the school district, charter school, nonpublic school, or institute shall collaborate with the person in designing the individualized alternative principal program, which the person must complete while employed under the authorization. The school district, charter school, nonpublic school, or institute may work with a governmental, nonprofit, or for-profit entity in designing and implementing the individualized alternative principal program. The individualized alternative principal program is subject to approval by the state board of education as provided in section 22-60.5-111 (14) and in accordance with rules adopted by the state board of education.

(c) If a person is enrolled in an alternative principal program approved pursuant to subsection (6) of this section, the employing school district or charter school shall work with the designated agency that provides the alternative principal program to ensure that, while the person holds a principal authorization and is employed by the school district or charter school, the person completes the requirements of the alternative principal program.

(3) In designing an individualized alternative principal program, the school district, charter school, or nonpublic school shall, at a minimum, ensure that:

(a) The program will provide the information, experience, and training to enable the person who is employed under the principal authorization to develop the skills and obtain the experience and training that are comparable to those possessed by a person who qualifies for an initial principal license, as provided in section 22-60.5-301 (1)(a);

(a.5) The program provides information and training that includes an overview of Title II of the federal "Americans with Disabilities Act of 1990", 42 U.S.C. sec. 12101 et seq., as amended, and its implementing regulations; section 504 of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 701 et seq., as amended, and its implementing regulations; the "Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended, and its implementing regulations; individualized education programs; and child find and that teaches effective special education classroom practices, including but not limited to inclusive learning environments.

(b) The person who is employed under the principal authorization is required to successfully demonstrate professional competencies in subject matter areas, as specified by rule of the state board pursuant to section 22-60.5-303;

(c) A person who is employed under the principal authorization is mentored and coached continuously by one or more principals and administrators;

(d) The person who is employed under the principal authorization is assessed at the beginning of the individualized alternative principal program to determine his or her strengths and weaknesses and that the program is designed to fit the person's individual education and training needs; and

(e) The individualized alternative principal program complements the school improvement plan, if one exists, of the school in which the person who holds a principal authorization would be employed.

(4) In designing an individualized alternative principal program, the school district, charter school, the institute, or nonpublic school shall assess the needs of the school to which the person employed under the principal authorization would be assigned and ensure that the person receives training that will equip the person to meet the specific needs of the school and the community in which it is located.

(5) A school district may employ a person who holds a principal authorization for three years. After that time, the school district may employ the person as a principal only if the person receives an initial or professional principal license pursuant to section 22-60.5-301. The school district or charter school may choose to provide an induction program, as described in section 22-60.5-304, for the person while employed under a principal authorization. The induction program, if provided, must be in addition to the individualized alternative principal program or the approved alternative principal program that the person completes while employed under a principal authorization.

(6) (a) A designated agency is authorized to implement an alternative principal program, subject to approval by the state board pursuant to subsection (6)(b) of this section and rules adopted by the state board. At a minimum, an alternative principal program must:

(I) Provide the information, experience, and training to enable the person who participates in the alternative principal program to develop skills and obtain experience and training that are comparable to those possessed by a person who qualifies for an initial principal license, as provided in section 22-60.5-301 (1)(a);

(II) Provide information and training that includes an overview of Title II of the federal "Americans with Disabilities Act of 1990", 42 U.S.C. sec. 12101 et seq., as amended, and its implementing regulations; section 504 of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 701 et seq., as amended, and its implementing regulations; the federal "Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended, and its implementing regulations; individualized education programs; and child find. The alternative principal program must also teach effective special education classroom practices, including but not limited to inclusive learning environments.

(III) Require a person who participates in the alternative principal program to successfully demonstrate professional competencies in areas of knowledge, as specified by rule of the state board pursuant to section 22-60.5-303; and

(IV) Include supervision by mentor principals, performance evaluations, and a program of planned instruction and activities that are designed to enable the person enrolled in the alternative principal program to meet the quality standards for principals adopted by the state board pursuant to section 22-2-109 (6).

