Bill Tracker

The bill creates the fifth-day academic enrichment and support grant program to award grants on a 3-year cycle to community-based nonprofit organizations to provide supplemental educational programs to preschool through high school-aged children on the fifth day of the week for children in schools that have a 4-day school week. One hundred eleven of the one hundred seventy-eight school districts are on a four-day school week, representing more than 80,000 children – more than any other state. Most of these districts are rural districts. To be eligible for a grant, organizations must serve a majority of children from low-income families.

Grants must be used for one or more of these purposes: to support students' academic development, to provide meals for students, and to acquire educational materials and necessary technology.

During testimony oppositions came from Boulder Valley SD and Steamboat Springs arguing that the moneys for this grant is money taken from Colorado public schools. A predominance of the testimony from many parts of the states was enthusiastically in support of the bill. Most people who testified were associated with Boys and Girls clubs in rural school districts.

The League’s positions are that citizens should have equal access to quality education, and it supports an array of local and state reforms to ensure consistency and equity across the state. Equalizing educational opportunity includes programs for students with specific needs.

As of June 13: House Considered Senate Amendments - Result was to Concur - Repass

The bill creates the fifth-day academic enrichment and support
grant program (program) to award grants on a 3-year cycle to one or more
eligible community-based nonprofit organizations (organizations) to
provide supplemental educational programs to full-day kindergarten
through high school-aged children on the fifth day of the week for
children in schools that have a 4-day school week.

To be eligible for a grant, organizations must, in part, have
experience providing before- and after-school programs, serve a majority
of children from low-income families, and have a relationship or
partnership with a local school district that serves children in the program.
The state board of education (state board) awards program grants
in a 3-year grant cycle, with an initial grant and automatic renewal of the
grant for 2 years as set forth in the bill. The amount of the initial and
renewal grants is determined by the state board based on the number of
children served in the program and other criteria specified in the bill.
Grants must be used for one or more of the purposes specified in
the bill, including to provide supplemental educational programming to
support students' academic development on the fifth day of a 4-day school
week, to provide meals for students attending the program, and to acquire
educational materials and necessary technology to provide supplemental
educational programming.
The state board shall promulgate rules to establish the program,
including the application process and deadlines.
Grantees are required to report annually to the department of
education (department) on the use of the grant money, with the
department reporting to certain committees of the general assembly.
The bill creates a fund from which to pay program grants,
consisting of money appropriated or transferred to the fund by the general
assembly.

• May 14, 2021: Senate Appropriations Committee Report
• April 29, 2021: Senate Education Committee Report
• April 05, 2021: House Appropriations Committee Report
• March 18, 2021: House Education Committee Report

Postponed indefinitely.

HB21-1029 authorizes a local education provider (LEP) to use per-pupil
intervention money to purchase programs that are not on the advisory list
but that the local education provider determines meet the criteria for
placement on the list. After the local education provider has used the
programs for 2 school years, the CDE must review the programs
and the results achieved and determine whether the programs are effective
in improving students' reading competency.  If the programs are effective, the department must place the programs on the advisory list. If the programs are not effective, a local education provider may not subsequently use per-pupil intervention money to purchase the programs.

The League believes in a Colorado Department of Education that should take a stronger leadership role to provide better service and which, using persuasion and incentives, would encourage educational improvement.

The League is opposing this bill, because it takes reading program approval from the CDE and gives it to the LEP for their interpretation of the criteria.

This bill was postponed indefinitely.

Under current law, a school district, charter school, or board of
cooperative services (local education provider) may use per-pupil
intervention money received pursuant to the Colorado READ Act to

purchase core reading instructional programs (programs) that are on an
advisory list of programs created by the department of education
(department).
The bill authorizes a local education provider to use per-pupil
intervention money to purchase programs that are not on the advisory list
but that the local education provider determines meet the criteria for
placement on the list. After the local education provider has used the
programs for 2 school years, the department must review the programs
and the results achieved and determine whether the programs are effective
in improving students' reading competency.
If the programs are effective, the department must place the
programs on the advisory list. If the programs are not effective, a local
education provider may not subsequently use per-pupil intervention
money to purchase the programs.

• April 15, 2021: House Education Committee Report

The bill prohibits schools during online instruction from (a) restricting parents from being in a room with their child during online instruction; (b) recording their child without written parental permission; (c) restricting a student's physical environment during online instruction; and (d) requiring a student to be viewed live during online instruction. Schools cannot suspend or expel students based on their environment or behavior during online instruction, although they can be suspended when their is disruption if other students' instruction. If suspension or expulsion based on the items in this bill happened after March 2020, then the record of this action must be expunged from the student's record.

Amendments have been proposed for the wording of this bill, but have not be approved because the session was continued until April 8.

The League believes local school districts should bear the primary responsibilities for establishing discipline policies. Additionally, an LEP must provide a safe environment where learning can and does occur. This bill places some of the responsibilities for discipline policies with the state. Testimony by some of the individuals offered examples of unsafe environments generated by students’ behavior.

This bill was sent to the Governor.

If a school district, board of cooperative services, or charter school
(local education provider) provides educational programming via online
instruction to a student (online student), the bill prohibits the local
education provider from:
  • Prohibiting the online student's parent from being present
while the student participates in online instruction;

  • Recording the online student without prior written approval
from the student's parent;
  • Imposing requirements concerning the online student's
physical environment except to directly assist the student in
focusing on instruction; and
  • Suspending or expelling an online student based on an item
observed in the student's physical environment or the
student's behavior while participating in online instruction,
unless the behavior constitutes repeated interference with
the local education provider's ability to provide online
instruction to other students.
The bill specifies that the limitation on suspending or expelling an
online student applies to suspensions and expulsions that occur on or after
March 23, 2020.
The bill specifies that the premises, facilities, and buildings of an
educational institution do not include the private residence of an online
student for purposes of the crime of interference with staff, faculty, or
students of educational institutions.

• April 29, 2021: Senate Education Committee Report
• April 15, 2021: House Education Committee Report

The Media Literacy Implementation Bill will require media literacy instruction in schools. The bill directs Colorado Department of Education to maintain the existing online materials and resource bank as well as provide technical assistance, policies and procedures for implementation, best practices, and recommendations to K-12 local education providers (LEP) in support of media literacy instruction. These materials are not a curriculum and are optional to LEPs to use.

