C.R.S. § 22-32-108.5 — CO Code / Title 22 / Article 32 / Section 22-32-108.5
22-32-108.5. Board of education - distribution of additional mill levy revenue - legislative
Status: in_force

22-32-108.5. Board of education - distribution of additional mill levy revenue - legislative declaration - definitions. (1) (a) The general assembly recognizes that section 15 of article IX of the state constitution grants to each school district board of education control of instruction in the schools of the school district. The power of local control of instruction applies to all of the schools of the school district and therefore imposes on the school district board of education the responsibility to ensure the equitable treatment of all of the students enrolled in all of the schools of the school district.

(b) The general assembly further finds that section 2 of article IX of the state constitution requires the general assembly to provide for the maintenance of a thorough and uniform system of free public schools throughout the state. Requiring each school district board of education to equitably use and distribute its resources to meet the needs of all students enrolled in all of the schools of the school district supports greater uniformity in providing public education services within each school district and throughout the state.

(c) The general assembly finds, therefore, that each school district board of education has the duty to ensure that the school district uses and allocates its resources in a manner that results in the equitable treatment of all students enrolled in the school district, according to their individual needs, regardless of the type of school of the school district in which each student is enrolled.

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

(a) "Additional mill levy revenue" means the amount of property tax revenue that a school district collects from mills that are authorized by voters before, on, or after June 2, 2017, and that a school district levies in addition to the school district's total program mill levy established in section 22-54-106 (2) or (2.1), whichever is applicable, not including mills that a school district may levy for purposes of incurring or repaying bonded indebtedness or for paying amounts due pursuant to installment sales agreements, financed purchase of an asset agreements, or certificate of participation agreements entered into as of June 2, 2017, for which additional mill levy revenue was contractually committed as of June 2, 2017.

(b) "Alternative education campus" means a public school that is designated by the state board of education as an alternative education campus pursuant to section 22-7-604.5.

(c) "Charter school" means a charter school authorized by a school district as provided in part 1 of article 30.5 of this title 22.

(d) "Innovation school" means a school in which a local school board implements an innovation plan as provided in section 22-32.5-104 or a school that is included in an innovation school zone, as defined in section 22-32.5-103.

(e) "Local school board" means the school district board of education of a participating school district.

(f) "Participating school district" means a school district that, on or after June 2, 2017:

(I) Collects additional mill levy revenue; and

(II) Is designated as a school district of innovation as provided in article 32.5 of this title 22 or authorizes at least one charter school as provided in part 1 of article 30.5 of this title 22.

(g) "Per pupil mill levy share" means an amount equal to the total amount of additional mill levy revenue that a participating school district collects for a budget year divided by the school district's funded pupil count, as determined pursuant to article 54 of this title 22, for that budget year.

(h) "Per pupil program share" means an amount equal to the amount of additional mill levy revenue allocated to a program in a participating school district's plan, divided by the total number of students enrolled in the schools of the participating school district who are eligible to participate in the program, multiplied by the number of eligible students enrolled in a charter school or school of innovation that chooses to receive the per pupil program share in lieu of participating in the program.

(i) "Plan" means the plan for using and distributing additional mill levy revenue as described in this section that is adopted by a local school board.

(j) "Type" means the status of a school of the school district as a traditional, charter, innovation, or magnet school or as operating under some other organizational or governance structure. "Type" does not include a school's status as an alternative education campus or other alternative high school or status based on the grade levels the school serves or the type of performance plan the school operates under as described in part 4 of article 11 of this title 22.

(3) For the 2019-20 budget year and for each budget year thereafter, the local school board of each participating school district shall either implement a plan for using and distributing the additional mill levy revenue that the participating school district collects for each budget year, as described in subsection (4) of this section, or distribute to each charter school and innovation school of the participating school district an amount equal to at least ninety-five percent of the participating school district's per pupil mill levy share for the applicable budget year multiplied by the number of students enrolled in the charter school or the innovation school for the applicable budget year, as described in subsection (5) of this section.

(4) (a) A local school board that chooses to adopt a plan must adopt the plan by July 1, 2018. Subject to statutory limits or requirements that apply to specific mill levy authorizations and any purposes specifically approved by voters in approving additional mill levy revenue, the plan must ensure that the additional mill levy revenue is distributed to, or otherwise used for programs that benefit, the schools of the participating school district based on meeting the needs of and equitably supporting the education of all of the students enrolled in all of the schools of the participating school district, regardless of the type of school in which each student is enrolled. For each program included in the plan, a charter school or innovation school may choose to receive the per pupil program share in lieu of participating in the program, in which case the participating school district shall distribute to the charter school or innovation school the per pupil program share. The charter school or innovation school shall use the per pupil program share to provide a program or services, as selected by the charter school or innovation school, to benefit the students for whom it received the per pupil program share. The local school board shall ensure that the determination of the amount of additional mill levy revenue that a school of the participating school district receives as a distribution or through participation in a program is not based on and does not take into account the school's type. The local school board shall ensure that equitable distribution of the additional mill levy revenue is fully implemented in the 2019-20 budget year and in each budget year thereafter.

(b) Through the plan, a local board of education may use the additional mill levy revenue to provide additional per pupil funding to students enrolled in alternative education campuses, students who qualify for free or reduced-price meals under the federal "Richard B. Russell National School Lunch Act", 42 U.S.C. sec. 1751 et seq., students identified as English language learners pursuant to section 22-24-105, and students who have individualized education programs under part 1 of article 20 of this title 22, so long as the amount distributed for the benefit of each student is the same regardless of the type of school in which the student is enrolled.

(c) Each plan must require the local school board to equitably distribute all of the participating school district's additional mill levy revenue that is not distributed for specific programs or student populations, as provided in subsections (4)(a) and (4)(b) of this section, to the schools of the participating school district in direct proportion to the number of students enrolled in each school. The distribution must include all of the schools of the participating school district without regard to type of school.

(d) Each plan must:

(I) Identify the amount of additional mill levy revenue that the participating school district spends on administrative services or other district-level uses as specifically authorized in this subsection (4);

(II) Describe each of the administrative services or other district-level uses; and

(III) Specify how the administrative services or other district-level uses benefit all of the students enrolled in the schools of the participating school district.

(e) Each local school board that adopts a plan shall periodically review the plan and update it as necessary to ensure that the additional mill levy revenue that the participating school district collects is equitably distributed as provided in subsections (4)(a) to (4)(c) of this section to the schools of the participating school district to benefit all of the students enrolled in all of the schools of the participating school district.

(f) Notwithstanding any provision of this subsection (4) to the contrary, a local school board may, but is not required to, distribute a portion of the additional mill levy revenue to a multi-district online school of the participating school district.

(5) (a) Beginning in the 2019-20 budget year and in each budget year thereafter, the local school board of a participating school district that chooses not to adopt a plan shall distribute to each charter school and innovation school of the participating school district an amount equal to at least ninety-five percent of the participating school district's per pupil mill levy share for the applicable budget year multiplied by the number of students enrolled in the charter school or the innovation school for the applicable budget year. In counting the number of pupils enrolled in a charter school or innovation school, the school district shall count a pupil enrolled in kindergarten or in a preschool program as at least a half-day pupil and may, at the school district's discretion, count a pupil who is included in the school district's online pupil enrollment, as defined in section 22-54-103.

(b) If a local school board has in place or adopts a written policy that directs the participating school district to distribute any portion of its additional mill levy revenue to specifically benefit students enrolled in alternative education campuses, students who qualify for free or reduced-price meals under the federal "Richard B. Russell National School Lunch Act", 42 U.S.C. sec. 1751 et seq., students who are identified as English language learners under section 22-24-105, or students who have individualized education programs under part 1 of article 20 of this title 22, the participating school district may continue distributing the revenue for these purposes, so long as:

(I) The amount distributed for each student is the same regardless of the type of school in which the student is enrolled; and

(II) The participating school district distributes any amount of additional mill levy revenue that remains after distribution for these purposes in accordance with subsection (5)(a) of this section.

(6) If a local school board distributes a portion of the total additional mill levy revenue that it collects for the 2016-17 budget year to the charter schools or innovation schools of the participating school district by percentage, by distribution of a per pupil amount, or by a combination of percentage and per pupil amount, the local school board shall ensure that the percentage of the total additional mill levy revenue and the per pupil amount that is distributed to the charter schools and innovation schools of the participating school district is not reduced for the 2017-18 and 2018-19 budget years. An authorizing school district or the charter school may renegotiate contract provisions concerning services or fees for services as a material revision to the charter contract, subject to the provisions of section 22-30.5-105 (4), which renegotiation shall not include negotiations regarding reauthorization of the charter school.

(7) The amount of additional mill levy revenue that a charter school receives pursuant to this section is in addition to the amount of money that the charter school receives from the school district pursuant to part 1 of article 30.5 of this title 22. The amount of additional mill levy revenue that an innovation school receives pursuant to this section is in addition to any amount of money that the innovation school receives through the school's innovation plan as provided in article 32.5 of this title 22.

(8) Notwithstanding any provision of this section to the contrary, if a school district authorizes a charter school that is physically located within the geographic boundaries of another school district, the chartering school district is not required to include in the plan described in subsection (4) of this section or in the distribution described in subsection (5) of this section any amount of additional mill levy revenue for students who are enrolled in the charter school but do not reside within the boundaries of the school district.

(9) Beginning July 1, 2018, each participating school district shall:

(a) If the local school board chooses to adopt a plan, post a copy of the plan on the participating school district's website as provided in section 22-44-304 and annually update the plan as necessary; or

(b) If the local school board chooses not to adopt a plan, for the 2018-19 budget year, post a statement of intent to distribute the additional mill levy revenue as provided in subsection (5) of this section and, for the 2019-20 budget year and annually for each budget year thereafter, post the total amount of additional mill levy revenue collected by the participating school district for each property tax year, the amount distributed to support specific student populations as described in subsection (5)(b) of this section, and the total amount distributed to support said student populations and on a per-pupil basis to each charter school and innovation school, as a percentage and as a dollar amount.

(10) A charter school that receives any amount of additional mill levy revenue pursuant to this section shall ensure that the charter school admissions policy is in compliance with section 22-30.5-104 (3).
C.R.S. § 22-2-405 — CO Code / Title 22 / Article 2 / Part 4 / Section 22-2-405
22-2-405. Facility schools office - duties
Status: in_force

22-2-405. Facility schools office - duties. (1) In addition to any other duties that may be required by law, the office shall:

(a) Develop and maintain, as described in section 22-2-407, the list of approved facility schools and the list of approved facility schools that receive accreditation;

(b) Make recommendations to the facility schools board regarding the curriculum for use in the approved facility schools;

(c) Make recommendations to the facility schools board regarding graduation requirements for students in approved facility schools. The unit's recommendations shall follow the comprehensive guidelines for high school graduation requirements specified by the state board pursuant to section 22-2-106 (1)(a.5);

(d) Maintain, and make available as provided by law, student information and records for the students who receive educational services from approved facility schools;

(e) Ensure that each student who receives educational services from an approved facility school and who, upon leaving the facility, will reside in Colorado receives a unique identifying number, as provided in rules adopted pursuant to section 22-11-104, if the student has not already been assigned a number by the department; and

(f) Communicate and collaborate with the state department of human services, the county departments of human or social services, and referring agencies regarding the placement and transfer of students in facilities, including but not limited to communication concerning academic testing prior to and following placement and other academic and achievement testing.

(2) In complying with the duties specified in subsection (1)(d) of this section, the office shall:

(a) Adopt data reporting protocols and records transfer procedures for use by approved facility schools; and

(b) In purchasing a data system to maintain the records of students who are receiving educational services from approved facility schools, ensure that the data system selected is compatible with the system used by school districts in serving a majority of the students enrolled in public schools of the state.

(3) The office shall create, maintain, and annually publish:

(a) The accreditation outcome reports that the office develops for each approved facility school pursuant to section 22-2-406 (4)(c) on the office's public website; and

(b) A list of independent national accreditation organizations that are approved by the facility schools board pursuant to section 22-2-406 (4)(a)(IV).

(4) (a) The office shall contract with a qualified third-party evaluator to evaluate and report whether the work group recommendations made pursuant to section 22-2-407.5 resulted in more effective services and better access to those services for students with exceptionally severe and specialized needs. The office shall consult with the work group and qualified third-party evaluator to evaluate and report the following:

(I) Whether the number of approved facility school placements for students with exceptionally severe or specialized needs has stabilized or increased;

(II) Whether reliance on homebound and out-of-state placements has decreased;

(III) Whether administrative units that are unable to access approved facility school placements due to geographic or other constraints receive sufficient support from the technical assistance center created in section 22-2-412 to provide effective services to students with exceptionally severe or specialized needs;

(IV) Whether parents, guardians, advocates, county departments of human or social services, and other interested parties assess that the work group's implementation plan described in section 22-2-407.5 (4) has had a positive impact on services for students with exceptionally severe or specialized needs; and

(V) Any other measure of success the office, work group, and third-party evaluator determine necessary.

(b) On or before September 1, 2026, the qualified third-party evaluator shall submit a report to the work group and the office summarizing the measures and recommendations described in subsection (4)(a) of this section. The report must be included in the October 1, 2026, report required pursuant to section 22-2-407.5 (4)(e).

(5) (a) The office shall assemble stakeholders, including members of the work group, to analyze and recommend changes to the methods used for calculating tuition costs for approved facility schools pursuant to section 22-20-109 (2).

(b) As part of the October 1, 2023, report required pursuant to section 22-2-407.5 (4)(e), the office shall summarize the stakeholder recommendations described in subsection (5)(a) of this section, including whether statutory or rule updates are required to implement the recommendations.

(c) On or before July 1, 2024, the state board shall consider the proposed changes and promulgate rules implementing the new methods used for calculating tuition costs.

(d) As part of the October 1, 2024, report required pursuant to section 22-2-407.5 (4)(e), the office shall include an update describing the tuition changes adopted as of July 1, 2024.
C.R.S. § 22-30-119 — CO Code / Title 22 / Article 30 / Part 1 / Section 22-30-119
22-30-119. Certificate of return - map
Status: in_force

22-30-119. Certificate of return - map. (1) After the county clerk and recorder in each county in which the special school district organization election is held has surveyed the returns of such election, a certificate of return shall be retained on file in each office of the county clerk and recorder.

(2) If the majority vote in each affected school district is in favor of the final approved plan of organization and any increase in the mill levy to be imposed on territory affected by the plan of organization is approved by the eligible electors residing within the affected territory, the plan of organization shall be deemed adopted. If the plan of organization is adopted and it results in creation of a new school district, the county clerk and recorder in each county in which the special school district organization election was held shall furnish to the commissioner a map and legal description of the new school district with the name and number by which the same shall be designated. If the plan of organization is adopted and it results in the detachment and annexation of territory between existing school districts, the county clerk and recorder in each county in which the special school district organization election was held shall furnish to the commissioner a map and legal description of the affected school districts following detachment and annexation of the territory.
C.R.S. § 22-60.5-306 — CO Code / Title 22 / Article 60.5 / Part 3 / Section 22-60.5-306
22-60.5-306. Types of administrator licenses issued - term
Status: repealed

22-60.5-306. Types of administrator licenses issued - term. (1) The department of education is designated as the sole agency authorized to issue the following types of administrator licenses to persons of good moral character:

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

(A) Holds an earned baccalaureate degree from an accepted institution of higher education;

(B) Has completed an approved program of preparation for administrators;

(C) Has demonstrated professional competencies in subject areas as specified by rule and regulation of the state board of education pursuant to section 22-60.5-308.

(II) An initial administrator 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 administrators or have obtained a waiver of the approved induction program requirement pursuant to section 22-60.5-114 (2). Any initial administrator license issued pursuant to this subsection (1)(a) shall be 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 administrator licensee is unable to complete an induction program for reasons other than incompetence, the state board of education may renew the licensee's initial administrator 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.

(b) Professional administrator 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 administrator license to any applicant who:

(A) Holds an earned master's degree from an institution of higher education;

(B) Holds a valid initial administrator license; and

(C) Has completed an approved induction program for administrators and has been recommended for licensure by the school districts, charter schools, the institute, or nonpublic school that provided such induction program; except that the applicant need not complete an approved induction program as an initial administrator 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 nonpublic school, or by a school district, a charter 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 or nonpublic school's plan for support, assistance, and training of initially licensed educators.

(I.5) The department of education may issue a professional administrator 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 administrator 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 administrator 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 administrator licensing period will count toward the individual's new seven-year professional administrator licensing period.

(B) Any professional administrator license issued pursuant to this paragraph (b) which is held in conjunction with a master certificate pursuant to section 22-60.5-307 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 administrator license to demonstrate professional competencies.

(3) (a) The department of education may, at its discretion, issue an initial administrator 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 administrator license.

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

(A) The applicant holds a license or certificate from that state that is comparable to an administrator 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 administrator license; and

(B) The applicant has had at least three years of continuous, successful, evaluated experience as an administrator 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 administrator license pursuant to this paragraph (b) need not have:

(A) Completed an approved induction program for administrators;

(B) Held an initial administrator 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 22-60.5-308.