(b) A designated agency that seeks approval of an alternative principal program must, in accordance with state board rules, submit to the department evidence that the program meets the requirements specified in subsection (6)(a) of this section and any additional requirements specified by state board rule. The department shall review each request for approval of an alternative principal program. If the department finds that the alternative principal program meets the requirements specified in subsection (6)(a) of this section and the rules of the state board, the state board shall approve the alternative principal program. The state board, by rule, shall establish a schedule pursuant to which a designated agency that operates an alternative principal program must periodically seek reapproval.
C.R.S. § 22-82.9-106 — CO Code / Title 22 / Article 82.9 / Part 1 / Section 22-82.9-106
22-82.9-106. Program - procedures
Status: in_force

22-82.9-106. Program - procedures. The department shall develop procedures to allocate and disburse the moneys in the program among participating school food authorities and facility schools each year, in an equitable manner and in compliance with the requirements of the federal "Richard B. Russell National School Lunch Act", 42 U.S.C. sec. 1751 et seq.
C.R.S. § 22-1-107 — CO Code / Title 22 / Article 1 / Section 22-1-107
22-1-107. Pupils to be instructed
Status: in_force

22-1-107. Pupils to be instructed. Upon such information and instruction being furnished, it is the duty of each teacher in such schools to see that the pupils therein receive such instruction and information.
C.R.S. § 22-60.5-210 — CO Code / Title 22 / Article 60.5 / Part 2 / Section 22-60.5-210
22-60.5-210. Types of special services licenses issued - term
Status: repealed

22-60.5-210. Types of special services licenses issued - term. (1) The department of education is designated as the sole agency authorized to issue the following types of special services licenses to persons of good moral character:

(a) Initial special services license. (I) The department of education, in its discretion, may issue an initial special services license to any applicant who:

(A) Has been awarded an appropriate degree from an institution of higher education;

(B) Has met the standards of the state board of education concerning academic and professional preparation and experience and performance as appropriate for the subject matter area or areas for which such initial special services license is to be endorsed;

(C) Has demonstrated professional competencies in subject areas as specified by rule and regulation of the state board of education pursuant to section 22-60.5-212.

(II) An initial special services license shall be valid in any school districts or nonpublic schools that provide, or charter schools that provide or participate in, an approved induction program for special services providers or have obtained a waiver of the approved induction program requirement pursuant to section 22-60.5-114 (2). Any initial special services license issued pursuant to this subsection (1)(a) is valid for a period of three years after the date of issuance and is renewable only once for an additional period of three years; except that, if an initial special services licensee is unable to complete an induction program for reasons other than incompetence, the state board of education may renew the licensee's initial special services license for one or more additional three-year periods upon the initial licensee's showing of good cause for inability to complete an approved induction program.

(III) For purposes of this paragraph (a), in establishing standards pursuant to sub-subparagraph (B) of subparagraph (I) of this paragraph (a) concerning academic and professional preparation and experience and performance with regard to school psychologists, school social workers, occupational therapists, physical therapists, and school nurses, the state board of education shall not require an applicant for an initial special services license who holds a valid Colorado license or registration or valid national certificate to take and achieve a passing score on an assessment of basic skills.

(b) Professional special services license. (I) Except as otherwise provided in subsection (1)(b)(I.5) of this section, the department of education may, in its discretion, issue a professional special services license to any applicant who:

(A) Holds a valid initial special services license; and

(B) Has completed an approved induction program for special services providers and has been recommended for licensure by the school district, charter school, the institute, or nonpublic school that provided such induction program; except that the applicant need not complete an approved induction program as an initial special services licensee if the applicant previously completed an induction program while employed under an emergency authorization or a temporary educator eligibility authorization or if the school district or charter school in which the applicant is employed has obtained a waiver of the induction program requirement pursuant to section 22-60.5-114 (2). If the applicant is employed by a school district, charter school, nonpublic school, or the institute that has obtained a waiver of the induction program requirement, the applicant shall demonstrate completion of any requirements specified in the school district's, charter school's, or nonpublic school's plan for support, assistance, and training of initially licensed educators.

(I.5) The department of education may issue a professional special services license to an applicant who meets the requirements specified in section 22-60.5-111 (4)(c)(II) or (5)(e)(II).

(II) (A) Except as otherwise provided in subsection (1)(b)(II)(B) of this section, any professional special services license issued pursuant to this subsection (1)(b)(II)(A) is valid for a period of seven years after the date of issuance and is renewable pursuant to section 22-60.5-110. If, as of September 7, 2021, an individual has partially completed the individual's five-year professional special services licensing period, the licensing period for that individual is extended to a seven-year period. The years that the individual already completed toward the five-year professional special services licensing period will count toward the individual's new seven-year professional special services licensing period.

(B) Any professional special services license issued pursuant to this paragraph (b) which is held in conjunction with a master certificate pursuant to section 22-60.5-211 shall be valid for a period of seven years after the date of issuance and is renewable as provided in section 22-60.5-110.

(2) The state board of education is authorized to establish, by rule and regulation, such other requirements for licenses specified in subsection (1) of this section as it deems necessary to maintain and improve the quality of administration and supervision of education instructional programs; except that the state board of education may not require any person applying for a professional special services license to demonstrate professional competencies.