The League supports this bill because it believes the Colorado Department of Education should take a strong leadership role to provide better service that encourages educational improvement. The League also believes that democratic government depends upon informed and active participation at all levels of government. Gaining media literacy skills and strategies in school will contribute to a more informed citizenry for the future. 

This bill was sent to the Governor.

The bill requires the department of education (department) to
create and maintain an online resource bank of materials and resources
pertaining to media literacy. At a minimum, the resource bank must

include the materials and resources recommended in the media literacy
advisory committee's report.
The bill requires the department, upon the request of a school
district, charter school, institute charter school, or board of cooperative
services, and subject to available resources, to provide technical
assistance to a school district, charter school, institute charter school, or
board of cooperative services, with implementing policies and
procedures, best practices, and recommendations related to media
literacy.
The bill requires the state board of education to review and adopt
revisions that implement media literacy within reading, writing, and
civics standards.

• April 22, 2021: Senate Education Committee Report
• March 03, 2021: House Education Committee Report

HB21-1104 extends the licensing period for professional educators from five to seven years. If an individual has partially completed his or her current five-year licensing period, those completed years count toward the new seven-year licensing period. The bill applies to professional teacher, special services, principal, and administrator licenses. It designates the CDE as the body granting licensure.

HB21-1104 was signed by the Governor.

The League believes the Colorado Board of Education should establish teacher certification/licensing requirements based on the recommendations for the Colorado Dept. of Education. 

The bill extends the renewal period for professional teacher,
special services educator, principal, and administrator licenses from 5 to
7 years. The bill allows for a professional teacher, special services
educator, principal, or administrator who is partially through the current
5-year licensing cycle to have that extended to 7 years for that particular
cycle.

• May 28, 2021: Senate Appropriations Committee Report
• May 05, 2021: Senate Finance Committee Report
• April 23, 2021: House Appropriations Committee Report
• April 01, 2021: House Finance Committee Report
• March 25, 2021: House Education Committee Report

HB21-1108 modifies the definition of sexual orientation and adds gender expression and gender identity to statutes prohibiting discrimination against members of a protected class. In particular for schools, it prohibits discrimination based on gender expression or gender identity in enrollment in a local education provider, written teacher employment policies, and assignment or transfer of a public school teacher.

The League supports efforts to achieve equality of opportunity in education and employment, and that programs should be nondiscriminatory with provisions for enforcement.

Governor signed.

The bill amends the definition of sexual orientation and adds
definitions of the terms gender expression and gender identity. The
bill also adds the terms gender expression and gender identity to
statutes prohibiting discrimination against members of a protected class,
including statutes prohibiting discriminatory practices in the following

areas:
  • Membership of the Colorado civil rights commission;
  • Employment practices;
  • Housing practices;
  • Places of public accommodation;
  • Publications that advertise places of public
accommodation;
  • Consumer credit transactions;
  • Selection of patients by direct primary health care
providers;
  • Sales of cemetery plots;
  • Membership in labor organizations;
  • Colorado labor for public works projects;
  • Issuance or renewal of automobile insurance policies;
  • The provision of funeral services and crematory services;
  • Eligibility for jury service;
  • Issuance of licenses to practice law;
  • The juvenile diversion program;
  • Access to services for youth in foster care;
  • Enrollment in a charter school, institute charter school,
public school, or pilot school;
  • Local school boards' written policies regarding
employment, promotion, and dismissal;
  • The assignment or transfer of a public school teacher;
  • Leasing portions of the grounds of or improvements on the
grounds of the Colorado state university - Pueblo and the
Colorado school of mines;
  • Enrollment or classification of students at private
occupational schools;
  • Training provided to peace officers concerning the
prohibition against profiling;
  • Criminal justice data collection;
  • Employment in the state personnel system;
  • The availability of services for the prevention and
treatment of sexually transmitted infections;
  • Membership of the health equity commission;
  • The availability of family planning services;
  • Requirements for managed care programs participating in
the state medicaid program and the children's basic health
plan;
  • The treatment of and access to services by individuals in
facilities providing substance use disorder treatment
programs;
  • Employment practices of county departments of human or
social services involving the selection, retention, and
promotion of employees;
  • Practices of the Colorado housing and finance authority in
making or committing to make a housing facility loan;
  • The imposition of occupancy requirements on charitable
property for which the owner is claiming an exemption
from property taxes based on the charitable use of the
property;
  • The determination of whether expenses paid at or to a club
that has a policy to restrict membership are tax deductible;
and
  • Practices of transportation network companies in providing
services to the public.

• April 21, 2021: Senate Judiciary Committee Report
• March 24, 2021: House Judiciary Committee Report

HB21-1112 allows school districts to establish scholarship programs for students who receive a high school diploma or high school equivalency exam to pursue postsecondary credential.The scholarships must be funded from mill levy override revenue, and/or fromgifts, grants, and donations. The bill encourages districts to prioritize students who are eligible for free or reduced price meals and whose parents do not have a postsecondary credential, and to limit the use of scholarship money to tuition, books, supplies, and transportation.

The League believes schools should be provided with adequate sources of revenue that they can control the use of funds and that schools have the ability to raise revenue above what the state determined level is. It also believes in equalizing educational opportunity to achieve equity for students. These scholarship would take steps to equalize the opportunity for students in the district and fund scholarships through funds raised in the local school district.

I am concerned that there is inherent inequity built into the funding of these scholarships. Wealthy districts would likely be more able to pass an additional mill levy to fund scholarships that a more cash-strapped community. They may also have a wider pool of donors.

Sent to the Governor

The bill authorizes a school district board of education to establish
a scholarship program for graduates of the school district. The
scholarships must be paid from additional mill levy revenue that the
school district is authorized to collect; gifts, grants, and donations; or
both. A board of education that establishes a scholarship program is

encouraged to prioritize low-income and first-generation students; limit
the tuition rate that may be paid using a scholarship; and specify the uses
of the scholarship. A school district that implements a scholarship
program must submit a report concerning the scholarship program and
scholarship recipients to the department of education, which must
compile the reports received and submit the compilation to the state board
of education and the education committees of the general assembly.

• April 21, 2021: Senate Education Committee Report
• March 24, 2021: House Education Committee Report

Existing law requires local education providers to demonstrate that, by the beginning of the 2021-22 school year, the kindergarten-through-third-grade teachers they employ have completed evidence-based training in teaching reading. Due to the extenuating circumstances in schooling of the pandemic, HB21-1129 extends the deadline for completing the training until the beginning of the 2022-23 school year.