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

(5) Repealed.
C.R.S. § 22-80-108 — CO Code / Title 22 / Article 80 / Section 22-80-108
22-80-108. Interest in contracts - penalty
Status: in_force

22-80-108. Interest in contracts - penalty. Neither the board of trustees nor any treasurer, superintendent, or other officer or agent of the school shall be directly or indirectly interested in any contract or other agreement for building, repairing, furnishing, or supplying the school, and no drawbacks or secret discounts whatever shall be given to or received by any such person on account of any articles or materials furnished to or labor done for the school. Any person violating the provisions of this section commits a class 6 felony and shall be punished as provided in section 18-1.3-401, C.R.S.
C.R.S. § 22-2-106.5 — CO Code / Title 22 / Article 2 / Part 1 / Section 22-2-106.5
22-2-106.5. State board - duties with regard to student data - memorandum of understanding
Status: in_force

22-2-106.5. State board - duties with regard to student data - memorandum of understanding. Notwithstanding the provisions of section 22-2-111 (3)(a), the state board shall enter into a memorandum of understanding on or before September 1, 2006, with the Colorado commission on higher education to adopt a policy to share student data. At a minimum, the policy shall ensure that the exchange of information is conducted in conformance with the requirements of the federal "Family Educational Rights and Privacy Act of 1974", as amended, 20 U.S.C. sec. 1232g, and all federal regulations and applicable guidelines adopted in accordance therewith. The policy shall additionally require the state board, upon request, to share student data with qualified researchers. For purposes of this section, qualified researchers shall include, but need not be limited to, institutions of higher education, school districts, and public policy research and advocacy organizations.
C.R.S. § 22-32-110.4 — CO Code / Title 22 / Article 32 / Section 22-32-110.4
22-32-110.4. Board of education - specific powers - alternative principal preparation program
Status: repealed

22-32-110.4. Board of education - specific powers - alternative principal preparation program. (Repealed)
C.R.S. § 22-10-202 — CO Code / Title 22 / Article 10 / Part 2 / Section 22-10-202
22-10-202. Colorado adult high school program - created - standards - appropriation
Status: in_force

22-10-202. Colorado adult high school program - created - standards - appropriation. (1) (a) There is created in the office the Colorado adult high school program. The purpose of the program is to create a pathway for adults in Colorado who have not earned a high school diploma to attend high school and earn a high school diploma. Students of the program may earn industry-recognized certificates or college credits. The program operates through a public-private partnership between the department and a Colorado community-based nonprofit organization and is provided at no cost to students.

(b) Any Colorado resident who is twenty-one years of age or older and has not completed high school is eligible to enroll in the program.

(c) The department shall award a grant pursuant to section 22-10-203 to a Colorado community-based nonprofit organization to operate the program as an education provider. A nonprofit organization that participates in the adult education and literacy grant program created in section 22-10-104 is also eligible for a grant with the department to operate as an education provider.

(2) An education provider shall:

(a) Secure and maintain a building for the program;

(b) Contribute funding annually for operating and facility costs;

(c) Hire educators and other school personnel, including life coaches to help students navigate academic and personal challenges;

(d) Propose an academic accountability system;

(e) Establish minimum graduation requirements, as described in subsection (3) of this section;

(f) Use an evidence-based educational model that a third-party evaluator has proven effective through a randomized control trial or an experimental study;

(g) Develop courses that may be offered to students in person;

(h) Develop online courses that may be offered to a student who takes at least fifty percent of the student's classes in person and who demonstrates academic readiness for remote course work;

(i) Consult with a nonprofit organization that has implemented an evidence-based educational model for adults with proven effectiveness in another state;

(j) Serve all students, regardless of immigration status;

(k) Enroll no more than four hundred students at one time;

(l) Create an enrollment plan for students;

(m) Comply with state and federal laws concerning students with disabilities, including students with accommodations pursuant to section 504 of the federal "Rehabilitation Act of 1973", 29 U.S.C. sec. 701 et seq., as amended;

(n) Create individualized education programs for students with disabilities;

(o) Collaborate with local district colleges as defined in section 23-71-102, community colleges as defined in section 22-35.3-102, area technical colleges as defined in section 23-60-103, or postsecondary career and technical education programs as defined in section 22-35-103, to ensure students have access to courses that can lead to graduation with industry-recognized certificates;

(p) Fund industry-recognized and career and technical education certificate programs at no cost to students;

(q) Create a plan in collaboration with institutions of higher education to authorize teachers to teach courses for college credit and align teacher qualification requirements with the concurrent enrollment program pursuant to article 35 of this title 22;

(r) Operate an on-site child care center licensed pursuant to part 3 of article 5 of title 26.5 for students with children; and

(s) Offer transportation assistance to students.

(3) (a) The education provider shall develop minimum graduation requirements for the program based on the minimum high school graduation guidelines adopted by the state board pursuant to section 22-2-106 (1)(a.5).

(b) The education provider shall award a high school diploma to a student who successfully completes the graduation requirements developed pursuant to subsection (3)(a) of this section.

(c) (I) The education provider shall propose academic accountability standards for the program to the department that include, but are not limited to, the following:

(A) Graduation rate metrics that measure the graduation ratio for the entire student population;

(B) Postsecondary and workforce readiness metrics that measure the percentage of graduates who earn either an industry-recognized certificate or at least three college credits; and

(C) Student demographic data disaggregated by race, ethnicity, socioeconomic status, age, gender, and disability.

(II) On or before July 1, 2024, the department shall review and approve the academic accountability standards described in subsection (3)(c)(I) of this section and recommend revisions as necessary to the office and education provider.

(4) On or before July 31, 2025, July 31, 2026, and March 30, 2027, an education provider shall report program data to the department, including, but not limited to:

(a) Student demographic data disaggregated by race, ethnicity, socioeconomic status, age, gender, and disability;

(b) Accountability measure data described in subsection (3)(c) of this section; and

(c) The number of industry-recognized certificates, college credits, and overall average attainment of high school credits that students earn each term.

(5) (a) For the 2023-24 budget year, the general assembly shall appropriate five million dollars to the department from the general fund for purposes of the Colorado adult high school program.

(b) Any unexpended or unencumbered money appropriated pursuant to subsection (5)(a) of this section remains available for expenditure for the same purpose until the close of the 2026-27 budget year without further appropriation.
C.R.S. § 22-32-150 — CO Code / Title 22 / Article 32 / Section 22-32-150
22-32-150. Contracting for facial recognition service by schools prohibited - definition -
Status: repealed

22-32-150. Contracting for facial recognition service by schools prohibited - definition - repeal. (1) Except as described in subsection (2) of this section, a school district or a school or a charter school of a school district shall not execute a contract with any vendor for the purchase of, or for services related to, any facial recognition service.

(2) The prohibition described in subsection (1) of this section does not apply to:

(a) A contract that was executed before August 10, 2022, including such a contract that is renewed after August 10, 2022; or

(b) A contract for the purchase of, or for services related to, a generally available consumer product, including a tablet or smartphone, that allows for the analysis of facial features in order to facilitate the user's ability to manage an address book or still or video images for personal or household use.

(3) As used in this section, "facial recognition service" has the meaning set forth in section 24-18-301 (5).

(4) This section is repealed, effective July 1, 2025.
C.R.S. § 22-96-103 — CO Code / Title 22 / Article 96 / Section 22-96-103
22-96-103. Behavioral health care professional matching grant program - created - rules
Status: in_force

22-96-103. Behavioral health care professional matching grant program - created - rules. (1) (a) There is created in the department the behavioral health care professional matching grant program, referred to in this article 96 as the "program", to provide funding to education providers for the following purposes:

(I) To increase the presence of school health professionals in schools to provide behavioral health care to students who have mental health, substance use or misuse, or other behavioral health needs;

(II) To provide training and resources for school staff on the implementation of evidence-based programming on behavioral health education for all students;

(III) To allow school health professionals to connect students with services that are provided by community-based organizations for treatment and counseling for students who need behavioral health care; and

(IV) To provide behavioral health-care services at recipient schools, including but not limited to screenings, counseling, therapy, referrals to community organizations, and training for students and staff on behavioral health issues.

(b) An education provider that receives a grant under the program shall use the money to increase the level of funding the education provider allocates to school health professionals to provide behavioral health care to students prior to receiving the grant and not to replace other funding sources allocated to provide school health professionals for students. The education provider may use the money to contract with a community partner for behavioral health-care services, including hiring private health-care professionals, training, screening, and preventive supports. Additionally, the education provider may use the money to provide direct services or consultation by a school health professional through telehealth technology. The department shall administer the program as provided in this article 96 and pursuant to rules adopted by the state board.

(2) The state board shall adopt rules pursuant to the "State Administrative Procedure Act", article 4 of title 24, C.R.S., for implementation of the program, including but not limited to rules regarding:

(a) The timeline for submitting applications to the department;

(b) The form of the grant application and any information in addition to that specified in section 22-96-104 (2) to be included in the application;

(c) Any criteria for awarding grants in addition to those specified in section 22-96-104 (3); and

(d) Any information to be included in the department's program report in addition to that required in section 22-96-105.
C.R.S. § 22-7-1211 — CO Code / Title 22 / Article 7 / Part 12 / Section 22-7-1211
22-7-1211. Early literacy grant program - created - definitions
Status: in_force

22-7-1211. Early literacy grant program - created - definitions. (1) (a) There is created in the department the early literacy grant program to provide money to local education providers to implement literacy support and intervention instruction programs, including but not limited to related professional development programs, to assist students in kindergarten and first, second, and third grades to achieve reading competency. The state board may award a grant to an applying local education provider that is a school district on a district-wide basis or to individual schools of the school district. A local education provider may apply individually or as part of a group of local education providers. The state board by rule shall establish the application timelines and the information to be included in each grant application. The state board shall not, as a condition of applying for or receiving a grant, restrict an applicant's ability to use any of the assessments included on the approved list of assessments adopted pursuant to section 22-7-1209 (1)(b).

(b) In adopting rules, the state board shall ensure that a local education provider that is a rural school district or a small rural school district, or a district charter school or an institute charter school that is located within the boundaries of a rural school district or small rural school district, may submit a simplified grant application. A rural school district that is a member of a board of cooperative services may seek assistance in writing the grant application from the board of cooperative services. A board of cooperative services may apply for a grant to provide instructional support in literacy for small rural school districts that are members of the board of cooperative services.

(2) The department shall review each grant application received and recommend to the state board whether to award the grant and the duration and amount of each grant. In making recommendations, the department shall consider the following factors:

(a) The percentage of kindergarten and first-, second-, and third-grade students enrolled by the applying local education provider or group of local education providers who have significant reading deficiencies and the percentage of kindergarten and first-, second-, and third-grade students who do not have significant reading deficiencies but who are not meeting the grade-level expectations in reading adopted by the state board;

(b) The instructional program that the applying local education provider or group of local education providers plans to implement using the grant money and whether it is an evidence-based program that is proven to be successful in other public schools in Colorado or in other states;

(b.3) Whether the local education provider or group of local education providers employs reading coaches or plans to use all or a portion of the grant money to employ reading coaches;

(b.5) The degree to which the instructional program incorporates the effective use of technology, including software, to assist in assessing and monitoring student progress toward reading competency;

(c) The cost of the instructional program that the applying local education provider or group of local education providers plans to implement using the grant moneys;

(c.5) In the case of a board of cooperative services that applies for a grant to provide instructional support in literacy, the number of small rural school districts, the number of kindergarten and first-, second-, and third-grade students enrolled in the small rural school districts, and the resources available to the small rural school districts that will receive instructional support as a result of the grant;

(d) Any additional factors the state board may require by rule.

(3) Based on the recommendations of the department, the state board shall award grants to applying local education providers or groups of local education providers, which grants are paid from money in the early literacy fund created in section 22-7-1210. Of the money allocated for the early literacy grant program pursuant to section 22-7-1210 (4), the state board shall annually:

(a) Award up to ten percent to applicants that have previously received a grant to fund school-wide literacy initiatives that have resulted in significant student academic growth toward reading competency, as determined by an independent evaluator as provided in section 22-7-1209 (8), and that are requesting an additional year of funding to assist the local education provider in sustainability planning for the initiatives, including the continuing use of literacy coaches;

(b) Award up to fifteen percent to fund professional development initiatives for local education providers that are already implementing evidence-based or scientifically based universal instruction and interventions that are resulting in significant student academic growth toward reading competency, as determined by an independent evaluator as provided in section 22-7-1209 (8); and

(c) Award the remainder to applicants that request funding for other evidence-based or scientifically based literacy support and intervention instruction programs to assist students in kindergarten and first, second, and third grades to achieve reading competency.

(3.5) (a) Upon completion of the term of a grant, if an independent evaluator, as provided in section 22-7-1209 (8), determines that the instructional program funded by the grant money has resulted in significant student academic growth toward reading competency, and if the local education provider requests an extension of the grant, the state board shall extend the grant for a period recommended by the department. The state board shall increase the amount of the grant if necessary to enable the local education provider to expand or enhance implementation of the instructional program.

(b) Upon completion of the term of a grant, if an independent evaluator, as provided in section 22-7-1209 (8), determines that the instructional program funded by the grant money has not resulted in significant academic student growth toward reading competency, the state board shall not extend or renew the grant.

(4) For purposes of this section:

(a) "Rural school district" means a school district in Colorado 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.

(b) "Small rural school district" means a rural school district that enrolls fewer than one thousand two hundred students in kindergarten through twelfth grade.
C.R.S. § 22-7-708 — CO Code / Title 22 / Article 7 / Part 7 / Section 22-7-708
22-7-708. Teacher development fund - creation
Status: in_force

22-7-708. Teacher development fund - creation. There is hereby created in the state treasury the teacher development fund referred to in this section as the "fund", for payment of teacher development grants awarded pursuant to section 22-7-704. The fund shall consist of such moneys as may be appropriated thereto by the general assembly and such moneys as may be credited thereto pursuant to section 22-7-704 (4). Moneys in the fund shall be subject to annual appropriation by the general assembly for the purposes specified in this part 7. The department may expend up to three percent of the moneys annually appropriated to the fund to offset the documented costs incurred in implementing the grant program. All interest derived from the deposit and investment of moneys in the fund shall be credited to the fund. At the end of any fiscal year, all unexpended and unencumbered moneys in the fund shall remain therein and shall not be credited or transferred to the general fund or any other fund.
C.R.S. § 22-41-105 — CO Code / Title 22 / Article 41 / Section 22-41-105
22-41-105. Income distinguished from principal
Status: in_force

22-41-105. Income distinguished from principal. (1) Any amount paid as a premium for an interest-bearing obligation in excess of the amount realized upon disposition of said obligation must be recovered as a return of principal out of interest thereafter derived from the public school fund. Such recovery must be made and recorded on a systematic basis applied consistently from year to year.

(2) Interest and income that is not distributed as specified in section 22-41-102 (3) on June 30 of any fiscal year becomes part of the principal of the public school fund.
C.R.S. § 22-11-603.5 — CO Code / Title 22 / Article 11 / Part 6 / Section 22-11-603.5
22-11-603.5. Centers of excellence awards
Status: in_force

22-11-603.5. Centers of excellence awards. (1) (a) The state board shall annually present financial awards to public schools in the state that enroll a student population of which at least seventy-five percent are at-risk pupils, as defined in section 22-54-103 (1.5), and that demonstrate the highest rates of student longitudinal growth, as measured by the Colorado growth model. The technical advisory panel convened pursuant to section 22-11-202 shall recommend to the state board, and the state board shall establish by rule, the method by which to identify schools that qualify for an award pursuant to this section.

(b) Awards issued pursuant to this section shall be known as "Centers of Excellence Awards".

(2) A school that receives an award pursuant to this section shall not qualify for an award pursuant to section 22-11-603.

(3) Notwithstanding the provisions of sections 22-11-602 (2) and 22-11-603 (2), of the moneys available for awards pursuant to this part 3, in the 2009-10 budget year and budget years thereafter, two hundred fifty thousand dollars shall be awarded to schools annually pursuant to this section. The department shall apportion the remainder between the "John Irwin schools of excellence awards" and the "Governor's Distinguished Improvement Awards" as provided in sections 22-11-602 (2) and 22-11-603 (2), respectively.
C.R.S. § 22-5-116 — CO Code / Title 22 / Article 5 / Section 22-5-116
22-5-116. Corporate status of boards of cooperative services
Status: in_force

22-5-116. Corporate status of boards of cooperative services. Each regularly organized board of cooperative services formed at any time is hereby declared to be a body corporate and in its name may hold title to personal property for any purpose authorized by law, sue, and be a party to contracts for any purpose authorized by law.
C.R.S. § 22-60.5-209 — CO Code / Title 22 / Article 60.5 / Part 2 / Section 22-60.5-209
22-60.5-209. Department of education - report to general assembly
Status: repealed

22-60.5-209. Department of education - report to general assembly. (Repealed)
C.R.S. § 22-105.5-103 — CO Code / Title 22 / Article 105.5 / Section 22-105.5-103
22-105.5-103. Definitions
Status: in_force

22-105.5-103. Definitions. As used in this article 105.5, unless the context otherwise requires:

(1) "Academic enrichment" means supplementary programming and services designed to improve or enhance a student's academic success in reading, language arts, mathematics, and science.