(3) (a) The department of education may, at its discretion, issue an initial special services license provided for in paragraph (a) of subsection (1) of this section to any applicant from another state or country whose qualifications meet or exceed the standards of the state board of education for the issuance of an initial special services license.

(b) (I) The department of education may issue a professional special services license to any applicant from another state if:

(A) The applicant holds a license or certificate from that state that is comparable to a special services license in this state and the standards for the issuance of such license or certificate meet or exceed the standards of the state board of education for the issuance of a professional special services license; and

(B) The applicant has had at least three years of successful, evaluated experience within the previous seven years as a special services provider in an established elementary or secondary school and can provide documentation of such experience on forms provided by the department.

(II) An applicant for a professional special services license pursuant to this paragraph (b) need not have:

(A) Completed an approved induction program for special services providers;

(B) Held an initial special services license pursuant to paragraph (a) of subsection (1) of this section; or

(C) Demonstrated professional competencies in subject areas as specified by rule of the state board of education pursuant to section 22-60.5-212.

(III) Repealed.

(4) The state board of education is authorized to enter into interstate reciprocal agreements in which the department of education agrees to issue initial special services licenses to persons licensed as special services providers in another state.

(5) Repealed.
C.R.S. § 22-108-103 — CO Code / Title 22 / Article 108 / Section 22-108-103
22-108-103. Justice-engaged student's bill of rights
Status: in_force

22-108-103. Justice-engaged student's bill of rights. (1) With respect to education, a justice-engaged student has the right to:

(a) Provision of alternative solutions to a general education, including, but not limited to, appropriate available alternate education programs;

(b) Prompt enrollment or re-enrollment with a local education provider, so long as the student is eligible for enrollment, as determined by the local education provider pursuant to section 22-33-104, no later than ten business days after the first request to the local education provider and initial contact with the point-of-contact person for the local education provider. If the justice-engaged student is being served through the federal "Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended, or section 504 of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 794, as amended, the federal time requirements remain in effect for that student. The local education provider shall provide all justice-engaged students with a response within three business days after the justice-engaged student contacts the local education provider.

(c) Appropriate credit for coursework completed while justice-engaged and for that coursework to be applied toward graduation or school continuation while re-enrolled at a local education provider, according to rules promulgated by the state board of education pursuant to this article 108;

(d) A plan for graduation developed in consultation with the justice-engaged student, the student's family, caregiver, or advocate. The plan must consider all prior coursework completed by the student. In developing the plan, the team shall make every effort to account for all credits earned by the justice-engaged student and clarify requirements to allow the justice-engaged student to complete the student's high school graduation requirements at the earliest possible date.

(e) A clearly defined and documented plan for graduation provided to the justice-engaged student and the student's family or caregiver upon re-entry, re-enrollment, or continuation with a local education provider;

(f) Privacy, including privacy when related to diversion, probation, or questioning about a crime at a local education provider and not in view of the student's peers. If such a visit is necessary, the appropriate officer shall schedule the visit in advance with the local education provider's office in a private area out of sight of the other students.

(g) Protection by the federal "Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended, section 504 of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 794, as amended, applicable foster care regulations, and the federal "McKinney-Vento Homeless Assistance Act", 42 U.S.C. sec. 11431 et seq.;

(h) Create evidence of and be evaluated for giftedness with support and information from the justice-engaged student's family or caregivers to allow consideration of the justice-engaged student for gifted and talented programs that are available within existing resources; and

(i) Participate in school activities and college or career readiness pathways, including, but not limited to, career and technical certification programs, in accordance with the rules promulgated by the state board of education pursuant to this article 108.
C.R.S. § 22-88.1-101 — CO Code / Title 22 / Article 88.1 / Section 22-88.1-101
22-88.1-101. Reading assistance grant program fund - balance of moneys - transfer
Status: repealed

22-88.1-101. Reading assistance grant program fund - balance of moneys - transfer. (Repealed)
C.R.S. § 22-2-146.5 — CO Code / Title 22 / Article 2 / Part 1 / Section 22-2-146.5
22-2-146.5. Department of education - improving mathematics outcomes - training and technica
Status: in_force

22-2-146.5. Department of education - improving mathematics outcomes - training and technical assistance - report - definitions. (1) As used in this section, unless the context otherwise requires:

(a) "Children with disabilities" has the same meaning as set forth in section 22-20-103.

(b) "Evidence-informed" means a program or practice in mathematics that relies on peer-reviewed evidence to establish a basis for accelerating learning. "Evidence-informed" includes evidence-informed curricula, interventions, acceleration strategies, and assessment options.