LWVUS Principles: “…every person should have access to free public education that provides equal opportunity for all.;” This position reflects the “recognition that “equality” and “quality” are inseparable.  Having all primary grade teachers complete evidence-based professional development in teaching reading should produce high quality instruction reading instruction across Colorado.

Governor signed.

Existing law requires school districts, charter schools, and boards
of cooperative services to demonstrate that, by the beginning of the
2021-22 school year, the kindergarten-through-third-grade teachers they
employ have completed evidence-based training in teaching reading. The
bill extends the deadline for completing the training until the beginning
of the 2022-23 school year.

• April 15, 2021: Senate Education Committee Report
• March 17, 2021: House Education Committee Report

HB21-1200 directs the Colorado Board of Education to review standards relating to financial literacy standards for ninth through twelfth grade include an understanding of the costs associated with obtaining a postsecondary degree or credential and how to budget for and manage the payment for those costs; understanding credit cards and credit card debt; understanding homeownership and mortgages; and understanding retirement plans, including investments and retirement benefits to determine if they need to be updated. If needed, additions should be made to the existing resource bank specific to the components listed above. Further, the bill requires schools, to inform the student and the student's parents of the importance of completing the FAFSA and CASFA and to provide help in completing the forms, if requested.

The League believes the state legislature may establish base level expectations in academic achievement to ensure consistency and equity across the state. This bill would fill in gaps in the high school state standards for financial literacy. It is not unusual for the information about the costs of postsecondary degrees or credentials to not be covered with students who are not expected to attend a postsecondary program. Thus, these additions to the standards will increase equity in instruction and learning. Further, knowledge of federal financial aid like student loans can help needy students remain in high school and to take advantage of postsecondary training and education. Gaining an understanding of financial literacy in high school will prepare students to function responsibly in society. Having a foundation of understanding of financial entities such as credit and debt, homeownership and mortgages, investments and retirement plans will also help students understand legislation that has the potential to impact them economically in the future. These revisions in the standards will assist students with making informed decision on managing their money – a step to becoming self-supporting, contributing members of society.

This bill was sent to the Governor.

The bill directs the state board of education (state board) to review,
during a recurring interval specified in the bill, standards relating to the
knowledge and skills that a student should acquire in school to ensure that
the financial literacy standards for ninth through twelfth grade include an
understanding of the costs associated with obtaining a postsecondary
degree or credential and how to budget for and manage the payment for
those costs, including managing student loan debt and accessing student
aid through completion of the free application for federal student aid

(FAFSA) and the Colorado application for state financial aid (CASFA);
understanding credit cards and credit card debt; understanding
homeownership and mortgages; and understanding retirement plans,
including investments and retirement benefits.
The bill adds to the resources contained in the existing financial
literacy resource bank created and maintained by the state board specific
references relating to assessing the affordability of higher education and
how to budget and pay for higher education, as well as how to manage
student loan debt; understanding the purpose of and how to access and
complete the FAFSA or CASFA; understanding credit cards and credit
card debt; understanding the home buying process, including home loans
and managing mortgage debt; and understanding retirement plans,
including investments and retirement benefits.
Under current law, school districts are encouraged to adopt a
financial literacy curriculum and to make completion of a course in
financial literacy a graduation requirement. The bill adds assessing the
affordability of higher education and how to budget and pay for higher
education, as well as how to manage student loan debt, to the suggested
financial literacy curriculum, as well as familiarizing students with the
process and required forms to apply for financial aid, grants, and
scholarships, including the FAFSA and CASFA.
Further, the bill requires school districts and charter schools, as
part of the process of establishing the individual career and academic plan
for a student in grades 9 through 12, to inform the student and the
student's parents of the importance of completing the FAFSA and
CASFA and to provide help in completing the forms, if requested.

• May 14, 2021: Senate Appropriations Committee Report
• May 06, 2021: Senate Education Committee Report
• April 23, 2021: House Appropriations Committee Report
• March 25, 2021: House Education Committee Report

HB21-1221 requires the CDE to update the model bullying prevention and education policy, which process must include the parents of students who have been bullied. At a minimum, the model policy must clearly differentiate between a conflict and bullying and between harassment and bullying as well as clarify the role of cyberbullying during online instruction, which may occur on or off school property.

The League stands by the state legislature in establishing base level expectations for discipline to ensure consistency and equity across Colorado. A consistent policy will help schools provide a safe environment where learning can and does happen. Discipline is essential to learning success for all.

Governor Signed.

The bill requires the department of education (department) to
utilize a stakeholder process when updating the model bullying
prevention and education policy (model policy), which process must
include the parents of students who have been bullied. At a minimum, the
model policy must clearly differentiate between a conflict and bullying
and differentiate between harassment and bullying and clarify the role of
cyberbullying during online instruction, which may occur on or off school
property.

Current law requires each school district and charter school to
adopt a safe school plan that includes:
  • A conduct and discipline code with a specific policy
concerning bullying prevention and education (bullying
policy). The bill requires the bullying policy to incorporate
the approaches, policies, and practices outlined in the
model policy.
  • Safe school reporting requirements that include the number
of conduct and discipline code violations relating to a
school activity or sanctioned event that is detrimental to the
welfare or safety of other students or of school personnel,
including incidents of bullying. The bill requires incidents
of bullying be listed as a separate type of violation.
The bill specifies bullying as a behavior that may be grounds for
suspension or expulsion of a student from public school.

• May 06, 2021: Senate Education Committee Report
• April 22, 2021: House Education Committee Report

HB21-1234 creates the Colorado High-Impact Tutoring Program to provide CDE grants to local education providers for tutoring programs to address student learning loss as a result of the COVID-19 pandemic. The CDE is not the developer of the tutoring programs; this is done individually by the LEPs. There are not guidelines other than the CDE will review the programs.

Because the grants will be giving to LEPs for tutoring to work toward consistency and equity in academic achievement and address learning loss locally, the position of the League would be in support of programs such as this one.

This bill was signed by the Governor.