(2) "Affordable" means available to students at a rate determined by a scale based on the student's household income. The scale may range from no cost to no more than one hundred dollars per fiscal year per student.

(3) "Comprehensive" means available to students, at a minimum:

(a) Four days per calendar week during the school year, totaling no less than ten hours during the calendar week, except during a winter seasonal break; and

(b) No less than an average of twenty-five hours per calendar week during the summer seasonal break.

(4) "Department" means the department of education created and existing pursuant to section 24-1-115.

(5) "Eligible entity" means an entity that meets the eligibility criteria set forth in section 22-105.5-105.

(6) "Grant program" means the out-of-school time program grant program created pursuant to section 22-105.5-104.

(7) "Out-of-school time program" means a program that:

(a) Is available to students who are enrolled in a public school in kindergarten through twelfth grade; and

(b) Provides affordable and comprehensive academic enrichment and related services during times when school is not in session, including before school, after school, seasonal breaks, staff in-service days, staff conference days, or the fifth day of the week if the program serves students who are enrolled in a public school that operates on a four-day week.

(8) "State board of education" or "state board" means the state board of education created and existing pursuant to section 1 of article IX of the state constitution.
C.R.S. § 22-33-106 — CO Code / Title 22 / Article 33 / Part 1 / Section 22-33-106
22-33-106. Grounds for suspension, expulsion, and denial of admission
Status: in_force

22-33-106. Grounds for suspension, expulsion, and denial of admission. (1) The following may be grounds for suspension or expulsion of a child from a public school during a school year:

(a) Continued willful disobedience or open and persistent defiance of proper authority;

(b) Willful destruction or defacing of school property;

(c) Behavior on or off school property that is detrimental to the welfare or safety of other pupils or of school personnel, including behavior that creates a threat of physical harm to the child or to other children; except that, if the child who creates the threat is a child with a disability pursuant to section 22-20-103 (5), the child may not be expelled if the actions creating the threat are a manifestation of the child's disability. However, the child shall be removed from the classroom to an appropriate alternative setting within the district in which the child is enrolled for a length of time that is consistent with federal law, during which time the school in which the student is enrolled shall give priority to and arrange within ten days for a reexamination of the child's individualized education program to amend his or her program as necessary to ensure that the needs of the child are addressed in a more appropriate manner or setting that is less disruptive to other students and is in accordance with the provisions of article 20 of this title. Nothing in this paragraph (c) shall be construed to limit a school district's authority to suspend a child with a disability for a length of time that is consistent with federal law.

(c.5) (I) Declaration as a habitually disruptive student.

(II) For purposes of this paragraph (c.5), "habitually disruptive student" means a child who has caused a material and substantial disruption on school grounds, in a school vehicle, or at a school activity or sanctioned event three or more times during the course of a school year. Any student who is enrolled in a public school may be subject to being declared a habitually disruptive student.

(III) The student and the parent, legal guardian, or legal custodian shall have been notified in writing of each disruption counted toward declaring the student as habitually disruptive pursuant to this paragraph (c.5), and the student and parent, legal guardian, or legal custodian shall have been notified in writing and by telephone or other means at the home or the place of employment of the parent or legal guardian of the definition of "habitually disruptive student".

(IV) (Deleted by amendment, L. 2000, p. 1971, § 12, effective June 2, 2000.)

(d) Committing one of the following offenses on school grounds, in a school vehicle, or at a school activity or sanctioned event:

(I) Possession of a dangerous weapon without the authorization of the school or the school district;

(II) The use, possession, or sale of a drug or controlled substance as defined in section 18-18-102 (5), C.R.S.; or

(III) The commission of an act that, if committed by an adult, would be robbery pursuant to part 3 of article 4 of title 18, C.R.S., or assault pursuant to part 2 of article 3 of title 18, C.R.S., other than the commission of an act that would be third degree assault under section 18-3-204, C.R.S., if committed by an adult.

(e) Repeated interference with a school's ability to provide educational opportunities to other students.

(f) Carrying, using, actively displaying, or threatening with the use of a firearm facsimile that could reasonably be mistaken for an actual firearm in a school building or in or on school property. Each school district shall develop a policy that shall authorize a student to carry, bring, use, or possess a firearm facsimile on school property for either a school-related or a nonschool-related activity. Such policy shall also consider student violations under this section on a case-by-case basis using the individual facts and circumstances to determine whether suspension, expulsion, or any other disciplinary action, if any, is necessary.

(g) Pursuant to section 22-12-105 (3), making a false accusation of criminal activity against an employee of an educational entity to law enforcement authorities or school district officials or personnel.

(1.2) Each school district shall consider each of the following factors before suspending or expelling a student pursuant to subsection (1) of this section:

(a) The age of the student;

(b) The disciplinary history of the student;

(c) Whether the student has a disability;

(d) The seriousness of the violation committed by the student;

(e) Whether the violation committed by the student threatened the safety of any student or staff member; and

(f) Whether a lesser intervention would properly address the violation committed by the student.

(1.5) Notwithstanding any other provision of law, in accordance with the provisions of 20 U.S.C. sec. 7961, a student who is determined to have brought a firearm to a school, or to have possessed a firearm at a school, shall be expelled for a period of not less than one year; except that the superintendent of the student's school district may modify this requirement for a student on a case-by-case basis if such modification is in writing.

(2) Subject to the district's responsibilities under article 20 of this title, the following may be grounds for expulsion from or denial of admission to a public school, or diversion to an appropriate alternate program:

(a) Physical or mental disability such that the child cannot reasonably benefit from the programs available;

(b) Physical or mental disability or disease causing the attendance of the child suffering therefrom to be inimical to the welfare of other pupils.

(3) The following may constitute additional grounds for denial of admission to a public school:

(a) Graduation from the twelfth grade of any school or receipt of any document evidencing completion of the equivalent of a secondary curriculum;

(b) Failure to meet the requirements of age, by a child who has reached the age of six at a time after the beginning of the school year, as fixed by the board of education of the district in which the child applies for enrollment, as provided in section 22-1-115;

(c) Having been expelled from any school district during the preceding twelve months;

(d) Not being a resident of the district, unless otherwise entitled to attend under the provisions of article 23, 32, or 36 of this title;

(e) Failure to comply with the provisions of part 9 of article 4 of title 25, C.R.S. Any suspension, expulsion, or denial of admission for such failure to comply shall not be recorded as a disciplinary action but may be recorded with the student's immunization record with an appropriate explanation.

(f) Behavior in another school district during the preceding twelve months that is detrimental to the welfare or safety of other pupils or of school personnel.

(4) (a) Except as provided in paragraph (b) of this subsection (4), a school district shall prohibit any student who is expelled from a public school of the school district pursuant to paragraph (c) or (d) of subsection (1) of this section or pursuant to subsection (1.5) of this section from enrolling or reenrolling in the same school in which the victim of the offense or member of a victim's immediate family is enrolled or employed. If the school district has no actual knowledge of the name of the victim of the offense for which the student was expelled, the provisions of this subsection (4) shall be implemented only upon request of the victim or a member of the victim's immediate family.

(b) In any school district that has only one school in which the expelled student can enroll, the school district shall either:

(I) Prohibit the student expelled from the school district pursuant to paragraph (c) or (d) of subsection (1) of this section or pursuant to subsection (1.5) of this section from enrolling or reenrolling in the same school in which the victim of the offense or member of a victim's immediate family is enrolled or employed; or

(II) Design a schedule for the expelled student that, to the extent possible, avoids contact between the expelled student and the victim or a member of the victim's immediate family.

(c) The provisions of this subsection (4) shall not apply to an offense that constitutes a crime against property.

(d) The provisions of this subsection (4) shall apply only if the expelled student is convicted, is adjudicated a juvenile delinquent, receives a deferred judgment, or is placed in a diversion program as a result of committing the offense for which the student was expelled. Prior to implementation of the provisions of this subsection (4), the school district shall contact the appropriate court to determine whether the provisions of this subsection (4) apply to an expelled student. The school district shall be authorized by the provisions of section 19-1-303 (1)(b), C.R.S., to obtain such information.

(e) (I) Notwithstanding any other provision of law to the contrary, any county or district court shall have original concurrent jurisdiction to issue a temporary or permanent civil restraining order that enjoins the expelled student from enrolling or reenrolling in the same school in which the victim of the offense or member of a victim's immediate family is enrolled or employed.

(II) A motion for a temporary civil restraining order pursuant to this paragraph (e) shall be set for hearing, which hearing shall be ex parte, at the earliest possible time and shall take precedence over all matters except those matters of the same character that have been on the court docket for a longer period of time. The court shall hear all such motions as expeditiously as possible.

(5) If a student who is participating in online instruction is suspended or expelled on or after March 23, 2020, in violation of section 22-1-131 (4), the school district or public school that suspends or expels the student shall revoke the suspension or expulsion and expunge the suspension or expulsion from the student's record.
C.R.S. § 22-2-403 — CO Code / Title 22 / Article 2 / Part 4 / Section 22-2-403
22-2-403. Office of facility schools - created
Status: in_force

22-2-403. Office of facility schools - created. (1) There is created within the department the office of facility schools. The head of the office is the director of facility schools and is appointed by the commissioner of education in accordance with section 13 of article XII of the state constitution.

(2) The office of facility schools and the office of the director of facility schools exercise their powers and perform their duties and functions under the department, the commissioner of education, and the state board of education. The office of facility schools and the office of the director of facility schools are type 2 entities, as defined in section 24-1-105.
C.R.S. § 22-35-105 — CO Code / Title 22 / Article 35 / Section 22-35-105
22-35-105. Financial provisions - payment of tuition
Status: repealed

22-35-105. Financial provisions - payment of tuition. (1) A cooperative agreement shall include financial provisions that satisfy the requirements of this section.

(2) If a qualified student concurrently enrolls in a course offered by an institution of higher education, the institution is responsible for course content, placement of the student in the course, and the quality of instruction. In addition, because the qualified student is receiving academic credit at the qualified student's local education provider for the course pursuant to section 22-35-104 (5):

(a) The qualified student is included in the funded pupil count of the student's school district or, in the case of a student enrolled in an institute charter school, of the school's accounting district, as determined pursuant to article 54 of this title 22; and

(b) The institution of higher education shall include the qualified student in determining the number of full-time equivalent students enrolled in the institution pursuant to the provisions of title 23, C.R.S.

(3) (a) A cooperative agreement shall establish the tuition rate at which the local education provider shall pay the institution of higher education for any courses in which a qualified student of the local education provider concurrently enrolls at the institution. The tuition rate shall not exceed:

(I) For a course offered by a public community college, a public local district college, or an area technical college, the student share of the tuition rate established for Colorado residents enrolled in the course, which tuition rate is established by the state board for community colleges and occupational education pursuant to section 23-60-202 (1)(c)(I), C.R.S.; except that, if the local education provider is located outside the boundaries of every community college service area, as assigned by the commission pursuant to section 23-60-207, C.R.S., the tuition rate shall not exceed the actual student share of the resident tuition rate of the nearest Colorado public institution of higher education.

(II) For a course offered by any other institution of higher education, the student share of the tuition rate established for Colorado residents enrolled in a general studies course at a community college, which tuition rate is established by the state board for community colleges and occupational education pursuant to section 23-60-202 (1)(c)(I), C.R.S.; except that, if the local education provider is located outside the boundaries of every community college service area, as assigned by the commission pursuant to section 23-60-207, C.R.S., the tuition rate shall not exceed the actual student share of the resident tuition rate of the nearest Colorado public institution of higher education.

(b) Repealed.

(4) Repealed.

(5) A local education provider and an institution of higher education may elect to include in their cooperative agreement other financial provisions that are not inconsistent with the provisions of this section.
C.R.S. § 22-38-103 — CO Code / Title 22 / Article 38 / Section 22-38-103
22-38-103. Definitions
Status: in_force

22-38-103. Definitions. As used in this article, unless the context otherwise requires:

(1) "At-risk student" means a student who is in the sixth, seventh, eighth, or ninth grade, who is under seventeen years of age, and who has been the subject of at least one suspension in the past year.

(2) "Expelled student" means a student who has been expelled from school pursuant to section 22-33-105.

(3) "Pilot school" means a school created pursuant to this article by a school district, combination of school districts, board of cooperative services pursuant to section 22-5-104, or a private entity operating pursuant to a contract with the state board.

(4) "State board" means the state board of education.
C.R.S. § 22-13-105 — CO Code / Title 22 / Article 13 / Part 1 / Section 22-13-105
22-13-105. School transformation grants - application - awards - report
Status: repealed

22-13-105. School transformation grants - application - awards - report. (1) The state board, subject to available appropriations, shall award school transformation grants to one or more school districts or charter schools or to the institute to use in:

(a) Identifying and recruiting practicing and aspiring school turnaround leaders;

(b) Subsidizing the costs incurred for school turnaround leaders and their leadership staff, if appropriate, to participate in turnaround leadership development programs offered by identified providers;

(c) Reimbursing school turnaround leaders for the costs they incur in completing turnaround leadership development programs offered by identified providers;

(d) Providing educator professional development for educators working in public schools that are implementing priority improvement or turnaround plans;

(e) Providing services, support, and materials to transform instruction in public schools that are implementing priority improvement or turnaround plans; and

(f) Planning for and implementing one or more of the following rigorous school redesign strategies:

(I) Converting a district public school to a charter school if it is not already authorized as a charter school;

(II) Granting innovation school status to a district public school pursuant to section 22-32.5-104;

(III) With regard to a district or institute charter school, replacing the school's operator or governing board;

(IV) Contracting with a public or private entity other than the school district to partially or wholly manage a district public school, which entity is accepted by the department and the local school board as using research-based strategies and having a proven record of success working with schools under similar circumstances; or

(V) Closing a public school or revoking the charter for a district or institute charter school.

(2) A school district, the institute, or a charter school that seeks a school transformation grant must apply to the department as provided by rule of the state board. The department shall review all of the applications received and, based on the criteria adopted by rule, recommend to the state board the applicants that may receive school transformation grants and the grant amounts. Subject to available appropriations, the state board, taking into account the department's recommendations, shall award school transformation grants from money appropriated by the general assembly to the department for the program.

(3) Each school transformation grant may continue for up to three budget years. The department shall annually review each grant recipient's use of the grant money and may rescind the grant if the department finds that the grant recipient is not making adequate progress toward achieving the goals identified in the grant application.

(4) During the term of the grant, each grant recipient shall annually report to the department the information requested by the department to monitor the effectiveness of the school transformation grants, which must include consideration of the impact that the use of each grant makes on raising student achievement and establishing a positive school culture. Notwithstanding section 24-1-136 (11)(a)(I), the department shall analyze and summarize the reports received from grant recipients and annually submit to the state board, the governor, and the education committees of the senate and the house of representatives, or any successor committees, a report of the effectiveness of the school transformation grants awarded pursuant to this section. The department shall also post the annual report on its website.

(5) Repealed.
C.R.S. § 22-11-703 — CO Code / Title 22 / Article 11 / Part 7 / Section 22-11-703
22-11-703. Local accountability system - grant program established
Status: repealed

22-11-703. Local accountability system - grant program established. (1) There is established in the department the local accountability system grant program. A local education provider or group of local education providers may establish and seek funding through the grant program to support a local accountability system that supplements the state accountability system. A district charter school may choose, but is not required, to participate with the authorizing school district in an application pursuant to this section. In determining student success, a local accountability system may supplement the statewide performance indicators by using additional measures of achievement of the statewide performance indicators and by using additional indicators of student success. Additional indicators may include nonacademic student outcomes, which may reflect changes in student engagement, attitudes, and mindsets. A local accountability system is supplemental to the state accountability system and may be designed to:

(a) Fairly and accurately evaluate student success using multiple measures to develop a more comprehensive understanding of each student's success including additional performance indicators or measures, which may include nonacademic student outcomes such as student engagement, attitudes, and dispositions toward learning;

(b) Evaluate the capacity of the public school systems operated by the local education provider to support student success; and

(c) Use the results obtained from measuring student success and system support for student success as part of a cycle of continuous improvement.

(2) A local education provider that chooses to establish a local accountability system may apply to the department to receive grant money through the program to use in developing and implementing the local accountability system. The local education provider may work with one or more accountability system partners to:

(a) Establish and implement the local accountability system;

(b) Identify and develop appropriate measures for the local accountability system;

(c) Evaluate and provide evidence of the quality of the local accountability system measures;

(d) Design alternative templates and tools for reporting data concerning performance;

(e) Analyze data; and

(f) Assist with stakeholder communications.