(c) "Rural school district" means a school district in Colorado that the department determines is rural based on the geographic size of the school district and the distance of the school district from the nearest large, urbanized area.

(d) "Small rural school district" means a school district in Colorado that the department determines is rural based on the geographic size of the school district and the distance of the school district from the nearest large, urbanized area and that enrolls fewer than one thousand students in pre-kindergarten through twelfth grade.

(e) "Train-the-trainer" means a training framework that develops educators into subject matter experts who can teach other educators about mathematics.

(2) By January 2024, the department shall contract with an organization, in accordance with the "Procurement Code", articles 101 to 112 of title 24, to create free optional trainings, incorporating the train-the-trainer model, in evidence-informed practices in mathematics, including a training specifically designed for elementary school educators and a training specifically designed for secondary school mathematics educators. Each training must include interventions and strategies to grow and accelerate student proficiencies in mathematics to help students who are below grade level or struggling in mathematics, children with disabilities, and students who are English language learners. Training may include, but need not be limited to, content aligned with student academic standards, standards for mathematical practice, and cultivation of mathematical best practices and mindsets. The training is available to relevant staff of school districts, related administrative units, district charter schools, institute charter schools, boards of cooperative services, and community-based organizations, as defined in section 22-2-146.6. The department shall keep record of the school districts, related administrative units, district charter schools, institute charter schools, and boards of cooperative services that participate in the educator training.

(3) The department, upon request, shall provide technical assistance to rural school districts and small rural school districts, including administrative units and district charter schools, and institute charter schools in rural areas. Technical assistance must include identifying best practices in mathematics, including interventions to help students who are below grade level or struggling in mathematics, children with disabilities, and students who are English language learners.

(4) The department shall publish, on a continuous basis, a list of evidence-informed curricula and assessment options for mathematics. The department shall consult with schools of a school district, district charter schools, institute charter schools, educators who teach mathematics, and national experts and repositories to update the list of evidence-informed curricula and assessment options for mathematics. The department shall review the list and remove material, as necessary, every four years.

(5) The department shall provide and regularly update evidence-informed interventions for improving mathematics achievement, including intervention options that may be available to parents remotely. The department shall publish the evidence-informed interventions on the department's website.

(6) (a) Notwithstanding section 24-1-136 (11)(a)(I), on or before July 1, 2024, and on or before July 1 each year thereafter, the department shall report to the education committees of the house of representatives and the senate, or their successor committees, and the state board concerning the activities and status of any technical assistance and training provided pursuant to this section.

(b) Beginning January 2025, the department shall report on the information collected pursuant to subsection (6)(a) of this section, including a list of the school districts, related administrative units, district charter schools, institute charter schools, and boards of cooperative services that participate in the educator training pursuant to subsection (2) of this section, at the department's annual hearing held pursuant to the "SMART Act", part 2 of article 7 of title 2.
C.R.S. § 22-2-504 — CO Code / Title 22 / Article 2 / Part 5 / Section 22-2-504
22-2-504. National certification compensation - definition - study
Status: in_force

22-2-504. National certification compensation - definition - study. (1) Beginning with the 2009-10 school year for teachers, school counselors, and principals who hold a certification from the national board for professional teaching standards, and school counselors who hold a certification from the national board for certified counselors, and beginning with the 2019-20 school year for nationally certified school psychologists who hold a certification from the national association of school psychologists, collectively referred to in this section as "school professionals", the department, subject to available appropriations, shall award an annual stipend of one thousand six hundred dollars to any school professional who is employed in a school district, a program operated by a board of cooperative services, a charter school authorized by a school district pursuant to part 1 of article 30.5 of this title 22, or a charter school authorized by the state charter school institute pursuant to part 5 of article 30.5 of this title 22. For any stipends that are awarded, the department shall allocate the stipend money to the school district that employs the school professional who is to receive the stipend, and the school district shall then make payment directly to the eligible school professional. A school district may, at its discretion, withhold any required employer retirement and medicare contributions associated with the stipend pursuant to this section from the one thousand six hundred dollar stipend amount. For any stipends that are awarded, the stipend shall be:

(a) Payable on May 1, 2009, and each May 1 thereafter, for nationally certified teachers, school counselors, and principals;

(b) Payable on May 1, 2020, and each May 1 thereafter, for nationally certified school psychologists;

(c) Prorated for less than full-time employment;

(d) Considered regular salary pursuant to section 24-51-101 (42)(a); and

(e) In addition to, and not in lieu of, any existing compensation being awarded at the local level to a school professional.