The bill creates the Colorado high-impact tutoring program
(program) to provide grant funding to local education providers, as
defined in the bill, to create high-impact tutoring programs (tutoring
programs) to address student learning loss and unfinished learning due to
the presence of the COVID-19 pandemic in Colorado. A local education
provider or group of providers may apply to the department of education

(department) for a grant.
To receive a grant, a local education provider shall apply to the
department and shall demonstrate need, as determined by the department,
which may include serving low-income or underserved students.
The application must also include the local education provider's
plan for its tutoring program (program plan), which must include the
elements of a tutoring program and must detail how the local education
provider will implement the program plan.
The department shall review grant applications, and the
commissioner of education (commissioner) shall award grants. In
awarding grants, the commissioner shall consider the alignment of the
local education provider's program plan with the requirements of the
tutoring program, the number of students projected to be served, the
needs of a rural local education provider for financial or technical support
to implement a tutoring program, the cost of implementing the local
education provider's tutoring program, the amount of available money for
program grants, and any other criteria determined by the commissioner.
The state board of education may promulgate rules necessary to
implement the program.
In each year in which a grant is awarded, the bill requires a local
education provider receiving a grant to report to the department
information concerning the implementation of the tutoring program,
including student outcomes. The department shall also report annually to
the education committees of the general assembly, summarizing local
education providers' tutoring programs and student outcomes.
The department is not required to implement the program if there
is insufficient money to award program grants.
The bill repeals the program after 5 years.

• June 02, 2021: Senate Appropriations Committee Report
• May 13, 2021: Senate Education Committee Report
• May 04, 2021: House Appropriations Committee Report
• April 08, 2021: House Education Committee Report

The Department of Education is directed to streamline the application process and other requirements relating to the award of money to local education providers, to implement one or more extended learning opportunities to address COVID-19 learning impacts.  Extended learning opportunities are defined to include, in part, summer school programming, extended school days or extended school weeks, high-impact tutoring, creative enrichment tied to academic gains, social-emotional supports, and additional mental health supports tied to academic success.

The general assembly may appropriate money to the department for use by local education providers to implement extended learning opportunities.

The League’s positions state that citizens should have equal access to quality education, and it supports an array of local and state reforms to ensure consistency and equity across the state. Equalizing educational opportunity includes programs for students with specific needs. Streamlining the application process for applying for funds to implement extended learning opportunities would be especially helpful to small schools and districts that have capacity constraints for completing multiple applications they may be eligible to receive that would, in turn, benefit their students.

The Governor signed this bill.

To the extent possible, the department of education (department)
is directed to streamline the application process and other requirements
relating to the award of money to local education providers, including
school districts, charter schools, and other authorized local education
providers, as defined in the bill (local education providers), to implement

one or more extended learning opportunities to address COVID-19
learning impacts. The department is authorized to administer the
programs as part of a single, combined application, reporting, and
evaluation process created by the department.
Extended learning opportunities are defined in the bill to include,
in part, summer school programming, extended school days or extended
school weeks, high-impact tutoring, creative enrichment tied to academic
gains, social-emotional supports, and additional mental health supports
tied to academic success.
The combined application allows a needs-based approach to
identify the programs and services that meet the needs of the eligible local
education provider and allows the department to help match the local
education provider with funding sources. In addition to a combined
application, the department is authorized to streamline
local-education-provider reporting to the department and department
reporting to the general assembly and align reporting deadlines.
The department shall ensure that eligibility requirements,
application provisions, allowable uses of funding, data collection and
reporting, and any other requirements specific to the program or funding
source are met for all programs or services administered pursuant to this
section.
The local education provider shall establish an internal
progress-monitoring system to monitor progress using family- and
community-informed practices to measure extended learning
opportunities program effectiveness through student educational gains.
If required by law and subject to available funding, the department
shall evaluate one or more extended learning opportunities implemented
across local education providers using a common set of evaluation criteria
and metrics.
The state board may adopt any rules necessary for the
implementation of the combined application, reporting, and evaluation
process.
The general assembly may appropriate money to the department
for use by local education providers to implement extended learning
opportunities.

• May 06, 2021: Senate Education Committee Report
• April 21, 2021: House Education Committee Report

HB21-1294 directs the state auditor to contract with a public or private contractor to conduct a performance audit of the statewide system of standards and assessments and the statewide education accountability system used for accrediting schools and school districts. Colorado adopted the statewide system of standards and assessment in 2008 and the statewide education accountability system in 2009.

The General Assembly wants to ascertain whether, after several significant modification since their development, the accountability systems still align with the original intent in adopting them. In particular the General Assembly wants to assure these systems do not contain institutional or cultural biases based on race, ethnicity, religion, sex, sexual orientation, nationality, disability, age, or economic status. Additionally, they want to ensure that the systems provide accurate, credible, and comparable assessment of the delivery of public education throughout the state. The General Assembly wants to determine if the systems reflect postsecondary and workforce readiness as measured by graduation rates, dropout rates, college entrance exams and matriculation into college or career certification programs. The performance audit will also determine if and to what extent the interventions in the accountability systems are effective for improving outcomes reflected in assessments for schools with students from low poverty families, students of color, and students with disabilities, or conversely if they reflect inequities in learning opportunities.

A principle of the League is that every person should have access to free public education that provides equal opportunity for all. To achieve equal opportunity the League believes: a) that the state legislature may establish base level expectations in academic achievement, and b) the Colorado Board of Education and Department of Education bear the primary responsibility of strong leadership to ensure consistency and equity across the state. This belief is reflected in the text of HB21-1294. Consistency and equity can only be accurately determined when effective and appropriate standards, assessments, and accountability systems are in place.

House Considered Senate Amendments - Result was to Concur - Repass.

The bill directs the state auditor to contract with a public or private
entity (contractor) to conduct a performance audit of the statewide system
of standards and assessments and the statewide education accountability
system. The bill specifies the issues that the performance audit must
address. By November 15, 2022, and following release by the legislative

audit committee, the final report of the performance audit must be
submitted to the commissioner of education, the state board of education,
and the education committees of the general assembly.
The bill specifies the authority of the state auditor and the
contractor to access nonfinancial records and information held by the
department of education or held by public schools, school districts, boards
of cooperative services, and the state charter school institute, if the
records and information are not available from the department.

• June 03, 2021: Senate Appropriations Committee Report
• May 25, 2021: Senate Education Committee Report
• May 06, 2021: House Education Committee Report

HB21-1325 establishes an interim committee on school finance for the 2021 and 2022 legislative interims.