(3) To participate in the grant program, a local education provider shall submit to the department an application that includes:

(a) The goals of the local accountability system that the local education provider plans to implement or is implementing;

(b) The name of any accountability system partner that the local education provider intends to work with or is working with in designing and implementing the local accountability system;

(c) If a group of local education providers is submitting the application, identification of each of the local education providers that has voluntarily chosen to participate in the application;

(d) A description of the individuals and entities within the local education provider and within the local education provider's community, including families, that the local education provider is working with to design and implement the local accountability system;

(e) The local education provider's expected timeline for designing and implementing the local accountability system;

(f) A statement concerning whether the local accountability system will include a supplemental report of public school and school district performance, as described in section 22-11-704 (1), as a supplement to the school and school district performance reports described in section 22-11-503; and

(g) A statement concerning whether the local accountability system will include using an alternative format, as described in section 22-11-704 (2), for the types of plans that the local education provider, and the public schools operated by the local education provider, are required to implement and how the local education provider expects to share key planning elements, including priority performance challenges, root causes, and major improvement strategies, with the department for statewide public reporting on improvement planning efforts.

(4) (a) The department shall review each application received to ensure that it includes the items specified in subsection (3) of this section. The department shall review the services proposed to be provided by each accountability system partner and determine:

(I) Whether the accountability system partner has a demonstrated history of providing effective support to local education providers; and

(II) If the accountability system partner is developing or evaluating local accountability system measures, whether it has expertise in measurement.

(b) If the department determines that an application is not complete or that a named accountability system partner does not meet the minimum requirements specified in subsection (4)(a) of this section, or if the department identifies an opportunity for additional partnerships among the grant applicants, the department shall notify the applying local education provider and allow the local education provider to resubmit the application.

(5) (a) Based on the review of the applications, the department shall recommend to the state board the applicants that may receive grants through the program and the amount of each grant. Taking into consideration the department's recommendations, and subject to available appropriations, the state board shall select the local education providers that receive grants through the program and the amount of each grant awarded.

(b) (I) The amount of a grant awarded pursuant to this section must be at least twenty-five thousand dollars per budget year but must not exceed fifty thousand dollars per budget year for a grant awarded to a single local education provider and must not exceed seventy-five thousand dollars per budget year for a grant awarded to a group of local education providers. The department shall distribute the amount of each grant over three budget years.

(II) Repealed.

(c) If the number of applications exceeds the amount appropriated for the grant program pursuant to subsection (6) of this section, the department in making recommendations and the state board in selecting recipients shall:

(I) Ensure that at least one recipient is a local education provider or group of local education providers that are rural school districts, as defined in section 22-7-1211, boards of cooperative services that consist of rural school districts, or charter schools that are located within rural school districts;

(II) Prioritize applicants that demonstrate a previous commitment of staff and resources toward development of a local accountability system;

(III) Recommend and select the grant recipients so as to distribute funding to a broad scope of projects located throughout the state; and

(IV) When appropriate, encourage applicants to work together toward shared goals.

(6) The general assembly may annually appropriate money to the department to implement the grant program, including money for grants and for the direct administrative costs incurred by the department. Any unexpended and unencumbered money from an appropriation made for the purposes of this section remains available for expenditure by the department for the purposes of this section in the following fiscal year without further appropriation. In addition, the department may accept gifts, grants, or donations from private or public sources for the purposes of this section; except that the department may not accept a gift, grant, or donation that is subject to conditions that are inconsistent with this section or any other law of the state. This section does not require the department to solicit money for implementation of this section.
C.R.S. § 22-33-201 — CO Code / Title 22 / Article 33 / Part 2 / Section 22-33-201
22-33-201. Legislative declaration
Status: in_force

22-33-201. Legislative declaration. The general assembly hereby finds that except when a student's behavior would cause imminent harm to others in the school or when an incident requires automatic expulsion as defined by state law or a school's conduct and discipline code, expulsion should be the last step taken after several attempts to deal with a student who has discipline problems. The general assembly further finds that school districts should work with the student's parent or guardian and with state agencies and community-based nonprofit organizations to develop alternatives to help students who are at risk of expulsion before expulsion becomes a necessary step and to support students who are unable to avoid expulsion.
C.R.S. § 22-30-121 — CO Code / Title 22 / Article 30 / Part 1 / Section 22-30-121
22-30-121. Rejection of final approved plan
Status: in_force

22-30-121. Rejection of final approved plan. (1) The plan of organization shall be deemed rejected if:

(a) The majority vote in any affected school district at the special school district organization election is not in favor of the final approved plan of organization; or

(b) A majority of the eligible electors who reside in territory that would be subject to an increase in the mill levy, if required by the final approved plan of organization, does not approve the mill levy increase.

(2) (a) If the final approved plan of organization involves fewer than three existing school districts and the final approved plan of organization is rejected, the committee shall be dissolved.

(b) If the final approved plan of organization involves three or more existing school districts and the final approved plan of organization is approved in at least two of the affected school districts, the members of the planning committee who were appointed from the approving school districts may continue as a planning committee and prepare and submit a new plan of organization involving only those school districts in which the plan of organization was approved.
C.R.S. § 22-9-107 — CO Code / Title 22 / Article 9 / Section 22-9-107
22-9-107. School district personnel performance evaluation councils - duties
Status: in_force

22-9-107. School district personnel performance evaluation councils - duties. (1) Every school district and board of cooperative services in the state subject to the provisions of this article shall have an advisory school district personnel performance evaluation council or advisory board of cooperative services personnel performance evaluation council, which shall, at a minimum, consist of the following members to be appointed by the local board of education or board of cooperative services:

(a) In the case of a school district, one teacher, one administrator, and one principal from the school district; one resident from the school district who is a parent of a child attending a school within said district; and one resident of the school district who is not a parent with a child in the district; or

(b) In the case of a board of cooperative services, one teacher, one administrator, and one principal representative of the school district or districts participating in the board of cooperative services; one person employed by the board of cooperative services who is defined as licensed personnel pursuant to section 22-9-103 (1.5); one resident who is a parent of a child attending a school within said district or districts; and one resident representative of the school district or districts participating in the board of cooperative services who is not a parent with a child in said district or districts.

(1.5) If a school district does not employ a principal and an administrator, but employs a single person as both principal and administrator, the school district is in compliance with paragraph (a) of subsection (1) of this section if the person employed as both principal and administrator serves on the advisory school district personnel performance evaluation council in addition to the required teacher and residents of the school district.

(2) Said council shall consult with the local board or board of cooperative services as to the fairness, effectiveness, credibility, and professional quality of the licensed personnel performance evaluation system and its processes and procedures and shall conduct a continuous evaluation of said system.

(3) The council for a school district may be composed of any other school district committee having proper membership, as defined in subsection (1) of this section.
C.R.S. § 22-80-112 — CO Code / Title 22 / Article 80 / Section 22-80-112
22-80-112. Pupils subject to rules
Status: in_force

22-80-112. Pupils subject to rules. All pupils of the school are required to conform to all applicable rules of the board of trustees and the regulations and policies of the school, and any failure to comply with the same will subject the offender, at the option of the board of trustees, to a loss of the privileges of the school.
C.R.S. § 22-33-111 — CO Code / Title 22 / Article 33 / Part 1 / Section 22-33-111
22-33-111. School discipline study - legislative declaration - task force appointed - repor
Status: repealed

22-33-111. School discipline study - legislative declaration - task force appointed - report - repeal. (Repealed)
C.R.S. § 22-40-103 — CO Code / Title 22 / Article 40 / Section 22-40-103
22-40-103. Change in needed tax revenues - unlawful
Status: in_force

22-40-103. Change in needed tax revenues - unlawful. A board of education or a board of county commissioners shall not modify the amount certified pursuant to section 22-40-102 as needed for any calendar year, nor shall said board of county commissioners be charged with any discretion in determining or reviewing the amounts so certified other than to ascertain if said amounts are within the limitations as prescribed by law.
C.R.S. § 22-5-114 — CO Code / Title 22 / Article 5 / Section 22-5-114
22-5-114. Eligibility for funds
Status: in_force

22-5-114. Eligibility for funds. (1) (a) Any board of cooperative services organized under the provisions of this article shall be eligible to receive such state moneys as may be available upon receiving approval by the state board.

(b) Approval to receive state moneys under this subsection (1) does not constitute approval to receive state moneys pursuant to section 22-5-118.

(2) Unless otherwise approved by the state board, to be eligible to receive state funds under this section and under section 22-5-118, a board of cooperative services shall meet all the following criteria:

(a) It shall serve school districts with a combined total enrollment of not less than four thousand students; and

(b) It shall either serve school districts in two or more counties or serve multiple school districts located in the same county.
C.R.S. § 22-80-110 — CO Code / Title 22 / Article 80 / Section 22-80-110
22-80-110. Nonresident students - admission
Status: in_force

22-80-110. Nonresident students - admission. Applicants for admission to the school from other states, if within the ages prescribed by section 22-80-109, may be admitted upon payment to the superintendent of such a sum quarterly as the board of trustees determines, to be not less than the total cost per capita of the students for the year immediately preceding the year in which the application is made. A failure on the part of the person so admitted or of his or her parents, guardian, or friends to make such payments to the superintendent shall be just cause for immediate dismissal of the student. No resident of another state or a territory shall be received or retained to the exclusion of any resident of the state of Colorado. The superintendent shall account for all moneys that may come into his or her hands by virtue of his or her office at each regular meeting of the board of trustees in an itemized statement, duly crediting the amounts to the persons from whom they are received.
C.R.S. § 22-60.5-309.5 — CO Code / Title 22 / Article 60.5 / Part 3 / Section 22-60.5-309.5
22-60.5-309.5. Licensed administrators - occasional teaching
Status: in_force

22-60.5-309.5. Licensed administrators - occasional teaching. Any administrator who holds a valid initial or professional administrator's license pursuant to this part 3, who has completed three or more years of successful experience working with students as a licensed or certificated professional in a public or nonpublic elementary or secondary school in this state or another state, and who, on occasion, functions as a teacher shall not be required to hold a valid initial or professional teacher license pursuant to part 2 of this article. The state board of education shall establish by rule what constitutes occasional teaching for purposes of this section.
C.R.S. § 22-42-115 — CO Code / Title 22 / Article 42 / Section 22-42-115
22-42-115. Form of bonds
Status: in_force

22-42-115. Form of bonds. The bonds issued under the provisions of this article shall be numbered consecutively, beginning with number one. The board of education of the district is authorized to prescribe the form of such bonds. Said bonds shall recite that they are issued pursuant to this article, and said bonds shall be signed by the president of the district, bear an impression of the seal of the district, and be attested by signature of the secretary. Coupons, if any, evidencing the interest thereon shall bear the signature of the president of the district, which may be affixed by him in person, or it may be an engraved or lithographed facsimile thereof. At the discretion of the board of education, any school bonds may be issued with privileges for registration of such bonds for payment as to principal, interest, or both. In the execution of bonds authorized pursuant to this article, the board of education may provide for the use of facsimile signatures and facsimile seals in the manner set forth in article 55 of title 11, C.R.S.
C.R.S. § 22-63-204 — CO Code / Title 22 / Article 63 / Part 2 / Section 22-63-204
22-63-204. Interest prohibited
Status: in_force

22-63-204. Interest prohibited. (1) It is unlawful for any teacher of a school district to take or receive any part or portion of moneys from the sale, proceeds, profit, or items in lieu thereof of any book, musical instrument, school supplies, school apparatus, or other materials, including custodial, office, and athletic supplies, sold to a minor, or the parent or guardian of any such minor, enrolled in the school where such teacher is performing services, or which may be sold to said school district; but it shall not be unlawful for a teacher to receive a part or portion of moneys from the sale, proceeds, profit, or items in lieu thereof if such teacher first obtains the written consent of the employing board.

(2) Any teacher who violates the provisions of subsection (1) of this section is, upon determination thereof, subject to the revocation of the teacher's license or authorization as provided in section 22-60.5-108.
C.R.S. § 22-31-134 — CO Code / Title 22 / Article 31 / Section 22-31-134
22-31-134. Validation
Status: in_force

22-31-134. Validation. All school elections and all acts and proceedings had or taken, or purportedly had or taken, prior to June 2, 1971, by or on behalf of any school district, under law or under color of law, preliminary to and in the holding and survey of all school elections are hereby validated, ratified, approved, and confirmed, notwithstanding any lack of power, authority, or otherwise, and notwithstanding any defects or irregularities in such elections, acts, and proceedings.
C.R.S. § 22-1-132 — CO Code / Title 22 / Article 1 / Section 22-1-132
22-1-132. Seizure safe schools - action plan - training - rules - short title - definition
Status: in_force

22-1-132. Seizure safe schools - action plan - training - rules - short title - definitions. (1) The short title of this section is "Joey's Law".

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

(a) "Appropriate staff" means one or more employees of the school whom the principal or equivalent executive, in consultation with the school nurse or health-care practitioner, determines to be the appropriate recipient or recipients of free seizure recognition and first aid training developed by recognized sources on epilepsy and seizure disorders, as identified by the department of education. "Appropriate staff" may include but need not be limited to employees who have direct contact with and supervision of students who have a seizure disorder.

(b) "Designated employee" means an employee of the school who is designated and trained by the school nurse or health-care practitioner on how to administer or assist with the administration of seizure treatment and medications, seizure rescue medications, and manual vagus nerve stimulation.

(c) "School" means a public school in the state that enrolls students in any of grades kindergarten through twelfth grade, including a traditional public school of a school district; a charter school of a school district; an institute charter school; or an approved facility school, as defined in section 22-2-402 (1); or a nonpublic school that enrolls students in any of grades kindergarten through twelfth grade.

(d) "Seizure action plan" means a written, individualized seizure action plan for a specific student, created by the school nurse or health-care practitioner, in conjunction with student's parent or legal guardian and the student's physician, as appropriate, that is designed to acknowledge and prepare for the health-care needs of a student diagnosed with a seizure disorder. The seizure action plan must be in accordance with the guidelines developed by the department of education.

(e) "Seizure disorder" means a medical condition, including epilepsy, in which episodes of uncontrolled activity in the brain produce symptoms that produce one or more seizures.

(3) (a) If a student has a diagnosed seizure disorder and the student might need medical intervention with seizure-related care in a school setting or school activity, the student's parent or legal guardian is encouraged to create, in conjunction with school personnel, sign, and submit to the student's school an individualized seizure action plan for the student. The school nurse or health-care practitioner shares responsibility with the school administrators for the management of the student's seizure disorder while the student is at school, during any school-sponsored activities, and while in transit to or from school or school-sponsored activities if the student is being transported by school district personnel.

(b) A public school shall, and a nonpublic school is encouraged to, follow the school district's or public school's medication policy in approving any individualized seizure action plan submitted pursuant to subsection (3)(a) of this section and ensuring that the individualized seizure action plan is in accordance with the "Nurse and Nurse Aide Practice Act", article 255 of title 12.

(c) A student's parent or legal guardian is encouraged to submit the required information for the student's individualized seizure action plan or an amended seizure action plan to the student's school:

(I) At the beginning of the school year or upon the student's enrollment;

(II) As soon as practicable following the student's diagnosis of a seizure disorder; or

(III) If a student's health status changes significantly during the school year.

(d) A student's parent or legal guardian is encouraged to inform the student's school, in a timely manner, of any changes needed to the student's individualized seizure action plan or emergency contact information.

(4) (a) Within sixty days after the beginning of the 2021-22 academic year and each year thereafter, each public school shall, and each nonpublic school is encouraged to, provide training to one or more appropriate staff on the recognition of the signs and symptoms of seizures and the appropriate steps for seizure first aid.

(b) No later than eight weeks after the school is notified of a student who has been diagnosed with a seizure disorder or the receipt of an individualized seizure action plan signed by the student's parent or legal guardian, whichever is later, each public school shall, and each nonpublic school is encouraged to, have at least one designated employee who has met the training requirements necessary to administer or assist with the administration of seizure treatment medications, seizure rescue medications, and manual vagus nerve stimulation.

(c) Any programs or guidelines adopted pursuant to this subsection (4) to train school personnel in the health-care needs of students who have been diagnosed with a seizure disorder must be consistent with programs and guidelines developed by recognized sources on epilepsy and seizure disorders and developed in consultation with a state organization that represents school nurses, as identified by the department of education.

(d) On or before December 31, 2021, the state board of education, with assistance from recognized sources on epilepsy and seizure disorders, and in consultation with a state organization that represents school nurses shall promulgate rules for individualized seizure action plans, including training and seizure care guidelines.
C.R.S. § 22-31-131 — CO Code / Title 22 / Article 31 / Section 22-31-131
22-31-131. Election procedures in districts composed of a city and county
Status: in_force

22-31-131. Election procedures in districts composed of a city and county. (1) The regular biennial school election in each school district coterminous with a city and county shall be held on the first Tuesday in November of each odd-numbered year, shall be conducted and supervised by the election commission of the city and county, and shall be governed by articles 1 to 13 of title 1. Limits on contributions to candidates for the board of education of such school district are specified in section 1-45-103.7 (1.7). The disclosure of such contributions is governed in accordance with sections 1-45-108 and 1-45-109.