(2) Beginning with the 2009-10 school year for nationally certified teachers, school counselors, and principals, and beginning with the 2019-20 school year for nationally certified school psychologists, subject to available appropriations, an additional annual stipend of three thousand two hundred dollars shall be awarded to any school professional who meets the criteria set forth in subsection (1) of this section and who is employed as of May 1 in a given school year in a low-performing, high-needs school. Subject to available appropriations, a school professional shall continue to receive the additional stipend award pursuant to this subsection (2) if the school professional remains employed in a school that was previously a low-performing, high-needs school but improved sufficiently to implement an improvement or performance plan pursuant to section 22-11-210. The additional stipend for a school professional is subject to the same restrictions and requirements as set forth in subsection (1) of this section.

(3) (a) On or before August 30, 2011, the department shall contract with an outside source to conduct two studies concerning the effectiveness of any annual stipends awarded to teachers pursuant to this section.

(b) The first study shall evaluate the effect of national board certification on student achievement, using longitudinal growth as a measurement. The results of the study shall describe, at a minimum, any differential effectiveness correlated to school characteristics, including but not limited to:

(I) Title I of the federal "Elementary and Secondary Education Act of 1965", 20 U.S.C. sec. 6301 et seq., eligibility;

(II) School size; and

(III) The proportion of students who attend the school for whom English is a second language.

(c) The second study shall evaluate the effectiveness of any stipends awarded on encouraging teachers to obtain national board certification and encouraging teachers to teach in low-performing schools, the effect of the national board certification on teacher retention, and the effect of having national board certified teachers on the culture of the school.

(d) On or before January 30, 2012, the department shall submit a report containing the findings of the study to the education committees of the house of representatives and the senate, or any successor committees, the governor, and the commissioner of education.

(4) If insufficient funding is available to award a stipend pursuant to subsection (1) of this section to all school professionals, stipends shall be awarded only to those school professionals who meet the criteria of subsection (1) of this section and who are employed in a low-performing, high-needs school.
C.R.S. § 22-61.5-101 — CO Code / Title 22 / Article 61.5 / Section 22-61.5-101
22-61.5-101. Short title
Status: in_force

22-61.5-101. Short title. This article shall be known and may be cited as the "Colorado Teacher of the Year Act".
C.R.S. § 22-45-110 — CO Code / Title 22 / Article 45 / Section 22-45-110
22-45-110. Violation - malfeasance
Status: in_force

22-45-110. Violation - malfeasance. Any school director, officer, or employee of any school district who knowingly or willfully fails to perform any of the duties imposed upon him by this article is guilty of malfeasance in office and, upon conviction thereof, the court shall enter judgment that such director, officer, or employee so convicted shall be removed from office or his position of employment.
C.R.S. § 22-30.5-515.5 — CO Code / Title 22 / Article 30.5 / Part 5 / Section 22-30.5-515.5
22-30.5-515.5. Institute charter school assistance fund - created - grants - loans - rules
Status: in_force

22-30.5-515.5. Institute charter school assistance fund - created - grants - loans - rules. (1) (a) There is created in the state treasury the institute charter school assistance fund, referred to in this section as the "fund", that consists of the moneys transferred to the fund from the state charter school institute fund pursuant to section 22-30.5-506 (4). The moneys in the fund are subject to annual appropriation by the general assembly to the institute for the direct and indirect costs associated with awarding grants and interest-free loans pursuant to this section to assist institute charter schools:

(I) To meet capital construction needs, including but not limited to obtaining financial assistance for capital construction through the "Building Excellent Schools Today Act", article 43.7 of this title, or repaying bonds issued by the Colorado educational and cultural facilities authority, created in section 23-15-104, C.R.S., for construction of institute charter school buildings; or

(II) To address reasonable funding emergencies, as defined by rule of the institute board.

(b) The state treasurer may invest, as provided by law, any moneys in the fund not expended for the purpose of this section. The state treasurer shall credit to the fund all interest and income derived from the investment and deposit of moneys in the fund.

(c) Except as otherwise provided in paragraph (d) of this subsection (1), the balance of unexpended and unencumbered moneys in the fund at the end of a budget year must not exceed seven hundred fifty thousand dollars. Any amount of unexpended and unencumbered moneys remaining in the fund at the end of a budget year that exceeds seven hundred fifty thousand dollars or the limit set pursuant to paragraph (d) of this subsection (1) is continuously appropriated to the institute, and the institute shall allocate the excess amount to the institute charter schools on a per-pupil basis by dividing the excess amount by the total pupil enrollment of the institute charter schools for the applicable budget year. The state treasurer shall ensure that any unexpended and unencumbered moneys that are in the fund at the end of a budget year up to seven hundred fifty thousand dollars or the limit set pursuant to paragraph (d) of this subsection (1) remain in the fund and are not credited or transferred to the general fund or another fund.