Interim Committee.  The committee must consider the following topics:

• how to modernize the formula to make it more transparent, equitable, and student-centered;
• whether the current method for identifying at-risk pupils is an appropriate, accurate method, which may be informed by the poverty study required by the bill;
• whether to redesign funding allocation based on district cost-of-living and personnel costs to only significantly high cost districts;
• the appropriate method to address small, remote, and rural school district funding;
• funding equity related to total program mill levy and mill levy overrides;
• alternative educator support for districts teaching kindergarten through second grade students; and
• benefits and challenges of incorporating special education services into the formula.

State match for mill levy override (MLO) effort. The bill directs the interim committee to design and recommend a program, beginning in FY 2022-23, to support students by incentivizing voter approval for MLOs in low property wealth districts by providing a state match for MLO revenue.

The committee must consider:

• how to address out-of-district student enrollment and multi-district online programs that may increase a district’s pupil count but not its property tax base;
• how the mix of residential and non-residential properties affects assessed values and property tax revenue collected by the district because of the difference in assessment rates;
• the threshold at which districts would become eligible for state money to match mill levy override revenue;
• the appropriate number of total program mills a district must levy to be eligible;
• the treatment of institute charter schools located in participating districts; and
• any other relevant considerations.

The interim committee may introduce legislation to implement a program providing state matching money for local MLO revenue.

Poverty study. By September 1, 2021, the bill requires the interim committee to contract with a third-party vendor to analyze various methods of measuring student economic disadvantage and the necessary data and systems alignment needed to incorporate those measures into the school finance formula.

The bill specifies what must be included in the study and analysis. The completed study must be provided to the interim committee, the education committees, and the Joint Budget Committee by January 1, 2022.

The League believes that every person should have access to free public education that provides equal opportunity for all. Action on school financing equity takes place predominantly at the state level where school financing laws are made. The LWVCO gives support for a state finance system that would equalize opportunity. Public schools must be adequately funded to be able to provide high quality, free public education.  HB21-1325 lays out specific tasks for an interim committee to determine how the public schools finance formula should be updated and amended to provide greater equity on public schools funding.

Senate Third Reading Passed - No Amendments

The bill makes the following changes to the Public School
Finance Act of 1994 (school finance formula), commencing with the
2021-22 budget year:

  • Modifies at-risk funding by adding pupils who are eligible
for reduced-price lunch under the federal school lunch
program, in addition to the free-lunch pupils in the existing
definition, and removing from the definition of at-risk
pupils the subset of English language learners who are
currently included in the at-risk pupil count;
  • Adds a new English language learner funding factor to the
school finance formula for all English language learners
included in the prior year's pupil enrollment. The factor is
8% of per pupil funding multiplied by the English language
learner enrollment, as defined in the bill.
  • Makes corresponding changes to the calculation of district
total program funding, minimum per pupil funding, and the
minimum per pupil funding base to reflect the school
finance formula changes relating to English language
learner factor funding; and
  • Makes a corresponding change to the statutory district total
program amount to reflect the changes to the at-risk
funding factor and the addition of the English language
learner funding factor.
The bill includes the general assembly's finding that state
education fund money may be used for the school finance formula
changes in the bill.
Beginning in the 2022-23 budget year, the bill directs the
department of education to calculate an override mill match amount for
distribution to each school district that is levying 27 mills for total
program and that would have to levy more than 30 mills to reach the
maximum amount of mill levy override revenue permitted by law. The
bill specifies a formula for calculating the amount of the distributions.
The bill creates the mill levy override match fund (fund) and the actual
mill match amount distributed to school districts is subject to annual
appropriations to the fund. A school district must distribute a portion of
the override mill match amount that it receives to the charter schools of
the school district in the same way it distributes mill levy override
revenue.
The bill creates the legislative interim committee on school finance
(interim committee). The interim committee will meet during the 2021
and the 2022 legislative interims. The committee consists of 4 senators
and 4 representatives with equal representation from each party. The bill
specifies the issues the interim committee must consider.
The interim committee will contract with a qualified third-party
vendor to study approaches to better measure student economic
disadvantage in Colorado in addition to or in lieu of using eligibility for
the federal school lunch program as a proxy for at-risk students.
1

• June 07, 2021: Senate Appropriations Committee Report
• June 04, 2021: Senate Finance Committee Report
• June 03, 2021: House Appropriations Committee Report
• June 03, 2021: House Education Committee Report

SB21-013 directs the Department of Education to identify educational products, strategies, and services that have demonstrated effectiveness in identifying and reversing student learning loss that has been caused by the suspension of in-person learning. The department must create and maintain a resource bank of examples of educational products, explanations of and instructions for implementing strategies and educational services, and models of professional development programs related to using the products and implementing the strategies and services.  The bill also directs the department to provide technical assistance to school districts and charter schools upon request. This bill is targeted to address learning loss experienced by students of color, low-income students, and students with disabilities. This bill does not target learning loss in specific academic areas, so the directive to the CDE is quite broad. 

The League supports equalizing educational opportunity, equity for students, and an array of local and state reforms to ensure consistency and equity across the state.  The League also believes the CDE should take a strong leadership role to provide better service to encourage educational improvement.  

Governor Signed

The bill directs the department of education (department) to
identify educational products, strategies, and services that have
demonstrated effectiveness in identifying and reversing student learning
loss that has been caused by the suspension of in-person learning. The
department must create and maintain a resource bank of examples of
educational products, explanations of and instructions for implementing

strategies and educational services, and models of professional
development programs related to using the products and implementing the
strategies and services. The department must also provide information
concerning public or private nonprofit entities that school districts, boards
of cooperative services, and charter schools may work with in providing
student support. The bill also directs the department, to the extent
possible within existing resources, to provide technical assistance to
school districts and charter schools upon request.

• April 22, 2021: House Education Committee Report
• March 18, 2021: Senate Education Committee Report

SB21-067 requires that public school courses that teach civil government include instruction on specified topics in civics education update them as necessary and to include the identified information and issues, such as the accomplishments of a wide range of minority groups.

The State Board of Education must update the academic content standards for civics to comply with these requirements during the next standards review cycle. The bill also encourages schools or school districts to partner with local service organization to solicit donations to improve the quality of civic education.

The League believes first and foremost that democratic government depends upon informed, active participation in government through reasoned decision making. For most citizens, learning about our government begins during PreK-12th grade schooling. Therefore, the League wholeheartedly agrees that Social Sciences, and Civics in particular, should be included in the K-12th grade curriculum. We support the Colorado General Assembly in establishing base level expectations in Civics learning and achievement to ensure consistency and equity in Colorado schools.