(1.5) (a) The general assembly hereby finds and declares that:

(I) In enacting section 7 of article XX of the state constitution, the people of the state of Colorado recognized the uniqueness of the city and county of Denver and provided for the city and county of Denver to constitute a single school district, district number 1;

(II) Section 7 of article XX of the state constitution, provides that the conduct, affairs, and business of district number 1 for the city and county of Denver be in the hands of a board of education consisting of such numbers and elected in such manner as the general school laws of the state shall provide;

(III) The principle of shared decision-making by the board of education, the individual school, and the parents of children enrolled in the individual school is being stressed in district number 1;

(IV) All communities of district number 1, especially the parents of pupils enrolled in the district, should be represented on the board of education and the views of such communities will be better represented if five of the seven members of the board of education are elected under a director district plan of representation;

(V) Such a director district plan of representation for district number 1 would promote accountability of members of the board of education of district number 1 to the needs of their constituents.

(b) (I) On and after January 1, 1993, each school district coterminous with a city and county shall elect a seven-member board of education with one eligible elector elected from each of five director districts and two eligible electors elected from the district at large. Directors elected from each of the five director districts shall be voted on by the eligible electors residing within the director district only, but the two directors elected at large shall be voted on by the electors of the entire district. Directors shall be elected for four-year terms.

(II) (Deleted by amendment, L. 2004, p. 195, § 14, effective August 4, 2004.)

(c) (I) (Deleted by amendment, L. 2004, p. 195, § 14, effective August 4, 2004.)

(II) The board of education for school district number 1 shall provide for the revision of the director district boundaries following each federal census.

(1.7) (Deleted by amendment, L. 2004, p. 195, § 14, effective August 4, 2004.)

(2) to (11) (Deleted by amendment, L. 92, p. 835, § 31, effective January 1, 1993.)

(12) (a) (Deleted by amendment, L. 2006, p. 606, § 23, effective August 7, 2006.)

(b) and (c) (Deleted by amendment, L. 2004, p. 195, § 14, effective August 4, 2004.)
C.R.S. § 22-30.5-506 — CO Code / Title 22 / Article 30.5 / Part 5 / Section 22-30.5-506
22-30.5-506. State charter school institute fund - created
Status: in_force

22-30.5-506. State charter school institute fund - created. (1) The state charter school institute is authorized to receive and expend gifts, grants, and donations of any kind from any public or private entity to carry out the purposes of this part 5, subject to the terms and conditions under which given; except that no gift, grant, or donation shall be accepted if the conditions attached thereto require the use or expenditure thereof in a manner contrary to law. Any gifts, grants, or donations received pursuant to this subsection (1) shall be transmitted to the state treasurer who shall credit the same to the state charter school institute fund, hereinafter referred to as the "fund", which fund is hereby created in the state treasury. Moneys in the fund are continuously appropriated to the institute, to offset the actual and reasonable costs incurred by the institute in implementing this part 5. All investment earnings derived from the deposit and investment of the moneys in the fund shall be credited to the fund. Any unexpended and unencumbered moneys remaining in the fund at the end of any fiscal year shall remain in the fund and shall not be transferred to the general fund or any other fund.

(2) (a) The institute shall not be obligated to commence operations necessary to receive applications, until such time as there is at least fifty thousand dollars in the fund, whether received from gifts, grants, donations, or other sources.

(b) The institute shall not be obligated to commence review of applications actually received, until such time as the balance in the fund reaches at least one hundred fifty thousand dollars, whether received from gifts, grants, donations, or other sources.

(3) The state charter school institute shall create in the fund a school food authority account, and any moneys received by the state charter school institute as a result of its operations as a school food authority shall be credited to the school food authority account. Any moneys credited to the school food authority account are continuously appropriated to the state charter school institute to offset the costs incurred in operating as a school food authority.

(4) (a) The state charter school institute shall create in the fund an account for payment of the institute's administrative overhead costs, as defined in section 22-30.5-513 (1)(h), which account consists solely of moneys retained by the institute from the institute charter schools' adjusted per pupil revenues and per pupil online funding pursuant to section 22-30.5-513 (4)(a)(I.5)(E). Except as otherwise provided in paragraph (b) of this subsection (4), at the end of a budget year, if the amount of unexpended and unencumbered moneys remaining in the account exceeds twenty percent of the amount retained by the institution pursuant to section 22-30.5-513 (4)(a)(I.5)(E) for the applicable budget year, the institute shall transfer the amount of the excess to the institute charter school assistance fund created in section 22-30.5-515.5.

(b) The institute board may adopt a formula to annually adjust the percentage limit on the fund balance specified in paragraph (a) of this subsection (4) 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.
C.R.S. § 22-30-109 — CO Code / Title 22 / Article 30 / Part 1 / Section 22-30-109
22-30-109. Meetings - notice
Status: in_force

22-30-109. Meetings - notice. All meetings of the committee shall be open to the public pursuant to the provisions of section 24-6-402, C.R.S., and shall be held only after full and timely public notice. The chair may call special meetings upon notice mailed by the secretary to each member at least five days before such meeting. A meeting of the committee shall be called by the chair on written request of three members of the committee upon notice mailed by the secretary to each member at least five days before such meeting.
C.R.S. § 22-9.7-103 — CO Code / Title 22 / Article 9.7 / Section 22-9.7-103
22-9.7-103. Early childhood educator development scholarship fund - created
Status: in_force

22-9.7-103. Early childhood educator development scholarship fund - created. (1) It is the intent of the general assembly that any costs associated with implementing this article shall be paid for by the receipt of any available federal moneys or other gifts, grants, or donations and that no additional general fund moneys be appropriated for the implementation of the grant program.

(2) The department is authorized to seek, accept, and expend any federal moneys or other gifts, grants, or donations for the purposes of this article. If necessary, any gifts, grants, or donations shall be transmitted to the state treasurer who shall credit them to the early childhood educator development scholarship fund, which fund is hereby created and referred to in this section as the "fund".

(3) The moneys in the fund shall be continuously appropriated to the department for the direct and indirect costs associated with implementing this article. Any moneys in the fund not expended for the purpose of this article may be invested by the state treasurer as provided by law. All interest and income derived from the investment and deposit of moneys in the fund shall be credited to the fund. Any unexpended and unencumbered moneys remaining in the fund at the end of a fiscal year shall remain in the fund and shall not be credited or transferred to the general fund or another fund.

(4) The department shall retain only the actual amount of direct and indirect costs necessary to implement this article.
C.R.S. § 22-32-101 — CO Code / Title 22 / Article 32 / Section 22-32-101
22-32-101. Corporate status of school districts
Status: in_force

22-32-101. Corporate status of school districts. Each regularly organized school district heretofore or hereafter formed is declared to be a body corporate with perpetual existence, and in its name it may hold property for any purpose authorized by law, sue and be sued, and be a party to contracts for any purpose authorized by law.
C.R.S. § 22-30.7-106 — CO Code / Title 22 / Article 30.7 / Section 22-30.7-106
22-30.7-106. Certification of multi-district online schools - criteria - rules
Status: in_force

22-30.7-106. Certification of multi-district online schools - criteria - rules. (1) If a school district, a group of two or more school districts, a board of cooperative services created pursuant to section 22-5-104, or the state charter school institute established pursuant to section 22-30.5-503 chooses to authorize a multi-district online school, the school district, group of two or more school districts, board of cooperative services, or state charter school institute shall, prior to authorizing the multi-district online school, apply to the online division for certification of the multi-district online school.

(2) Notwithstanding the provisions of subsection (1) of this section, the state board may, in its discretion, waive the requirement that an authorizer that chooses to authorize a multi-district online school apply to the online division for certification of the school if the multi-district online school that the authorizer seeks to authorize has ten or fewer students from outside the school district enrolled in the school.

(3) Notwithstanding the provisions of subsection (1) of this section, an authorizer of a single-district online program or online school that becomes a multi-district online school shall not be required to apply to the online division for certification of the multi-district online school in the event that ten or fewer students from outside the school district in which the single-district online program or online school is operating enroll in the multi-district online school.

(4) The state board shall promulgate rules specifying criteria to be used by the online division in certifying multi-district online schools. The criteria shall include, but need not be limited to, the following:

(a) Whether the authorizer of the multi-district online school possesses adequate resources and the capacity to oversee the multi-district online school, including but not limited to oversight of the following components of the multi-district online school:

(I) Curriculum and instruction;

(II) Use of software applications and technology;

(III) Data gathering, analysis, and reporting;

(IV) Human resources management;

(V) Financial management, facilities management, and risk management; and

(VI) Other relevant public education administration functions;

(b) Whether the plan for operating and monitoring the multi-district online school agreed to by the authorizer of the multi-district online school and the principal, director, or other chief administrator of the multi-district online school adequately addresses, at a minimum, consideration of the following elements:

(I) The multi-district online school's vision, mission, and goals;

(II) The multi-district online school's organizational structure and governance, including governing board and school policies and procedures;

(III) Equitable access for all students;

(IV) Guidance counseling for all students enrolled in the multi-district online school;

(V) Student academic credit policies;

(VI) Student achievement and attendance policies, including but not limited to monitoring graduation and dropout rates;

(VII) Student records policies and procedures;

(VIII) Student admission and placement policies and procedures;

(IX) Staff development plans;

(X) Student services, including counseling and tutorial support;

(XI) Staff, student, and parent handbooks;

(XII) Employment and contractor policies and procedures;

(XIII) Annual budgeting and finance practices;

(XIV) Facility plans, including any contemplated physical sites;

(XV) Risk management;

(XVI) Data development, analysis, and reporting; and

(XVII) Policies and procedures for facilitating communication between the multi-district online school, parents, and school districts in which students who are enrolled in the multi-district online school reside; and

(c) The degree to which the multi-district online school will satisfy the quality standards for online programs and online schools described in section 22-30.7-105.

(5) On or before January 1, 2008, the state board shall promulgate rules establishing processes and timelines by which a prospective authorizer may apply to the online division for certification of a multi-district online school pursuant to this section.

(6) On or before January 1, 2008, the state board shall create an expedited procedure for the approval or denial of certification for multi-district online schools that were operating as of January 1, 2007.

(7) Notwithstanding any provision of this section to the contrary, an authorizer of a multi-district online school that was operating as of January 1, 2007, may continue to operate until August 1, 2008, without receiving certification of the school by the online division pursuant to this section.

(8) The state board shall not approve the certification of a multi-district online school until the state board has promulgated rules for such certification pursuant to this section.

(9) The department shall determine whether a newly authorized multi-district online school is actually a new multi-district online school or a successor to a previously authorized multi-district online school by applying criteria adopted by the department. If the department determines that a newly authorized multi-district online school is a successor school, the authorizer for the multi-district online school may, within thirty days after receiving notice of the decision, appeal the decision to the state board pursuant to the state board's administrative policies.
C.R.S. § 22-30.5-104.7 — CO Code / Title 22 / Article 30.5 / Part 1 / Section 22-30.5-104.7
22-30.5-104.7. Charter school networks - authority - definitions
Status: in_force

22-30.5-104.7. Charter school networks - authority - definitions. (1) As used in this section, unless the context otherwise requires, "charter school network" means a charter school pursuant to this part 1, an institute charter school pursuant to part 5 of this article, or a charter school authorized by the Colorado school for the deaf and the blind, any of which subsequently organizes an additional school or schools pursuant to the same statutory authority. A charter school network is responsible for governance, oversight, and monitoring of compliance and performance for each school, as required by the charter contract or contracts and by applicable state or federal laws.

(2) Notwithstanding any provision of this article to the contrary, a charter school network:

(a) May hold one or more charter contracts through one or more authorizers for purposes of operating more than one school;

(b) May be governed by a single governing body;

(c) May use one or more charter contracts if the charter school network operates more than one school through the same authorizer; except that, if more than one school holding a distinct school code assigned by the department operates under the same contract, the authorizer is:

(I) Obligated to separately accredit each school; and

(II) Legally empowered to not renew, revoke, or otherwise take action with respect to each school without being obligated to take action toward another school operated by the charter school network;

(d) Is authorized to make necessary and appropriate expenditures from any lawful source for central office purposes and to allocate funds among the schools that it operates, as permitted by law and consistent with the terms of the charter contract. A charter school network:

(I) Shall not spend additional local revenues authorized pursuant to sections 22-54-107.5, 22-54-108, and 22-54-108.5 or proceeds from bonded indebtedness incurred pursuant to article 42 of this title that are allocated for a school authorized by one authorizer to support a school authorized by a different authorizer;

(II) Shall account for all additional local revenues authorized pursuant to sections 22-54-107.5, 22-54-108, and 22-54-108.5 or proceeds from bonded indebtedness incurred pursuant to article 42 of this title and their expenditure and shall report the expenditures separately, as needed, to demonstrate that the funds have been expended appropriately;

(III) Commencing July 1, 2015, comply with section 22-44-304 (1)(d) in reporting expenditures at the local education provider and school-site level.

(3) Nothing in this section affects the process for granting or denying a request for a separate or new school code to any one school within a charter school network.

(4) Nothing in this section allows a charter school network to open a school without authorizer consent as part of the application process pursuant to section 22-30.5-107, 22-30.5-510, or 22-80-102 (4)(b).

(5) The authorizer of a school that is part of a charter school network shall collect, analyze, and report data from state assessments in accordance with statute, state board rules, and school district or state charter school institute performance frameworks for each school operated by the charter school network. The charter school network shall report the performance of each school as a separate school, and each school must be held independently accountable for its performance.

(6) Each charter school network shall comply with the audit requirements imposed on charter schools as follows:

(a) The charter school network shall be audited as an organization, treating the charter school network as a single legal entity; except that the authorizing school district for a charter school that is included in the network may request and the network shall provide an audit of the school district's charter school;

(b) The charter school network shall report as supplementary information in its audited financial statements a balance sheet and statement of revenues, expenditures, and changes in fund balances using the modified accrual basis of accounting for each charter school campus that has a separate school code within the charter school network; and

(c) The audit must address compliance with paragraph (d) of subsection (2) of this section.
C.R.S. § 22-45-104 — CO Code / Title 22 / Article 45 / Section 22-45-104
22-45-104. Fees - fines - disposition
Status: in_force

22-45-104. Fees - fines - disposition. All moneys collected from fees or fines fixed and imposed by the board of education of any school district shall be paid over to the treasurer of such board as received, or in no event later than the tenth day of the month following that in which collected, and shall be credited and deposited in the same manner as other moneys belonging to the district.
C.R.S. § 22-30.5-105.3 — CO Code / Title 22 / Article 30.5 / Part 1 / Section 22-30.5-105.3
22-30.5-105.3. Charter schools - alternative administrative units - process
Status: in_force

22-30.5-105.3. Charter schools - alternative administrative units - process. (1) A charter school that is part of a charter school network or a member of a charter school collaborative, which network or collaborative is authorized as an administrative unit pursuant to section 22-20-106, shall notify its authorizing school district of its intent to participate in the administrative unit of the network or collaborative with which the charter school is affiliated. After the department approves the application of a charter school network or collaborative to form an alternative administrative unit pursuant to section 22-20-106, the charter school that is part of the charter school network or collaborative authorized as an administrative unit and its authorizing school district shall amend the charter contract, pursuant to this subsection (1), as necessary to allow the charter school to participate in the alternative administrative unit.

(2) (a) A charter school may enter into an agreement to participate in an existing alternative administrative unit if the charter school:

(I) Demonstrates the capacity and commitment to serve children with disabilities, as defined in section 22-20-103, through an analysis of the charter school's existing record of serving children with disabilities or by expressly submitting a plan to the alternative administrative unit articulating an existing or intended commitment;

(II) Creates a strategic plan for the enrollment of children with disabilities in the charter school to increase educational options for families with children with disabilities;

(III) Has or develops and implements special education programming that results in the continued enrollment of children with disabilities;

(IV) Has or develops and implements multi-tiered systems of support to identify and refer children with disabilities to special education services; and

(V) Demonstrates how the agreement with the alternative administrative unit will allow the charter school to better and more efficiently serve children with disabilities.

(b) A charter school may submit a request to an existing alternative administrative unit to enter into an agreement to participate in the existing alternative administrative unit. An existing alternative administrative unit may enter into an agreement only if the existing alternative administrative unit determines that the charter school meets the criteria set forth in subsection (2)(a) of this section.

(c) A charter school that enters into an agreement to participate in an alternative administrative unit pursuant to subsection (2)(b) of this section shall notify its authorizing school district of the intent to participate in an alternative administrative unit. After the department approves an application for the reorganization of the alternative administrative unit to include the charter school, the charter school and its authorizing school district shall amend the charter contract, pursuant to this section, as necessary to allow the charter school to participate in the alternative administrative unit.

(3) (a) If the authorizing school district objects to amending a charter school's contract to allow participation in an alternative administrative unit pursuant to subsection (1) or (2) of this section, the authorizing school district shall provide to the charter school a written explanation of the grounds for its objection. If the department has approved an alternative administrative unit to include the charter school but the charter school and its authorizing school district cannot agree on an amendment to the charter contract for the charter school to participate in the alternative administrative unit, the charter school may file a notice with the state board as provided in section 22-30.5-108 to appeal the decision of its authorizing school district as a unilateral imposition of conditions on the charter school. The state board shall decide the appeal pursuant to section 22-30.5-108.