(d) The institute board may adopt a formula to annually adjust the limit on the fund balance specified in paragraph (c) of this subsection (1) by multiplying the total pupil enrollment for institute charter schools in the preceding budget year by a per-pupil dollar amount set annually by the institute board in collaboration with a council of institute charter schools.

(2) An institute charter school that seeks a grant or an interest-free loan pursuant to this section must submit to the state charter school institute, in accordance with the timelines and procedures adopted by rule of the institute board, an application that includes, at a minimum:

(a) For an institute charter school that seeks a grant or an interest-free loan to use as matching moneys to obtain financial assistance for capital construction through the "Building Excellent Schools Today Act", article 43.7 of this title:

(I) Evidence that the institute charter school meets the definition of a "charter school" specified in section 22-43.7-103 (7);

(II) A copy of the application that the institute charter school has submitted or is preparing to submit to the public school capital construction assistance board pursuant to section 22-43.7-109;

(III) An estimate of the amount of matching moneys, as defined in section 22-43.7-103 (11), that the public school capital construction assistance board will require, if known; and

(IV) Information concerning any other sources of funding available to the institute charter school;

(b) For an institute charter school that seeks a grant or an interest-free loan to use in repaying bonds or notes issued on the institute charter school's behalf by the Colorado educational and cultural facilities authority pursuant to article 15 of title 23, C.R.S.:

(I) Copies of the documents the institute charter school has submitted or will submit to the Colorado educational and cultural facilities authority to request issuance of the bonds or notes;

(II) The amount of bonds or notes issued or to be issued and the total amount the institute charter school is required to repay; and

(III) Information concerning any other source of funding available to the institute charter school;

(c) For an institute charter school that seeks a grant or an interest-free loan to assist in meeting other capital construction costs:

(I) A description of the institute charter school's capital construction needs;

(II) A description of the capital construction project the institute charter school has undertaken or will undertake to meet its needs, including the estimated cost to complete the project; and

(III) Information concerning any other source of funding available to the institute charter school; and

(d) For an institute charter school that seeks a grant or an interest-free loan to address a reasonable funding emergency:

(I) A description of the institute charter school's emergency and how it qualifies as a reasonable funding emergency under rules adopted by the institute board; and

(II) and (III) (Deleted by amendment, L. 2013.)

(IV) A description of when the funding is needed.

(3) The state charter school institute shall review each application received pursuant to subsection (2) of this section and shall recommend to the institute board those institute charter schools that should receive moneys pursuant to this section, whether the moneys should be awarded in the form of grants or interest-free loans, and the amounts of the grants or interest-free loans. In making its recommendations, the institute shall apply criteria adopted by rule of the institute board, which criteria shall prioritize applications based on the applicant's level of economic need and the viability and merit of the capital construction project.

(4) (a) The institute board shall consider the state charter school institute's recommendations and award grants and interest-free loans pursuant to this section to assist institute charter schools based on the level of economic need demonstrated by an applicant and the viability and merit of the capital construction project proposed in the application.

(b) If the institute board awards an interest-free loan to an institute charter school pursuant to this section, it shall set the terms of repayment with the institute charter school.

(c) The state charter school institute shall not pay a grant or an interest-free loan awarded pursuant to this section for use as matching moneys to obtain financial assistance for capital construction through the "Building Excellent Schools Today Act", article 43.7 of this title, until the recipient institute charter school provides proof that the public school capital construction assistance board has selected it to receive financial assistance pursuant to article 43.7 of this title.

(d) The state charter school institute shall not pay a grant or an interest-free loan awarded pursuant to this section for use in repaying bonds or notes issued by the Colorado educational and cultural facilities authority until the recipient institute charter school provides proof that the bonds or notes have been issued on the institute charter school's behalf.

(5) The institute board shall promulgate rules pursuant to the "State Administrative Procedure Act", article 4 of title 24, C.R.S., for the implementation of this section, including but not limited to rules that define a reasonable funding emergency and rules that specify any information to be included in an application in addition to the information specified in subsection (2) of this section.

(6) Nothing in this section shall be interpreted as creating an entitlement in an institute charter school for receipt of a grant or an interest-free loan from the fund, but awards of grants and interest-free loans shall be at the sole discretion of the institute board.
C.R.S. § 22-11-404 — CO Code / Title 22 / Article 11 / Part 4 / Section 22-11-404
22-11-404. School improvement plan - contents
Status: in_force

22-11-404. School improvement plan - contents. (1) (a) If the state board, pursuant to section 22-11-210, directs a district public school to adopt an improvement plan, the school principal and the school district superintendent, or his or her designee, in accordance with time frames specified in state board rules, shall adopt a school improvement plan, as described in subsection (3) of this section, for the district public school.