Because the Colorado League’s efforts focus on the informed actions of our state’s citizenry, it is particularly troubling that, as stated in the Bill, there has been “a significant erosion in the infrastructure in schools needed to support strong civics education programs. The results are borne out by students' scores on the most recent national civics assessment test. Less than a quarter of high school students achieved a grade of proficient…”.  Colorado students and adults need a solid framework of Civics understanding to form reasoned judgments for their actions in their political lives.

Finally, the League is particularly supportive of the requirement in the bill for instruction to include the significant contributions of a much wider range of Colorado’s minority groups than has been included in the past. We believe this content will promote greater understanding and an equity perspective in students across our state.

The writers of SB21-067 mention the impact of the lack of Civics statewide assessment prior to high school graduation as a reason for the disinvestment in Civics education. The League of Women Voters of Colorado is supportive of future legislation, requiring the Colorado Department of Education to include statewide Civics assessment during high school to ensure that our future voters have a firm grasp, a healthy curiosity, and a motivation for civic action and lifelong learning about the workings of government at all levels.

Governor Signed

The bill specifies information and issues that public schools must
teach in providing courses on civil government. The bill directs the state
board of education (state board) to review the state civics standards and
update them as necessary to include the identified information and issues.
The bill creates the Colorado seal of civics excellence (seal) to
recognize public schools and school districts that implement high-quality

civics education programs. A public school may apply to the department
of education (department) to receive the seal. The department shall
review the applications, and the state board shall award a seal to those
applicants that the department finds to have achieved specified criteria.
If at least 90% of public schools within a school district receive a seal in
a single school year, the state board shall award a seal to the school
district. The school performance report for a public school or school
district that receives a seal must state that fact and include information
describing the criteria for obtaining a seal. The general assembly, by
tribute, shall publicly recognize the public schools and school districts
that are awarded seals. Each public school and school district is
encouraged to partner with local service organizations to solicit donations
to improve the quality of the civics education program that the public
school or school district provides.
The bill authorizes a school district, charter school, or board of
cooperative services that operates a public school (local education
provider) to grant a diploma endorsement in civics literacy to a graduating
high school student who meets specified requirements. A granting local
education provider must provide information concerning the civics
literacy diploma endorsement requirements to students and their parents.

• April 08, 2021: House Education Committee Report
• March 04, 2021: Senate Education Committee Report

SB21-106 amends the high school innovative learning pilot program that authorized local education providers to count as full-time students high school students participating in innovative learning opportunities and creates the fourth-year innovation pilot program. The bill requires all applicants to demonstrate how their innovative learning plan disproportionately benefits underserved students. The CDE is required to consider whether the innovative learning plan includes opportunities in registered or unregistered apprenticeships, internships, and technical training or skills programs through an industry provider, teacher training opportunities, concurrent enrollment, and industry certificates. The state board is encouraged to select up to 20 applicants.

The League supports programs in occupational education and retraining when needed at any point of an individual’s working career, as well as expanded opportunities in apprenticeship and on the job training programs. The new 4-year program mirrors the League’s positions well.

Signed by the President of the Senate.

The bill amends the high school innovative learning pilot program
(ILOP) that authorized school districts, district charter schools, and
institute charter schools (local education providers) to count as full-time
students high school students participating in innovative learning
opportunities regardless of whether they meet the number of teacher-pupil
instruction and contact hours for full-time enrollment. The bill allows a

school of a school district to participate in an ILOP with a district or
independently and requires all applicants to demonstrate how their
innovative learning plan disproportionately benefits underserved students.
In selecting applicants to participate in the pilot program, the bill
requires the department of education (department) and the state board of
education (state board) to consider whether the innovative learning plan
includes opportunities for students to participate in registered or
unregistered apprenticeships, internships, and technical training or skills
programs through an industry provider, teacher training opportunities,
concurrent enrollment, and industry certificates.
Further, subject to available appropriations, the state board is
encouraged to select up to 20 applicants and is not limited to choosing
applicants that had part-time students in the prior year and that enroll
fewer than 5,000 students.
The bill creates the fourth year innovation pilot program (pilot
program) in the department of higher education to disburse state funding
to postsecondary education and training programs on behalf of
low-income students who graduate early from a high school participating
in the pilot program prior to enrolling in the fourth year of high school or
prior to enrolling in the second semester of their fourth year in high
school.
The state funding awarded to a student graduating prior to
enrolling in the fourth year of high school is equal to the greater of 75%
of the average state share amount of the statewide average per-pupil
funding for public elementary and secondary schools or $3,500. The state
funding for a student graduating prior to the second semester of their
fourth year in high school is equal to the greater of 45% of the average
state share amount of the statewide average per-pupil funding for public
elementary and secondary schools or $2,000. The state funding is
disbursed to the postsecondary program on behalf of the eligible graduate
and may be used for the eligible graduate's cost of attendance for the
postsecondary program, as determined by the department of higher
education. The local education provider from which the student graduated
early prior to the fourth year of high school receives a portion of the state
savings for school finance obligations due to the early graduation.
An eligible graduate must enroll in a postsecondary program and
use the state funding award before the eligible graduate's twenty-first
birthday, at which time the unused portion of the state funding is
forfeited.
The bill requires the department of higher education to report
annually to certain committees of the general assembly certain
information relating to the pilot program. The bill creates a fund for the
pilot program.
1

• May 25, 2021: House Appropriations Committee Report
• May 12, 2021: House Education Committee Report
• April 30, 2021: Senate Appropriations Committee Report
• March 11, 2021: Senate Education Committee Report

Summary

The career development success program provides financial incentives for participating school districts and participating charter schools to encourage pupils enrolled in grades 9 through 12 to enroll in and successfully complete qualified industry-credential programs; qualified internship, residency, or construction industry pre-apprenticeship or apprenticeship programs; and qualified advanced placement courses. The bill expands the definition of a qualified industry-credential program to include a career and technical education program that, upon completion, results in an industry-recognized credential with labor market value aligned with a high-skill, high-wage, in-demand job. The Department of Education will identify the top 10 industry-recognized credentials that may be awarded to high school students.