(b) Negotiations to amend the charter contract to allow the charter school to participate in the alternative administrative unit must not include negotiations regarding terms of the charter contract that are not directly impacted by the charter school's participation in the alternative administrative unit and must not unilaterally reopen the charter school's authorization. The amended contract may include provisions permitting consideration of the charter school's special education performance as part of the overall charter school performance.

(4) (a) A charter school that participates in an alternative administrative unit is not responsible for paying any portion of the special education costs of its authorizing school district.

(b) For a child with disabilities who is enrolled in a charter school that participates in an alternative administrative unit, the alternative administrative unit, for the duration of the child's enrollment in the charter school, is solely legally and fiscally responsible for specialized instruction and related services to provide a free appropriate public education for the child and for dispute resolution pursuant to the "Exceptional Children's Educational Act", article 20 of this title 22, and the federal "Individuals with Disabilities Education Act", 20 U.S.C. sec. 1400 et seq., as amended. Dispute resolution includes, but is not limited to, resolution of state complaints, due process hearings, and investigations by the federal department of education.

(5) A school district shall not require a charter school to participate in an alternative administrative unit as a condition of approval of its application or approval or renewal of its contract with the school district.
C.R.S. § 22-20-117 — CO Code / Title 22 / Article 20 / Part 1 / Section 22-20-117
22-20-117. Study of funding education programs for children with disabilities - report to t
Status: repealed

22-20-117. Study of funding education programs for children with disabilities - report to the general assembly - repeal. (Repealed)
C.R.S. § 22-82.8-103 — CO Code / Title 22 / Article 82.8 / Section 22-82.8-103
22-82.8-103. Breakfast after the bell nutrition program - creation - objectives - requirement
Status: in_force

22-82.8-103. Breakfast after the bell nutrition program - creation - objectives - requirements - administration. (1) There is hereby created the breakfast after the bell nutrition program. The purpose of the program is to offer a free breakfast to each student enrolled in a public school that has seventy percent or more students who are eligible for free or reduced-cost lunch under the school lunch program.

(2) The objectives of the program are to:

(a) Increase the total number of children eating breakfast on school days;

(b) Increase the consumption of high-nutrition foods, making breakfast programs more effective;

(c) Improve academic performance by preparing children to learn;

(d) Improve the overall health of the children of Colorado; and

(e) Generate additional revenue for school nutrition programs through federal and state reimbursements.

(3) (a) Beginning in the 2014-2015 school year, except as provided for in paragraph (d) of this subsection (3) and subsection (4) of this section, each public school in the state that has eighty percent or more students who are eligible for free or reduced-cost lunch under the school lunch program in the prior school year shall offer a free breakfast to each student in the school. If a public school falls below the eighty percent threshold for two consecutive years, it has the option to continue participating in the program but is not required to do so. A public or charter school that does not participate in the school lunch program is not required to participate.

(b) Beginning in the 2015-2016 school year, and each year thereafter, except as provided for in this subsection (3) and subsection (4) of this section, each public school in the state that has seventy percent or more students who are eligible for free or reduced-cost lunch under the school lunch program in the prior school year shall offer a free breakfast to each student in the school. If a public school falls below the seventy percent threshold for two consecutive years, it has the option to continue participating in the program but is not required to do so. A public school or charter school that does not participate in the school lunch program is not required to participate.

(c) Each public school, school district, or board of cooperative services may determine the breakfast serving model that best suits its students. Serving models may include, but need not be limited to, breakfast in the classroom, grab and go breakfast, or a breakfast after first period. The breakfast shall be served at a time to be determined by the public school or school district, so long as it occurs after the first bell. A school that has seventy percent or more students receiving free or reduced lunch under the school lunch program and that can demonstrate that at least ninety percent of its students take bus transportation to school may opt to offer its breakfast program on the bus rather than on school grounds. Such a school is required to offer breakfast after the bell to any student who arrives late or arrives by another mode of transportation.

(d) Small rural school districts, as defined by the department, that have a student population of fewer than one thousand are exempt from the program but may participate if otherwise eligible.

(4) In the event that federal per-meal reimbursements for free or reduced school breakfasts are decreased below the 2013 levels or eliminated by congress under the "Child Nutrition Act", 42 U.S.C. 1773(b) or the school lunch program, schools that are otherwise required to offer breakfast pursuant to this section are exempt from the program.

(5) A school that has seventy percent or more students receiving free or reduced lunch under the school lunch program and that has a state-licensed before-school care program may opt to offer its breakfast program during the before-school care program to those students enrolled in such program rather than after the bell. The school must offer breakfast after the bell to any student who does not participate in the before-school care program.

(6) All breakfasts served in a program required by this article must comply with federal meal patterns and nutrition standards for school breakfast programs that are set forth in the federal "Healthy, Hunger-Free Kids Act of 2010", Pub.L. 111-296, and any regulations or rules interpreting that act.
C.R.S. § 22-91-102 — CO Code / Title 22 / Article 91 / Section 22-91-102
22-91-102. Definitions
Status: repealed

22-91-102. Definitions. As used in this article 91, unless the context otherwise requires:

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

(2) "Education provider" means a school district, a board of cooperative services, a charter school authorized by a school district pursuant to part 1 of article 30.5 of this title, or a charter school authorized by the state charter school institute pursuant to part 5 of article 30.5 of this title.

(2.5) "First-generation college student" means:

(a) An individual both of whose parents did not complete a baccalaureate degree; or

(b) In the case of an individual who regularly resided with and received support from only one parent, an individual whose only such parent did not complete a baccalaureate degree.

(3) "Postsecondary service provider" means an independent agency whose primary purpose is to provide career and college preparatory services to students.

(4) "Program" means the school counselor corps grant program created in section 22-91-103.

(5) "Recipient school" means a school at which an education provider will use money received from the program to either increase the number of school counselors or otherwise raise the level of school counseling provided.

(5.5) "School" means a public elementary, middle, junior high, or high school.

(6) "School counselor" means a person who holds a special services provider license with a school counselor endorsement issued pursuant to article 60.5 of this title 22 or who is otherwise endorsed or accredited by a national association to provide school counseling services. "School counselor" includes a person who holds a special services intern authorization pursuant to section 22-60.5-111 (3).

(7) Repealed.

(8) "State board" means the state board of education created pursuant to section 1 of article IX of the state constitution.

(9) "Work-based learning" has the same meaning as set forth in section 8-83-601 (15).
C.R.S. § 22-35-113 — CO Code / Title 22 / Article 35 / Section 22-35-113
22-35-113. Concurrent enrollment - website
Status: in_force

22-35-113. Concurrent enrollment - website. (1) By July 1, 2020, the department of education and the department of higher education, with advice from the state board, shall make available to the public a concurrent enrollment website to provide information to students, parents, and legal guardians concerning concurrent enrollment options and requirements. The departments must ensure that the website is clear, easy to navigate, and generally user-friendly. In addition, the website must at a minimum:

(a) Clearly explain, differentiate, compare, and contrast concurrent enrollment; dual enrollment programs; early college; the ASCENT program; the TREP program; p-tech high schools, as defined in section 22-35.3-102; international baccalaureate programs; and advanced placement courses;

(b) Explain and differentiate the challenges, benefits, and costs of participating in the programs listed in subsection (1)(a) of this section;

(c) Provide information concerning concurrent enrollment in course work related to apprenticeship programs or internship programs, including the postsecondary credit available for completing the course work;

(d) Provide information concerning the eligibility requirements and the general procedure to apply to participate in concurrent enrollment and, where available, links to information on local education provider websites concerning participation in concurrent enrollment;

(e) Provide information concerning concurrently enrolling in postsecondary courses as online or blended learning courses, including the postsecondary courses available through the statewide supplemental online and blended learning program described in section 22-5-119;

(f) Provide information concerning the payment of the costs of concurrent enrollment, including tuition, which is not chargeable to the student or the student's parent or legal guardian, fees and books, which may be chargeable to the student or the student's parent or legal guardian, and transportation;

(g) Explain the transferability of postsecondary credits earned through concurrent enrollment, including any limits on transferring the credits;

(h) Provide information concerning the costs of enrolling in postsecondary education, including career and technical education courses and certificate programs, following high school graduation;

(i) Provide a link to information provided by the Colorado workforce development council concerning apprenticeship programs, internship programs, and the annual Colorado talent report produced pursuant to section 24-46.3-103; and

(j) Provide a link to information concerning average wages for graduates from different programs at different institutions of higher education.
C.R.S. § 22-14-109.5 — CO Code / Title 22 / Article 14 / Section 22-14-109.5
22-14-109.5. Ninth-grade success grant program - created - criteria - use of grant money - ap
Status: repealed

22-14-109.5. Ninth-grade success grant program - created - criteria - use of grant money - appropriation - report - rules - definitions - repeal. (1) 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 an institute charter school authorized by the state charter school institute pursuant to part 5 of article 30.5 of this title 22.

(b) "Program" means the ninth-grade success grant program created in this section.

(c) "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 kindergarten through twelfth grade.

(d) "Student group" has the same meaning as provided in section 22-11-103.

(e) "Success team" means a cross-disciplinary team of ninth-grade teachers and support staff as described in subsection (5) of this section.

(2) (a) There is created in the department the ninth-grade success grant program to provide funding to local education providers and charter schools to implement a ninth-grade success program, as described in subsection (5) of this section, to assist students enrolled in ninth grade to develop the skills they need to successfully persist to high school graduation and succeed in their education and professional careers.

(b) Notwithstanding any provision of this section to the contrary, an alternative education campus designated pursuant to section 22-7-604.5 may not apply for or receive money or services through a grant awarded pursuant to this section.

(3) (a) A local education provider or charter school that serves students enrolled in grades nine through twelve and that chooses to apply for a grant through the program must submit a grant application to the department in accordance with rules adopted by the state board. A local education provider or charter school that is selected to receive a grant must, as a condition of accepting the grant, provide a grant match, which may include in-kind contributions, in an amount set by the state board, which amount must not exceed:

(I) Fifteen percent of the grant amount for a local education provider that is a small rural school district or for a charter school; and

(II) Twenty-five percent of the grant amount for all other local education providers.

(b) A grant application at a minimum must include:

(I) The applicant's four-year graduation rate for the three preceding school years;

(II) Whether the applicant has a data system that allows school leaders and teachers real-time access to integrated data concerning a student's behavior, attendance, and grades and allows comparison of the data across demographic categories and student groups;

(III) For a local education provider, designation of the schools in which the local education provider will use the grant money to implement ninth-grade success teams;

(IV) Indication of the applicant's ability to provide the required grant match and any type and value of in-kind contribution that the applicant may provide; and

(V) Any additional information required by rule of the state board that assists the department in determining the likelihood that, in implementing the success teams, the applicant will be successful in improving the success of students enrolled in ninth grade.

(4) (a) The department shall review each of the applications received pursuant to this section and recommend to the state board applicants to receive grants and the amount, duration, and grant match amount of each recommended grant. Beginning in the 2019-20 budget year, the state board, subject to available appropriations, shall award the grants, taking into consideration the recommendations of the department. In awarding a grant, the state board shall specify the amount and duration of the grant and the amount of the grant match, including any type of in-kind contribution, that the grant recipient must provide.

(b) The department and the state board, in recommending and awarding grants, shall prioritize applicants that:

(I) Have a four-year graduation rate that, over the preceding three school years, has consistently ranked within the lowest twenty percent of the four-year graduation rates for public high schools in the state;

(II) Propose programming focused on evidence-informed, as defined in section 22-2-146.6, mathematics skills, intervention strategies, and acceleration strategies, including a focus on students who are below grade level or struggling in mathematics; and

(III) Have academic achievement levels in mathematics that are consistently ranked the lowest for public high schools in the state, as determined by the department.

(c) To the extent practicable, the state board shall also ensure that the grant recipients vary in student population size and are located in urban, suburban, and rural areas throughout the state.

(d) The department shall not use more than eight percent of state funds to administer the grant program.

(5) A local education provider or charter school that receives a grant through the program must use the grant money to implement a ninth-grade success program that, at a minimum, must include the following elements:

(a) (I) Creating and implementing a cross-disciplinary success team of ninth-grade teachers and support staff, which must include at least one school counselor, school mental health professional, or school social worker. To the extent practicable, a success team must include all of the ninth-grade teachers who teach core courses, as defined in section 22-11-503.5. The local education provider or charter school shall designate a member of the success team to serve as the success team leader and reduce the team leader's workload to a level that allows the team leader sufficient time to complete the leadership duties, which include team logistics, preparing team meeting agendas, and facilitating team meetings.

(II) The success team must meet at least every two weeks, to the extent practicable, throughout the school year to collaborate on identifying and implementing strategies to improve outcomes for ninth-grade students who are found to be at risk of dropping out of school before graduation and to address systems-level barriers to success for all ninth-grade students. The strategies must be informed by data concerning, at a minimum, ninth-grade students' behavior, attendance, and grades across demographic categories and student groups. The local education provider or charter school shall allow success team members time during the work day for planning and collaboration or provide incentives to meet outside of the work day.

(b) Organizing the school staff to ensure that, to the extent practicable, the ninth-grade classes are taught by a single group of teachers who teach only or mostly ninth-grade classes;

(c) Implementing a data system that provides real-time access to integrated data concerning a student's behavior, attendance, and grades and provides the ability to compare the data across demographic categories and student groups;

(d) Identifying and prioritizing services, such as work-based learning, for ninth-grade students who are at risk of academic failure in ninth grade;

(e) Providing instructional support for ninth-grade students including attendance support, content-specific academic interventions, tutoring, course-completion programs, social-emotional learning, and trauma-informed instruction;

(f) Ensuring that school leadership, guidance counselors, and key members of the success team receive and review data on all incoming ninth-grade students and plan course work and supports for the students based on the data received;

(g) Ensuring that all ninth-grade teachers receive data concerning the incoming ninth-grade students before the start of the school year and receive professional development concerning how to use the data to inform instruction for the students. To the extent possible, the local education provider or charter school shall ensure that middle school teachers provide information to ninth-grade teachers concerning the incoming ninth-grade students.

(h) Providing summer orientation for incoming ninth-grade students and their parents to introduce students to the behavioral and academic expectations of high school; and

(i) Evaluating with rigor the impact of the interventions provided through the ninth-grade success program on student attendance, behavior, course completion, academic results, discipline rates, teacher surveys, student surveys, dropout rates, and graduation rates as the information becomes available for ninth-grade students who receive interventions through the program.

(6) The general assembly may annually appropriate money to the department to implement the program, including money from the marijuana tax cash fund created in section 39-28.8-501. In addition, the department may accept and expend gifts, grants, or donations from private or public sources for the purposes of the program; except that the department may not accept a gift, grant, or donation if it is subject to conditions that are inconsistent with this article or any other law of the state.

(7) (a) Each local education provider and charter school that receives a grant through the program shall submit to the department, in accordance with the reporting timelines specified in rules of the state board, information concerning the implementation of the ninth-grade success program and the evaluation of the impact, as described in subsection (5)(i) of this section, in total and disaggregated by student group. The department shall specify the information to be reported to enable the department to prepare the report required in subsection (7)(b) of this section.

(b) On or before March 15, 2022, and on or before March 15 each year thereafter, the department shall prepare and submit to the state board and to the education committees of the house of representatives and the senate, or any successor committees, a report of the ninth-grade success programs implemented using grants received through the program. At a minimum, the report shall:

(I) Specify the grant recipients and the amount and duration of the grants awarded;

(II) Describe the ninth-grade success programs that are implemented using the grant money; and

(III) Provide a summary of the evaluations of the impact of the interventions provided through the ninth-grade success programs, as described in subsection (5)(i) of this section, in total and disaggregated by student group.

(c) Notwithstanding the requirement in section 24-1-136 (11)(a)(I), the report required in subsection (7)(b) of this section continues indefinitely.

(7.5) For the 2023-24 budget year, the general assembly shall appropriate one million six hundred thousand dollars from the general fund to the department for purposes of the program.

(7.7) (a) For the 2024-25 state fiscal year through the 2027-28 state fiscal year, the general assembly shall annually appropriate two million dollars from the state education fund to the department for purposes of this section.

(b) The general assembly declares that for the purposes of section 17 (4) of article IX of the state constitution, providing funding to the department for the purposes of the ninth-grade success grant program is an accountable program to meet state academic standards, and therefore the department may receive funding from the state education fund created in section 17 (4) of article IX of the state constitution for this purpose.

(c) (I) Any one-time technology-associated costs in fiscal year 2024-25 are exempt from the administrative cap pursuant to subsection (4) of this section.

(II) This subsection (7.7)(c) is repealed, effective January 1, 2026.