(b) The school accountability committee for the district public school shall advise the principal concerning preparation of the school improvement plan and shall make recommendations to the principal concerning the contents of the school improvement plan. The principal, with the approval of the superintendent or his or her designee, shall create and adopt the school improvement plan, taking into account the advice and recommendations of the school accountability committee.

(c) The school district accountability committee shall include the adopted school improvement plan in the compilation prepared pursuant to section 22-11-302 (1), and the local school board shall consider the adopted school improvement plan in developing the budget required by section 22-44-108. The principal and the superintendent, or his or her designee, shall ensure that the school improvement plan is in effect for the district public school within the time frames established in state board rules.

(2) (a) If the state board, pursuant to section 22-11-210, directs an institute charter school to adopt an improvement plan, the school principal, in accordance with time frames specified in state board rules, shall adopt a school improvement plan, as described in subsection (3) of this section, for the institute charter school.

(b) The school accountability committee for the institute charter school shall advise the principal concerning preparation of the school improvement plan and shall make recommendations to the principal concerning the contents of the school improvement plan. The principal shall create and adopt the school improvement plan, taking into account the advice and recommendations of the school accountability committee.

(c) The institute shall include the adopted school improvement plan in the compilation prepared pursuant to section 22-11-303 (2)(b). The principal shall ensure that the school improvement plan is in effect for the institute charter school within the time frames established in state board rules.

(3) A school improvement plan must be designed to raise the academic performance of students enrolled in the public school and to ensure that the public school, following the next annual performance review, attains a higher accreditation category. At a minimum, each school improvement plan must:

(a) Set or revise, as appropriate, ambitious but attainable targets that the public school shall attain on the performance indicators. The principal and school district superintendent, or his or her designee, shall ensure that the targets are aligned with the statewide targets set by the state board pursuant to section 22-11-201.

(a.5) If the public school serves students in kindergarten and first, second, and third grades, identify the strategies to be used in addressing the needs of students enrolled in kindergarten and first, second, and third grade who are identified pursuant to section 22-7-1205 as having significant reading deficiencies and set or revise, as appropriate, ambitious but attainable targets that the public school shall attain in reducing the number of students who have significant reading deficiencies and in ensuring that each student achieves grade level expectations in reading;

(a.7) Identify strategies to address the needs of students who are below grade level or struggling in mathematics and set or revise, as appropriate, ambitious but attainable targets that the public school shall attain in reducing the number of students who are below grade level or struggling in mathematics and to increase the number of students who achieve grade-level expectations in mathematics. Strategies may include tutoring, including peer tutoring; additional educator training; personalized learning models, which may include a combination of in-person instruction, online modules, and self-paced learning techniques; or supplemental supports or curricula in mathematics, including digital mathematics accelerator programs.

(b) Identify positive and negative trends in the levels of attainment by the public school on the performance indicators;

(c) Assess and prioritize the issues and needs at the public school that must be addressed to raise the levels of attainment on the performance indicators by the public school and to improve school readiness, if the public school serves students in preschool or kindergarten;

(d) Identify specific, research-based strategies that are appropriate in scope, intensity, and type to address the needs and issues identified pursuant to paragraph (c) of this subsection (3);

(e) Identify the local, state, and federal resources that the public school will use to implement the identified strategies with fidelity; and

(f) Address any other issues required by rule of the state board or raised by the department through the performance review pursuant to section 22-11-210.

(4) The local school board, on behalf of a district public school, or the institute, on behalf of an institute charter school, shall submit the school improvement plan to the department for publication on the data portal. The public school shall make copies of the school improvement plan available to members of the public upon request.
C.R.S. § 22-2-145 — CO Code / Title 22 / Article 2 / Part 1 / Section 22-2-145
22-2-145. Media literacy - committee - report - strategic plan - resource bank - definitio
Status: repealed

22-2-145. Media literacy - committee - report - strategic plan - resource bank - definition - rules. (1) For purposes of this section, unless the context otherwise requires, "media literacy" means the:

(a) Ability to access, analyze, evaluate, create, and act through the various forms of media;

(b) Ability to analyze the reliability of information, claims, and sources presented in the various forms of media; and

(c) Practice of digital citizenship, including norms of appropriate and responsible behavior and discourse when engaging with media, and the prevention of cyberbullying.