The League supports programs in occupational education and retraining when needed at any point of an individual’s working career, as well as expanded opportunities in apprenticeship and on the job training programs. Vocational education programs have significant impact on employment, particularly for women who have had difficulty gaining access to training programs for higher paying jobs. The program impacted by this bill may work to alleviate this discrepancy.

This bill has been sent to the Governor.

The career development success program provides financial
incentives for participating school districts and participating charter
schools to encourage pupils enrolled in grades 9 through 12 to enroll in
and successfully complete qualified industry-credential programs;
qualified internship, residency, or construction industry

pre-apprenticeship or apprenticeship programs; and qualified advanced
placement courses (programs and courses). The bill amends the list of
qualified programs by removing residency programs and expanding
pre-apprenticeship and apprenticeship programs to include any industry
program, not just construction industry programs.
The bill expands the definition of a qualified industry-credential
program to include a career and technical education program that, upon
completion, results in an industry-recognized credential with labor market
value aligned with a high-skill, high-wage, in-demand job.
Current law requires the work force development council (council)
to identify the programs and courses by identifying the jobs included in
the Colorado talent report with the greatest regional and state demand,
including jobs in in-demand industries. The bill requires the council to
consult with relevant industries to identify the programs and courses by
identifying high-skill, high-wage jobs in in-demand industries that have
labor market value. Any programs and courses the council determines do
not demonstrate labor market value may be removed from the council's
website.
Beginning in the 2022-23 school year, and each school year
thereafter, the department of education (department), in coordination with
the department of labor and employment, the department of higher
education, the Colorado community college system, and employers from
in-demand industries, shall identify the top 10 industry-recognized
credentials that may be awarded to high school students. For each
identified credential, the department shall specify how the courses taken
to earn the credential align with the state academic standards.
The bill requires each participating school district, each
nonparticipating school district on behalf of its participating charter
schools, and the state charter school institute on behalf of each
participating institute charter school to report to the department the total
number of pupils who successfully complete a program or course,
disaggregated by the student's race, ethnicity, and gender, and whether the
student is a student with a disability, an English language learner, or
eligible for free or reduced-price lunch.
Current law requires each participating school district and each
participating charter school to regularly communicate to all high school
students the availability of programs and courses and the benefits a
student receives as a result of successfully completing one of the
programs or courses. The bill expands this requirement to all middle
school students and the students' families.
The bill requires each participating school district and each
participating charter school to communicate how industry-recognized
credentials and guaranteed-transfer pathways courses that are included in
such credentials are aligned with postsecondary degrees and high-skill,
high-wage, in-demand jobs, and the top 10 industry-recognized
credentials identified by the department. The communications must be
provided in a language that the students and the students' families
understand.
The bill updates the department's annual reporting requirements to
the general assembly to include:
  • Whether the students participating in the programs and
courses enlisted in the military or entered the workforce
after graduation;
  • How money received under the career development success
program was used to promote the availability of programs
and courses; and
  • How the participating school district or participating
charter school determined which programs and courses to
offer, including how the programs and courses are aligned
with local workforce needs.
No later than July 1, 2022, the department, in collaboration with
the Colorado community college system, shall publish and disseminate
materials through existing and relevant platforms used to engage with
districts that include, at a minimum, the top 10 industry-recognized
credentials and a sample communications plan for how a participating
school district or participating charter school may communicate the value
of credentials and experiences to students and families.
The bill requires participating school districts and participating
charter schools to utilize program funding to promote access to programs
and courses.

• May 14, 2021: House Appropriations Committee Report
• May 05, 2021: House Education Committee Report
• April 01, 2021: Senate Appropriations Committee Report
• March 17, 2021: Senate Education Committee Report

SB21-151 requires local education providers and schools to post certain information related to the Colorado READ Act on its website in a user-friendly format, including curriculum, instructional programs, how early literacy funding is used, and the number of students who have literacy plans and who have achieved reading competency.

Posting the number of students with literacy plans in small schools with small classrooms run the risk of having individuals outside of school personnel easily identify the students with plans. This causes concern with League members.

The League believes that the education of young children is a shared responsibility. The school must provide a safe environment where learning can and does happen. Teaching children to read is a core responsibility of schools. The League supports measures that promote, help, and encourage families to prepare students to meet academic standards. Therefore, making information about instruction related to the READ ACT easily understandable for families is an important change.

The bill amends the Colorado READ Act to require each local
education provider to post on its website:
  • The core and supplemental reading curriculum, or a
detailed description of the reading curriculum, by grade,
used in each of its schools;
  • The core and supplemental reading instructional programs

and intervention reading instruction, services, and other
supports provided in each of its schools;
  • The number of students enrolled in kindergarten and first
through third grades who have READ plans, as well as the
number of students who have achieved reading
competency; and
  • The local education provider's budget and narrative
explanation for the use of the Colorado READ Act
intervention money.

• May 26, 2021: House Appropriations Committee Report
• May 06, 2021: House Education Committee Report
• March 25, 2021: Senate Education Committee Report

Currently, if the Colorado educational and cultural facilities authority has issued qualified charter school bonds for a charter school that fails to immediately restore its qualified charter school debt service reserve fund to the applicable reserve fund requirement, the general assembly may, but is not required to, appropriate money to restore any or all reserve fund requirements. This bill increases the cap on the bonds from $500million to $750million.

The LWVCO’s position supports a state finance system that would provide enough funds for public schools to equalize educational opportunity and relieve the property tax. Some charter school may equalize educational opportunity. What is not spelled out in this bill is the rationale for why a charter school that is not meeting its reserve fund requirements should receive an infusion of funds to stabilize the debt service.

Governor Signed.

Under current law, if the Colorado educational and cultural
facilities authority has issued qualified charter school bonds for a charter
school that fails to immediately restore its qualified charter school debt

service reserve fund (reserve fund) to the applicable reserve fund
requirement, the general assembly may, but is not required to, appropriate
money to restore any or all reserve fund requirements. The general
assembly may appropriate money to restore reserve fund requirements for
an aggregate outstanding principal amount of bonds not to exceed $500
million. The bill increases the cap for the aggregate outstanding principal
amount of qualified charter school bonds for which the general assembly
may restore reserve fund requirements to $750 million.

• March 31, 2021: House Education Committee Report
• March 17, 2021: Senate Education Committee Report

SB21-172 creates the Educator Pay Raise Fund, which consists of money that the general assembly may appropriate or transfer to the fund. The department of education must distribute any money appropriated from the fund to assist school districts, charter schools, and boards of cooperative services in increasing teacher salaries and the hourly wage paid to other employees.