(8) Repealed.
C.R.S. § 22-11-705 — CO Code / Title 22 / Article 11 / Part 7 / Section 22-11-705
22-11-705. Local accountability systems - report
Status: in_force

22-11-705. Local accountability systems - report. (1) To support communication and the ability of the state and of local education providers to learn from the efforts of the local education providers that choose to implement local accountability systems, before July 15, 2020, and on or before July 15 each year thereafter, the department shall convene a meeting with local education providers that implement local accountability systems, their accountability system partners, if any, and other members of the community who are involved in designing and implementing local accountability systems to review the implementation of local accountability systems. Individuals may participate in the meeting in-person or electronically.

(2) On or before January 15, 2021, and on or before January 15 each year thereafter, the department shall prepare and submit to the state board and the education committees of the house of representatives and the senate, or any successor committees, a report concerning the implementation of local accountability systems, including a report of the implementation of the grant program. The report must include, but need not be limited to:

(a) Identification of the local education providers that are implementing local accountability systems, including identification of those that receive grants through the grant program and the amount of each grant awarded;

(b) Identification of the accountability system partners, if any, that the local education providers work with;

(c) A description of the measures and local performance indicators included in each local accountability system;

(d) Evidence provided by local education providers, including input solicited from community members, concerning the effectiveness of each local accountability system in measuring the quality of the education provided by the local education provider that implements the local accountability system. To the extent possible for each local accountability system, in reporting performance on additional measures and local performance indicators, the department shall disaggregate the performance results by grade level and by student group, applying the same exclusions that apply to reporting performance results on the state performance indicators.

(e) Identification of elements that are used in one or more local accountability systems that may be recommended for adoption by other local education providers; and

(f) Any recommendations for changes in department procedures, state board rules, or statute based on the implementation of the local accountability systems.

(3) In preparing the report, the department shall solicit input from and collaborate with the local education providers that implement local accountability systems and the accountability system partners, if any, that they work with.

(4) The department shall post the report on its website for public review. Upon request by a local education provider, the department shall provide information concerning the measures and local performance indicators implemented through local accountability systems, including a description of the measures, evidence of their effectiveness, and the manner in which they are used.

(5) (a) (I) In the third year of the grant program, the department shall contract with an external evaluator, which may be a state institution of higher education, to prepare a summary evaluation report of the implementation of the local accountability systems that receive grants. The evaluation must, at a minimum, include an evaluation of the success of each local accountability system in evaluating student success and the processes for ensuring a cycle of continuous improvement within the public schools of the participating local education providers. At the annual meeting held pursuant to subsection (1) of this section at the end of the first year of the grant program, the department, participating local education providers, and the accountability system partners shall identify the goals, tools, and measures to be addressed by the summary evaluation report. The data used for the summary evaluation report must include qualitative and quantitative measures.

(II) Notwithstanding the provisions of subsection (5)(a)(I) of this section to the contrary, as a result of the suspension of funding for the local accountability system grant program during the 2020-21 budget year, the 2020-21 budget year is not considered a grant program year for purposes of determining the third year of the grant program.

(b) For purposes of the summary evaluation report, the department shall provide to the external evaluator information concerning the scores attained by students enrolled by the participating local education providers on the statewide assessments administered pursuant to section 22-7-1006.3 and information concerning student longitudinal academic growth, student academic achievement, and student academic growth to standards for the students enrolled by the participating local education providers. The department shall provide the information in the aggregate by grade level and disaggregated by student group, as defined in section 22-11-103, compared to scores attained in previous school years and compared to the state average scores. The department shall provide the information to the external evaluator only to the extent allowable under federal and state law. Each local education provider that participates in the grant program shall provide any necessary data for purposes of the summary evaluation report described in subsection (5)(a) of this section that is not readily available to the department.

(c) Beginning with the report that is submitted on or before January 15, 2023, and for each report submitted thereafter, the department shall include in the report described in subsection (2) of this section the summary evaluation report described in this subsection (5).

(d) The department may accept and expend gifts, grants, or donations to pay the costs incurred in preparing the summary evaluation report described in this subsection (5).

(6) Notwithstanding the requirement in section 24-1-136 (11)(a)(I), the requirement to submit the report specified in this section continues indefinitely.
C.R.S. § 22-1-112 — CO Code / Title 22 / Article 1 / Section 22-1-112
22-1-112. School year - national holidays
Status: in_force

22-1-112. School year - national holidays. The school year shall begin on the first day of July and end on the thirtieth day of June. The term "national holidays" in this title shall be construed to mean Thanksgiving day, Christmas day, New Year's day, the third Monday in January, observed as the birthday of Dr. Martin Luther King, Jr., Washington-Lincoln day, Memorial day, Labor day, Independence day, and Veterans' day.
C.R.S. § 22-7-1012 — CO Code / Title 22 / Article 7 / Part 10 / Section 22-7-1012
22-7-1012. State plan - amendments - peer review - final adoption
Status: repealed

22-7-1012. State plan - amendments - peer review - final adoption.

(1) Repealed.

(2) (a) As soon as practicable under federal law, based on information received by the state board pursuant to section 22-7-1010 and on any information received from the regional educator meetings pursuant to section 22-7-1011, the department of education shall submit to the federal department of education amendments to the state plan for peer review and approval. The amendments, at a minimum, shall include:

(I) Amendments to incorporate the preschool through elementary and secondary education standards adopted by the state board pursuant to section 22-7-1005; and

(II) Amendments to incorporate the system of assessments adopted pursuant to section 22-7-1006.

(b) Notwithstanding any provision of this section to the contrary, in order to preserve flexibility and adaptability at the state level, the amended state plan shall include only those components of the aligned preschool through postsecondary public education systems that are required by or subject to approval under federal law and shall not include any components of the aligned preschool through postsecondary public education systems that are not required by or subject to approval under federal law.

(c) The limitations on the contents of the state plan specified in paragraph (b) of this subsection (2) shall not be construed to prohibit the state board and the commission from adopting, and the state board and the commission are encouraged to adopt, descriptions, standards, assessments, and other components of the aligned preschool through postsecondary public education systems that exceed the minimum requirements of federal law and that are comparable in scope, relevance, and rigor to the highest national and international standards that have been implemented successfully and are consistent with and relevant to achievement of the goals specified in section 22-7-1002.

(3) The department of education shall provide public notice of the amendments to the state plan, any comments and suggestions received through the peer review process, and any changes made to the amendments in response to the peer review comments.
C.R.S. § 22-2-304 — CO Code / Title 22 / Article 2 / Part 3 / Section 22-2-304
22-2-304. Education data advisory committee - creation - duties - approval
Status: repealed

22-2-304. Education data advisory committee - creation - duties - approval. (1) The state board shall designate at least five volunteer school districts and two volunteer boards of cooperative services and a volunteer charter school, that are representative of the state as to pupil size and population, to send representatives to form a voluntary committee, to be known as the education data advisory committee. The EDAC shall work with the department to review school district data reporting requirements and make recommendations as provided in this section.

(2) The EDAC shall:

(a) Review the statutory and regulatory data reporting requirements applicable to school districts and public schools and determine whether the benefits derived from the reports are outweighed by the increased administrative costs incurred by the school districts and public schools in preparing and submitting the reports;

(b) Identify those statutory and regulatory data reporting requirements that are duplicative or obsolete and may be combined, eliminated, or otherwise streamlined;

(c) Review each data reporting request made to school districts and public schools and notify school districts and public schools which of the following designations applies:

(I) The request is mandatory because it is required by statute or rule;

(II) The request is required to acquire a benefit because a statute or rule requires a school district or public school that chooses to seek or receive a specified governmental benefit to report the data; or

(III) The request is voluntary because it is not specifically required by a statute or rule;

(d) Review all proposed statutory and regulatory data reporting requirements, whether proposed in state or federal legislation or in rules, and, to the extent practicable prior to final adoption, inform the general assembly or the enacting state or federal agency of the estimated cost to the school districts and public schools of complying with the proposed statutory and regulatory data reporting requirements and make recommendations to the general assembly or to the enacting state or federal agency concerning whether the proposed requirements are already included in existing law or regulation and whether the proposed requirements are necessary and appropriate;

(e) Advise the department on the impact of data practices and technology on school districts and public schools;

(f) Periodically review the rules for implementing the federal "Family Educational Rights and Privacy Act of 1974", 20 U.S.C. sec. 1232g, and recommend to the state board an interpretation of said act that will facilitate the exchange and sharing of student information to the greatest extent possible in compliance with the federal regulations for implementing said act; and

(g) Review the processes and timing for collecting student demographic data and make recommendations to the state board for efficiently updating the data as necessary.

(2.5) If there is a difference between the designation identified by the EDAC pursuant to subsection (2)(c) of this section and the department's final determination, the state board shall engage in a public information session with the opportunity for public input and to allow the EDAC and the department to discuss their perspectives.

(3) (a) The EDAC shall annually, or more often if necessary, make recommendations to the state board and to the appropriate legislative committees of reference based on the subject matter of the recommendation for the repeal or amendment of statutory and regulatory data reporting requirements that the EDAC has identified as duplicative, obsolete, or inefficient.

(b) Repealed.

(4) The EDAC shall identify those reporting requirements that may be consolidated into a single report or a single submission for purposes of streamlining data submission for school districts and public schools.

(5) As used in this section, "statutory and regulatory data reporting requirements" includes all data reporting requirements that apply to school districts and public schools and that are imposed by federal or state statute or by rule of a federal or state agency, including but not limited to the data reporting requirements imposed by the department of human services, the department of public health and environment, and the department of health care policy and financing.

(6) Repealed.
C.R.S. § 22-30.7-113 — CO Code / Title 22 / Article 30.7 / Section 22-30.7-113
22-30.7-113. Online pilot programs - interim reports - legislative declaration
Status: in_force

22-30.7-113. Online pilot programs - interim reports - legislative declaration. (1) The general assembly finds that:

(a) Several challenges exist in providing online programs, online schools, and supplemental programs that effectively and successfully meet the educational needs of students and their families;

(b) Colorado's elementary and secondary education community is in a unique position to operate pilot programs to try to meet these challenges by implementing innovative strategies to provide online education, including strategies for enhancing and measuring student academic growth and success; and

(c) Authorizing and supporting pilot programs will help foster partnerships among education providers and result in data to support replication and the scaling of unique education policies that are successfully implemented through the pilot programs.

(2) (a) The department shall work with the task force created in section 22-30.7-112 to establish the parameters for, duration of, and methods for evaluating pilot programs as described in this section and to issue to authorizers requests for proposals for the pilot programs. The department shall issue the requests for proposals no later than October 15, 2014. The pilot programs must begin operation no later than the 2015-16 school year.

(b) The pilot programs may include, but need not be limited to:

(I) A pilot program to use objective, verifiable, and multiple measures of student achievement as indicators of school quality, which measures align with the Colorado academic standards adopted pursuant to section 22-7-1005;

(II) A pilot program to use a student-count process that is based on course completion and student competency rather than enrollment;

(III) A pilot program to examine methods of using tiered interventions in online education to support individual students through a well-integrated system that is matched to students' academic, social-emotional, and behavioral needs; and

(IV) A pilot program to identify and explain the requirements students must meet and the responsibilities that students must accept to succeed in online education.

(c) An authorizer that participates in a pilot program pursuant to this section must continue to meet statutory and regulatory requirements, including but not limited to the requirements related to funding and accountability, while participating in the pilot program.

(3) An authorizer that participates in a pilot program pursuant to this section shall submit to the department the data requested by the department to evaluate the success of the policies implemented through the pilot program. Beginning with the first school year in which a pilot program operates, the department shall prepare an annual written summary of each pilot program, which must, at a minimum, include a description of the pilot program, an evaluation of the effectiveness of the policies implemented through the pilot program, and an evaluation of whether the policies are scalable to other authorizers. The department shall submit the annual summary to the state board of education, the governor's office, and the education committees of the senate and the house of representatives, or any successor committees.

(4) The department may accept and expend public and private gifts, grants, and donations to offset the costs incurred by the department and by participating authorizers in implementing pilot programs pursuant to this section. Notwithstanding any provision of this section to the contrary, the department must implement the provisions of this section only if the department receives appropriations or public or private gifts, grants, or donations in an amount it deems sufficient to offset the costs incurred in implementing pilot programs pursuant to this section.
C.R.S. § 22-60.5-104 — CO Code / Title 22 / Article 60.5 / Part 1 / Section 22-60.5-104
22-60.5-104. Applicants for initial licensure - statement of completion of approved program o
Status: in_force

22-60.5-104. Applicants for initial licensure - statement of completion of approved program of preparation. (1) Each applicant for any initial license issued pursuant to the provisions of this article may be required to submit a statement from the designated recommending official of the accepted institution of higher education. Such statement shall certify that the applicant has completed the approved program of preparation appropriate to the initial license being applied for in a satisfactory manner and is in good standing. Such statement shall not be required for the renewal of such license.

(2) If an applicant for an initial principal license or an initial administrator license is required to submit a statement from the designated recommending official of an accepted institution of higher education pursuant to subsection (1) of this section, he shall be provided with an opportunity to submit statements from two or more such designated recommending officials at different accepted institutions of higher education, each of which statements certifies partial completion of an approved program of preparation appropriate to the initial license being applied for in a satisfactory manner. Pursuant to the rules and regulations of the state board of education, the department of education shall provide a procedure through which such statements of partial completion of an approved program may be combined to certify regular completion of an approved program of preparation. The combination of such statements shall result in a combined approved program of preparation when it is, in the judgment of the department of education, at least the equivalent of the regular approved program of preparation at any one of the accepted institutions of higher education of attendance. Any reference in this article to completion of an approved program shall be deemed to include reference to partial completion of two or more approved programs combined pursuant to this subsection (2).
C.R.S. § 22-54-112 — CO Code / Title 22 / Article 54 / Section 22-54-112
22-54-112. Reports to the state board
Status: repealed

22-54-112. Reports to the state board. (1) On or before November 15 of each year, the property tax administrator shall certify to the state board the valuations for assessment of all taxable property within each county and for each district or portion of a joint district in each county, with the exception of the city and county of Denver, for which the time of certification shall be on or before December 20. The furnishing of certified copies of the board of county commissioners' or its authorized party's certification of levies and revenue to the county assessor and the property tax administrator, as provided by section 39-1-111 (2), shall be considered as having fulfilled the requirement of this section.

(2) (a) (I) For budget years commencing prior to July 1, 2023, on or before November 10 of each year, the secretary of the board of education of each district shall certify to the state board the pupil enrollment, the online pupil enrollment, the extended high school pupil enrollment, and the preschool program enrollment of the district taken in the preceding October or previously in November.

(II) For the 2023-24 budget year and each budget year thereafter, on or before November 10 of each year, the secretary of the board of education of each district shall certify to the state board the pupil enrollment, the online pupil enrollment, and the extended high school pupil enrollment of the district taken in the preceding October.

(III) For the 2023-24 budget year and each budget year thereafter, on or before November 10 of each year, the secretary of the board of education of each district shall certify to the state board the number of three- and four-year-old pupils with disabilities who are not enrolled in kindergarten but are receiving an educational program under the "Exceptional Children's Educational Act", article 20 of this title 22, as determined in the preceding October or previously in November, for purposes of determining funding pursuant to part 1 of article 20 of this title 22.

(b) Repealed.

(c) (I) On or before November 10 of each year, the secretary of the state charter school institute board shall certify to the state board the pupil enrollment, the online pupil enrollment, and the extended high school pupil enrollment of each institute charter school taken in the preceding October.

(II) For the 2023-24 budget year and each budget year thereafter, on or before November 10 of each year, the secretary of the state charter school institute board shall certify to the state board the number of three- and four-year-old pupils with disabilities who are not enrolled in kindergarten but are receiving an educational program under the "Exceptional Children's Educational Act", article 20 of this title 22, from each institute charter school, as determined in the preceding October or previously in November, for purposes of determining funding pursuant to part 1 of article 20 of this title 22.

(3) (a) If the valuation for assessment for all or a part of any district has been divided for an urban renewal area, pursuant to section 31-25-107 (9)(a), any report under this section must be based upon that portion of the valuation for assessment under section 31-25-107 (9)(a)(I), so long as the division remains in effect.

(b) If the valuation for assessment for all or a part of any district has been divided for a county revitalization area pursuant to section 30-31-109 (13)(a), any report under this section must be based upon that portion of the valuation for assessment under section 30-31-109 (13)(a)(I), so long as the division remains in effect.

(4) (a) Except as otherwise provided in paragraph (b) of this subsection (4), every school of a district, charter school of a district, and institute charter school shall include in the materials for pupil registration the pupil application form to participate under the federal "Richard B. Russell National School Lunch Act", 42 U.S.C. sec. 1751 et seq., referred to in this subsection (4) as the "pupil application form". The registration materials shall include an explanation to parents that the pupil application form will be used by the school of the district, district charter school, or institute charter school to determine whether the school of the district, district charter school, or institute charter school is eligible for at-risk funding on behalf of the pupil and that, by filling out the form, the parent is ensuring that the school district or school will receive the at-risk funding to which it is entitled based on the population of at-risk pupils served by the school district or school.