(2) (a) There is created in the department of education the media literacy advisory committee, referred to in this section as the "committee". The committee shall create a report containing recommendations and best practices for implementing media literacy into elementary and secondary education. The report must include, but is not limited to:

(I) Recommended revisions to state education standards for reading, writing, and civics, pursuant to section 22-7-1005 (2)(a), to implement media literacy in elementary and secondary education;

(II) Recommended materials and resources for teachers to adopt for media literacy instruction;

(III) Recommended legislation or rules to implement media literacy in elementary and secondary education;

(IV) Best practices for school districts to develop policies and procedures regarding media literacy;

(V) Strategies to support school districts implementing the best practices and recommendations developed by the committee; and

(VI) Recommended opportunities to recognize students and teachers who demonstrate excellence in media literacy.

(b) The commissioner of education shall appoint the following members to serve on the committee no later than July 15, 2019:

(I) One member who is an academic expert in media literacy;

(II) One member who is a teacher in a rural school district or a small rural school district, as defined in section 22-7-1211 (4), and holds an initial or professional teacher's license pursuant to article 60.5 of this title 22;

(III) One member who is a teacher in a school district that is not a rural school district or a small rural school district, as defined in section 22-7-1211 (4), and holds an initial or professional teacher's license pursuant to article 60.5 of this title 22;

(IV) One member who is a librarian and is a member of a professional association of librarians;

(V) One member who is a school administrator in a rural school district or a small rural school district, as defined in section 22-7-1211 (4), and is a member of a professional association of school administrators;

(VI) One member who is a school administrator in a school district that is not a rural school district or a small rural school district, as defined in section 22-7-1211 (4), and is a member of a professional association of school administrators;

(VII) One member who is a parent or legal guardian of a student who attends a public school and is a member of a parent organization;

(VIII) One member who is a student in a rural school district or a small rural school district, as defined in section 22-7-1211 (4);

(IX) One member who is a student in a school district that is not a rural school district or a small rural school district, as defined in section 22-7-1211 (4);

(X) One member who represents a nonprofit organization specializing in media literacy;

(XI) One member who represents a nonprofit organization specializing in journalism;

(XII) One member who is a professional print journalist and is a member of a professional association of journalists; and

(XIII) One member who is a professional broadcast journalist and is a member of a professional association of broadcasters.

(3) (a) On or before July 15, 2019, the commissioner of education shall hire a consultant to perform the research and coordination of the committee required to draft the report.

(b) The consultant shall consult with committee members to elicit recommendations for the report, as described in subsection (2)(a) of this section. The consultant is not required to conduct consultations in person and may conduct consultations through telephone, e-mail, or video conference.

(c) The consultant shall distribute his or her research and draft reports to committee members for feedback at least monthly and the latest draft report at least three days prior to the committee meeting described in subsection (3)(d) of this section.

(d) On or before November 1, 2019, the committee shall convene to discuss the draft report and finalize recommendations for the final report to be submitted pursuant to subsection (4) of this section.

(e) The consultant shall incorporate feedback and recommendations from the committee's meeting described in subsection (3)(d) of this section. The consultant shall distribute his or her draft report to committee members for final feedback to be received by the consultant no later than December 1, 2019.

(4) On or before January 1, 2020, the committee shall submit the written report of its findings, recommendations, and summaries of the committee's discussions and diverse opinions regarding the findings and recommendations contained in the final report to the education committees of the house of representatives and the senate, or any successor committees.

(5) Repealed.

(6) (a) The department shall create and maintain an online resource bank of materials and resources pertaining to media literacy. At a minimum, the resource bank must include the materials and resources recommended in the committee's report created pursuant to subsection (2) of this section. The department shall create the online resource bank on or before the date when revisions are adopted to include knowledge and skills relating to media literacy within the reading, writing, or civics standards, whichever revisions occur first, pursuant to section 22-7-1005 (2.6).

(b) The department shall promulgate rules, if necessary, to implement a procedure through which a person may provide comment on a material or resource within the resource bank, including a comment recommending the removal or inclusion of a material or resource within the resource bank.

(c) Upon the request of a school district, district charter school, institute charter school, or board of cooperative services, the department shall provide, subject to available resources, technical assistance to a school district, district charter school, institute charter school, or board of cooperative services, with implementing policies and procedures, best practices, and recommendations related to media literacy.

(7) A school district, district charter school, institute charter school, or board of cooperative services is not required to adopt or implement any material or resource from the resource bank into its curriculum.
C.R.S. § 22-44-206 — CO Code / Title 22 / Article 44 / Part 2 / Section 22-44-206
22-44-206. Administration
Status: in_force

22-44-206. Administration. This part 2 shall be administered by the state board of education. The state board of education has the authority to adopt reasonable rules and regulations for the administration of this part 2.