The League believes that there should be adequate sources of revenue for schools that would equalize opportunity and relieve the property tax. Unfortunately, Colorado school funding has not kept up with the shift from local to state dollars and steady, substantial increases in student population. School funding has fallen well behind inflation, resulting in Colorado’s per pupil funding dropping to the lower part of the bottom of half of states.

Senate Considered House Amendments - Result was to Concur - Repass 

The bill creates the educator pay raise fund (fund), which consists
of money that the general assembly may appropriate or transfer to the
fund. The department of education must distribute any money
appropriated from the fund to assist school districts, charter schools, and
boards of cooperative services in increasing teacher salaries and the

hourly wage paid to other employees.

• June 03, 2021: House Education Committee Report
• March 18, 2021: Senate Education Committee Report

SB21-268 is the 2021 School Finance Act that sets funding levels for Colorado’s 178 school districts and makes technical, administrative, and funding changes to a variety of education-related programs. The bill increases state expenditures and school district funding on an ongoing basis. It makes changes to state law regarding the funding of public schools and associated programs within the Colorado Department of Education.

The League believes that every person should have access to free public education that provides equal opportunity for all. Action on school financing equity takes place predominantly at the state level where school financing laws are made. The LWVCO gives support for a state finance system that would equalize opportunity. Public schools must be adequately funded to be able to provide high quality, free public education. The League supports programs in basic education, occupational education, compensatory programs for disadvantaged groups beginning at the preschool level and extending through secondary education. This bill aims at funding a myriad of programs and grants addressing the needs of pupils and schools, including those brought on by the pandemic.

Signed by the President of the Senate.

Section 1 of the bill:
  • Increases the statewide base per pupil funding for the
2021-22 budget year by $141.67 to account for inflation of
2% for a new statewide base per pupil funding amount of
$7,225.28; and
  • Sets the minimum statewide district total program funding

amount for the 2021-22 budget year and requires the dollar
amount of the budget stabilization factor to remain the
same for the 2022-23 budget year.
Section 2 of the bill authorizes the state board of education (state
board) to take action against an educator license, certificate, endorsement,
or authorization if the educator is convicted of an offense under the laws
of another state, the United States, or any territory subject to the
jurisdiction of the United States, the elements of which are substantially
similar to a felony drug offense described in part 4 of article 18 of title
18, Colorado Revised Statutes.
Section 3 of the bill extends to 18 months the length of the
accreditation contract entered into between the state board and each
school district board of education (local school board) and the state
charter school institute for the 2021-22 school year.
Sections 4 and 5 of the bill extend by one month the deadline for
a local school board to certify to the state board mileage for
reimbursement from the public school transportation fund and for the
state board to certify to the state treasurer the amount of reimbursements
from the public school transportation fund.
Section 6 of the bill changes the period of time in which the
department of education (department) may establish an alternative pupil
count day to within 45 school days after the first school day.
Section 7 of the bill allows local education providers to carry
forward more than 15% of the per-pupil intervention money received
pursuant to the READ Act for the 2020-21 budget year for use in the
2021-22 budget year.
Sections 8 and 9 of the bill adjust the amount of additional
funding authorized in Senate Bill 21-053 that is available to school
districts that fully fund total program with local revenue.
Sections 10 and 11 of the bill authorizes a school district that
operated a district preschool program under the Colorado Preschool
Program Act in the 2019-20 school year with a waiver to serve children
under 3 years of age to continue in subsequent school years to use the
same number of preschool positions to serve children under 3 years of age
who have multiple significant family risk factors.
Section 12 of the bill extends the budget deadlines for the 2021-22
budget year for school districts and local college districts.
Section 13 of the bill makes permanent statutory provisions that
allow school district charter schools that convert to institute charter
schools or institute charter schools that convert to school district charter
schools to continue to receive funding for at-risk students using the
funding formulas that applied to the charter schools prior to the
conversion.
Sections 14 of the bill requires the state board to review and
accept or reject a local school board's proposed revisions to an existing
innovation school or innovation zone plan. The state board's
determination must be based on serving the best interests of students,
families, and the community.
Section 15 of the bill removes the cap on appropriations for the
school counselor corps grant program.
Section 16 of the bill requires a board of cooperative services
(BOCES) that intends to locate or operate a BOCES school within the
geographic boundaries of a school district that is not a member of the
BOCES during the 2021-22 school year to obtain written permission from
the school district in which the school will be operated or located. The
requirement for written consent does not apply to a BOCES school that
is operating prior to the effective date of the bill.
Section 17 of the bill provides additional funding for at-risk
students for the 2021-22 budget year to school districts, district charter
schools, and institute charter schools. The amount of funding is based on
the number of pupils for the 2020-21 budget year who were English
language learners, as defined in the bill, and the number of pupils who
were eligible for reduced-price lunch. The department must distribute the
amount of additional funding for at-risk students to each school district
and institute charter school. Each school district that authorizes a charter
school must distribute to the charter school the per pupil distribution
amount for the eligible pupils enrolled in the charter school.
Section 18 of the bill appropriates $478,743,696 of general fund
money to the department for the state share of districts' total program
funding.
Section 19 of the bill authorizes the use of appropriations for the
Accelerating Students Through Concurrent Enrollment (ASCENT)
program for the 2021-22 budget year.
Section 20 of the bill appropriates $400,000 from the state public
school fund for school finance audit payments.
Section 21 of the bill appropriates $77,408,881 to the department
from the state education fund for additional funding for at-risk students
for the 2021-22 budget year.
Section 22 of the bill appropriates $2,000,000 from the state
education fund for the school counselor corps grant program.
Section 23 of the bill appropriates $1,706,537 from the general
fund to the department to restore funding to the following grant programs
that had appropriations reduced or eliminated for the 2020-21 fiscal year:
  • $800,000 and 0.6 FTE for the ninth grade success program;
  • $375,807 for the school leadership program;
  • $280,730 for the accelerated college opportunity exam fee
grant program; and
  • $250,000 and 0.3 FTE for the John W. Buckner automatic
enrollment in advanced placement courses grant program.

1

• June 02, 2021: House Appropriations Committee Report
• May 19, 2021: House Education Committee Report
• May 14, 2021: Senate Appropriations Committee Report