(b) If one or more schools of a school district or if a district charter school or an institute charter school does not participate in the federal child nutrition programs under the federal "Richard B. Russell National School Lunch Act", 42 U.S.C. sec. 1751 et seq., or the federal "Child Nutrition Act of 1966", 42 U.S.C. sec. 1771 et seq., the school district, the district charter school, or the institute charter school shall use the family economic data survey form created by the department of education to identify those pupils who qualify as at-risk pupils in lieu of the pupil application form.

(c) In certifying the pupil enrollment pursuant to subsection (2) of this section, the secretary of the board of education of each district and the secretary of the state charter school institute board shall specify as at-risk pupils those pupils identified through use of the pupil application form and the family economic data survey form.

(5) On or before November 10, 2021, and on or before November 10 of each year thereafter, in certifying the pupil enrollment pursuant to subsection (2) of this section, the secretary of the board of education of each district and the secretary of the state charter school institute board shall specify the number of English language learner pupils.
C.R.S. § 22-11-605 — CO Code / Title 22 / Article 11 / Part 6 / Section 22-11-605
22-11-605. School awards program fund - creation - contributions
Status: in_force

22-11-605. School awards program fund - creation - contributions. (1) The department may accept and expend gifts, grants, and donations from any source, public or private, to make financial awards and purchase tangible items of recognition, such as banners or trophies, to award to public schools pursuant to the provisions of this part 6. The department shall transmit all public and private gifts, grants, and donations received pursuant to this section to the state treasurer who shall credit the same, in addition to any appropriations made by the general assembly, to the school awards program fund, which is hereby created in the state treasury and referred to in this section as the "fund".

(2) Subject to annual appropriation, the department may expend money that is appropriated to the fund to make financial awards and purchase tangible items of recognition, such as banners or trophies, to award to public schools pursuant to the provisions of this part 6. In accordance with section 24-36-114, the state treasurer shall credit all interest derived from the deposit and investment of money in the fund to the general fund. The department shall use any money credited or appropriated to the fund exclusively for awards and items of recognition and shall not use the money to pay for the expenses of the department in administering the program established in this part 6.
C.R.S. § 22-82.9-201 — CO Code / Title 22 / Article 82.9 / Part 2 / Section 22-82.9-201
22-82.9-201. Short title
Status: in_force

22-82.9-201. Short title. The short title of this part 2 is the "Healthy School Meals for All Act".
C.R.S. § 22-23-102 — CO Code / Title 22 / Article 23 / Section 22-23-102
22-23-102. Legislative declaration
Status: in_force

22-23-102. Legislative declaration. In order to facilitate the education of migrant children who are unable to receive continuous education during the regular school term and to develop fully the capacities and potentialities of migrant children for the benefit of themselves and society, a program for the education of migrant children is hereby established.
C.R.S. § 22-102-105 — CO Code / Title 22 / Article 102 / Section 22-102-105
22-102-105. Implementation of pilot program
Status: in_force

22-102-105. Implementation of pilot program. (1) In the first and subsequent years of operation of the pilot program, each pilot school shall employ or contract with additional school mental health professionals so that each of grades one through five and the kindergarten program in each pilot school has a school mental health professional dedicated to each grade and the kindergarten program. If a single grade or the kindergarten program has more than two hundred fifty students, additional school mental health professionals must be added to the grade or kindergarten program to maintain a ratio of approximately one school mental health professional per two hundred fifty students, as determined by the pilot school. A small pilot school shall maintain a ratio of approximately one school mental health professional per two hundred fifty students, as determined by the pilot school. At least one of the school mental health professionals at each pilot school must be a school social worker.

(2) The goal of the pilot program is for a school mental health professional to develop an ongoing relationship with pilot school students and to follow those students, to the extent possible, as the students advance through the grades at the pilot school. This will allow the school mental health professional to understand the needs of the students and their families over time and to help address those needs over time, if necessary. To achieve this goal, school mental health professionals may be assigned to a cohort of students by grade or, in a smaller school, by multiple grades. School mental health professionals in each pilot school shall work as a team to address the academic and social-emotional needs of the pilot school's students and to create a safe and positive school learning environment through additional behavioral health supports.

(3) Throughout the duration of the pilot program, the pilot school must employ or contract with, at the pilot school's expense, the same number of school mental health professionals employed by or contracted with the pilot school during the school year immediately preceding the first year of implementation of the pilot program so that additional money for the pilot program supplements, but does not supplant, the pilot school's existing expenditures for school mental health professional positions prior to the operation of the pilot program.

(4) (a) In implementing the pilot program, the school mental health professionals shall work as a team, with each professional providing services to students and offering training and resources to school faculty and administrators who are authorized under the school mental health professional's authorization or the professional's license and endorsement.

(b) In addition, school mental health professionals shall, consistent with the school mental health professional's job duties and licensure:

(I) Provide the school with resources to develop and improve the social and emotional health of students, including resources translated into the primary languages of the student population to the extent possible, and create a safe and positive learning environment through additional behavioral health supports; and

(II) Provide social and emotional skill building in the school and with students in the classroom.

(c) School mental health professionals may, consistent with the school mental health professional's job duties and licensure:

(I) Assist students and their families with applying for and obtaining necessary public benefits for which each student and the student's family is eligible;

(II) Provide services and supports to students who have an individualized education program, as provided in section 22-20-108;

(III) Consult and coordinate with other school professionals on behalf of students and support families accessing community-based resources as needed and appropriate; and

(IV) Identify food insecurity, homelessness, and other issues affecting students and make referrals to services within the community, bringing those services into the school setting where possible.

(d) As appropriate, and to the extent possible, the school mental health professional must provide services or arrange for services to be provided for students at the school and during school hours or when student busing is available.

(e) Services provided by the school mental health professional to the student must include the student's family and household, where appropriate. The school mental health professional is specifically authorized to make home visits when appropriate under the circumstances and consistent with licensure.

(5) Each pilot school's team of school mental health professionals shall participate in the school's or school district's multi-tiered systems of support process to assist in developing appropriate plans for the mental health and behavioral needs of individual students.

(6) Each pilot school, or each pilot school's governing body, where appropriate, shall collect, transmit, and retain any data and information necessary for the evaluation of the pilot program pursuant to section 22-102-106. Each pilot school shall record the unique student identifier, as defined in section 22-16-103, for all students enrolled in the pilot school.

(7) A student who is home-schooled but who participates in extracurricular activities or athletic programs at a school that is selected as a pilot school is excluded from any data collection or reporting requirements pursuant to this article 102.
C.R.S. § 22-42-122 — CO Code / Title 22 / Article 42 / Section 22-42-122
22-42-122. Changes in boundaries - liability
Status: in_force

22-42-122. Changes in boundaries - liability. (1) Nothing in this article or in any other provision of law shall be construed so as to release the taxable property within a school district which incurred bonded indebtedness from liability for its proportionate share of the outstanding obligations thereof.

(2) The outstanding bonded indebtedness, or proportionate share thereof, incurred by a school district which is dissolved as a result of the formation of a new school district may be assumed by said new school district in the manner provided by article 30 of this title.

(3) The taxable property located within the territory of a school district which is dissolved and the resultant unorganized territory annexed to an adjacent school district shall be liable for its proportionate share of the bonded indebtedness previously incurred by the annexing school district.

(4) The taxable property located within the territory of a school district which is detached and annexed to an adjacent school district shall be liable for its proportionate share of the bonded indebtedness previously incurred by the annexing school district.

(5) The taxable property located within a capital improvement zone of a school district shall be liable for bonded indebtedness incurred by the school district pursuant to this article.
C.R.S. § 22-55-106 — CO Code / Title 22 / Article 55 / Section 22-55-106
22-55-106. Statewide base per pupil funding - increases
Status: in_force

22-55-106. Statewide base per pupil funding - increases. (1) (a) For school district budget years 2001-02 through 2010-11, the general assembly shall annually increase the statewide base per pupil funding for public education from preschool through the twelfth grade by at least the rate of inflation for the calendar year ending in the immediately preceding school district budget year plus one percentage point.

(b) For the school district budget year 2011-12 and each school district budget year thereafter through the 2022-23 budget year, the general assembly shall annually increase the statewide base per pupil funding for public education from preschool through the twelfth grade by at least the rate of inflation for the calendar year ending in the immediately preceding school district budget year.

(c) For the school district budget year 2023-24 and for each budget year thereafter, the general assembly shall annually increase the statewide base per pupil funding for public education from kindergarten through the twelfth grade by at least the rate of inflation for the calendar year ending in the immediately preceding school district budget year.

(2) The general assembly may annually appropriate money in the state education fund, the general fund, any other state fund, or some combination thereof, as necessary in the sole discretion of the general assembly, to satisfy the requirements of subsection (1) of this section, and the money must be distributed to public school districts and the state charter school institute in accordance with the provisions of the "Public School Finance Act of 2025", article 54 of this title 22.
C.R.S. § 22-43-110 — CO Code / Title 22 / Article 43 / Section 22-43-110
22-43-110. Prior obligations not impaired
Status: repealed

22-43-110. Prior obligations not impaired. (Repealed)
C.R.S. § 22-32-129 — CO Code / Title 22 / Article 32 / Section 22-32-129
22-32-129. Validation - effect - limitations
Status: repealed

22-32-129. Validation - effect - limitations. (Repealed)
C.R.S. § 22-35-108.5 — CO Code / Title 22 / Article 35 / Section 22-35-108.5
22-35-108.5. Teacher recruitment education and preparation (TREP) program - objectives - sele
Status: repealed

22-35-108.5. Teacher recruitment education and preparation (TREP) program - objectives - selection criteria - rules. (1) (a) There is established the teacher recruitment education and preparation program, referred to in this section as the "TREP program". Beginning in the 2022-23 school year, the department shall administer the TREP program pursuant to this section and guidelines established by the board pursuant to subsection (4) of this section and approved by the state board for community colleges and occupational education. The objectives of the TREP program are to:

(I) Increase the number of students who enter the teaching profession;

(II) Increase the percentage of students who participate in postsecondary educator preparation programs, especially among low-income and traditionally underserved populations;

(III) Create a more diverse teacher workforce to reflect the ethnic diversity of the state;

(IV) Decrease the amount of time that is required for a student to complete a postsecondary educator preparation degree or certificate; and

(V) Increase the opportunities to participate in the teaching career pathway.

(b) Notwithstanding any provisions of this article 35 to the contrary, a qualified student who is designated by the department to be a TREP program participant pursuant to subsection (2) of this section may concurrently enroll in postsecondary courses in the two years directly following the year in which the participant was enrolled in the twelfth grade of a local education provider.

(2) (a) Subject to available appropriations, the department may designate as a TREP program participant a qualified student who:

(I) Is following the teaching career pathway created in section 23-60-110 and is on schedule to complete the courses specified in the teaching career pathway for the twelfth grade year and is enrolling in the postsecondary courses identified in the teaching career pathway for the fifth and sixth years;

(II) Is not in need of a developmental education course;

(III) Has been selected for participation in the TREP program by the participant's high school principal or equivalent school administrator;

(IV) Has been accepted into a postsecondary degree program at an institution of higher education; and

(V) Has satisfied any other selection criteria established by guidelines established by the board pursuant to subsection (4) of this section and approved by the state board for community colleges and occupational education.

(b) (I) The department, as part of its annual budget request to the general assembly, shall report the total number of potential TREP program participants for the following school year.

(II) The general assembly shall annually fund each potential TREP program participant at the same per-pupil rate as determined by the ASCENT program as described in section 22-35-108. For the 2022-23 budget year, the general assembly shall appropriate funding for no more than two hundred TREP program participants.

(III) The department shall not designate a greater number of TREP program participants for a school year than the number of participants the general assembly approves for funding in the annual appropriation act for the applicable budget year.

(3) (a) The local education provider that enrolls a qualified student who is designated by the department as a TREP program participant may include the student in the school district's funded pupil count, or, in the case of a student enrolled in an institute charter school, in the funded pupil count of the institute charter school's accounting district as determined pursuant to article 54 of this title 22.

(b) A local education provider that receives extended high school funding, as described in article 54 of this title 22, in a budget year for program participants may expend the funding on behalf of TREP program participants who enroll in an institution of higher education during that budget year and on behalf of the TREP program participants who, by May 1 of that budget year, are admitted to an institution of higher education to participate in the TREP program during the next budget year.

(c) The local education provider shall certify to the department by May 10 of each year the list of TREP program participants who are admitted to an institution of higher education to participate in the TREP program during the next budget year. At the end of the budget year in which the local education provider receives the extended high school funding for TREP program participants, the local education provider shall remit to the department any remaining amount of the funding that the local education provider is not using for a TREP program participant who is included on the certified list.

(4) The board shall establish guidelines for the administration of the TREP program that are approved by the state board for community colleges and occupational education, including but not limited to selection criteria that the department may use pursuant to subsection (2)(a)(V) of this section to designate qualified students as TREP program participants.

(5) For purposes of part 5 of article 11 of this title 22 concerning school accountability reports, the department shall include TREP program participants in the reporting requirements, regardless of whether a TREP program participant has completed the graduation requirements.

(6) For purposes of applying the provisions of article 11 of this title 22 concerning school accountability and reporting graduation rates, a qualified student who is a TREP program participant must be counted in the enrolling school district's or institute charter school's graduation rate in the school year in which the student completes the school district's or institute charter school's minimum high school graduation requirements. The state board of education shall promulgate rules for schools and school districts to follow in satisfying state and federal reporting requirements concerning the enrollment status of TREP program participants. To the extent practicable, the rules must ensure that schools and school districts are not adversely affected in calculating and reporting the completion of high school graduation requirements by qualified students who have been designated by the department as TREP program participants. The rules must include, at a minimum, reporting requirements related to:

(a) The provisions of article 7 of this title 22 concerning educational accountability; and

(b) The provisions of article 11 of this title 22 concerning educational accreditation.

(7) On or before July 1, 2031, the department shall prepare and submit to the education committees of the senate and house of representatives, or any successor committees, a report concerning the outcomes achieved by the TREP program and the effectiveness of the TREP program in meeting the objectives described in section 22-35-108.5 (1). Based on the outcomes achieved and the evaluation of effectiveness, the department shall include in the report a recommendation as to whether the TREP program should be continued, amended, or repealed.
C.R.S. § 22-5.5-106 — CO Code / Title 22 / Article 5.5 / Section 22-5.5-106
22-5.5-106. Funding
Status: in_force

22-5.5-106. Funding. (1) On or before June 30, 2009, a regional service council may apply to the state board on behalf of a regional service area for a one-time grant of up to ten thousand dollars for direct reimbursement of expenses related to the development of the plan for the regional service area. The state board shall provide an applying regional service council with the one-time grant for reimbursement of expenses related to the development of the plan no later than thirty days following the submission of the grant application.

(2) If the plan for a regional service area is approved by the state board pursuant to section 22-5.5-105, on or after July 1, 2009, and annually thereafter, the state board shall award to the regional service area a grant of up to fifty thousand dollars, subject to available appropriations by the general assembly. If available moneys are insufficient to award each eligible regional service area a full fifty-thousand-dollar grant, the state board shall reduce proportionately all grant awards for eligible regional service areas for that year. A regional service council may choose not to accept funding on behalf of the regional service area if the prorated amount is insufficient to allow the regional service area to function effectively.

(3) In addition to the grants described in subsections (1) and (2) of this section, on or after July 1, 2009, and annually thereafter, the department shall, subject to available appropriations, allocate to each eligible regional service area an amount equal to up to fifty cents per pupil based on the pupil enrollment for each school district in the regional service area as of the pupil enrollment count day of the previous year.

(4) Funding for a regional service area after the first grant pursuant to this section is contingent upon the successful implementation of the regional service area's plan, as evaluated by the state board and the department. The state board shall annually notify each regional service council on or before September 1 regarding whether the regional service area will receive moneys pursuant to subsections (2) and (3) of this section in the coming year and the amounts.

(5) A regional service council may use a maximum of ten percent of the amount annually received by the regional service area for grant management and fiscal oversight. For regions with a total pupil enrollment of less than fifteen thousand students, the regional service council may use up to twenty percent of the amount annually received by the regional service area for grant management and fiscal oversight.

(6) Each regional service council that receives funding on behalf of a regional service area pursuant to subsections (2) and (3) of this section shall submit to the department a revised annual budget on or before March 1, 2010, and on or before March 1 each year thereafter. If a regional service council expects to exceed by more than ten percent the projected expenditures specified in the budget included in the original plan submitted to the state board pursuant to section 22-5.5-105, the regional service council shall seek prior approval for the expenditure from the department.

(6.5) Each regional service council is authorized to seek and accept gifts, grants, or donations from private or public sources for the purposes of this article; except that a gift, grant, or donation shall not be accepted if the conditions attached to the gift, grant, or donation require its expenditure in a manner contrary to law. Any gifts, grants, or donations received by a regional service council shall be submitted directly to the board of cooperative services that is acting as the regional service council's fiscal agent pursuant to subsection (7) of this section.

(7) Each regional service council shall select one board of cooperative services in the regional service area to act as its fiscal agent to receive the moneys from the state treasurer or any gifts, grants, or donations accepted pursuant to subsection (6.5) of this section.