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Bill Detail: SB19-199

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Title READ Act Implementation Measures
Status Governor Signed (05/10/2019)
Bill Subjects
  • Education & School Finance (Pre & K-12)
House Sponsors J. Wilson (R)
J. McCluskie (D)
Senate Sponsors N. Todd (D)
B. Rankin (R)
House Committee Education
Senate Committee Education
Date Introduced 03/18/2019

The bill makes several changes concerning implementation of the
Colorado Reading to Ensure Academic Development Act (READ act)
by school districts, charter schools, and boards of cooperative services

that operate schools (local education providers) as follows:
  • Requiring that instructional programming and services for
teaching reading be focused on the areas of phonemic
awareness, phonics, vocabulary development, reading
fluency including oral skills, and reading comprehension
(foundational reading skills);
  • Directing each local education provider to adopt a reading
education program plan for each of the schools operated by
the local education provider, specifying the minimum
contents of each plan, directing the local education
provider to report to the department of education
(department), and directing the department to monitor
implementation of the plan;
  • Specifying that students with significant reading
deficiencies (SRD) and students who read below grade
level must receive a specified minimum amount of
educator-assisted reading time each day;
  • Requiring each local education provider to annually post
online for public access information concerning the
percentage of students who are identified as having SRD,
the percentage of students who are not identified as having
SRD but are reading below grade level, and the amount and
use of money that the local education provider receives as
per-pupil intervention money and through the early literacy
grant program.
The bill directs the department to develop and implement a public
information campaign to emphasize the importance of learning to read by
third grade and to highlight the local education providers that achieve
high percentages of third-grade students who are reading at grade level.
The bill directs the department to contract with one or more entities to
independently evaluate whether a local education provider's use of
per-pupil intervention money or early literacy grant program money
results in students making measurable progress toward reading
The bill changes the distribution of money appropriated from the
early literacy fund by reducing the amount distributed as per-pupil
intervention money, increasing the amount distributed through the early
literacy grant fund, and adding distributions to pay for the public
information campaign and the reading certification program.
The bill changes the procedure for distributing the per-pupil
intervention money by:
  • Requiring a local education provider to provide
information and meet certain requirements in order to
receive the money;
  • Authorizing the department to monitor and, if necessary,
audit the use of the money throughout the budget year;
  • Expanding the allowable uses of the per-pupil intervention
money to include purchasing core reading instructional
programs and purchasing technology, including software,
to assist in assessing and monitoring student progress; and
  • Capping the amount of per-pupil intervention money that
a local education provider may retain from year to year.
The bill amends the early literacy grant program to provide
that, if the department, at the completion of a grant, determines that the
program implemented with the grant money was successful in moving
students toward reading competency, the state board of education must
automatically renew the grant and increase the grant amount if necessary
to enable the grant recipient to expand the program.
The bill requires a local education provider to report the scores
attained by students on the interim reading assessments if the local
education provider uses per-pupil intervention money to purchase
instructional programming in reading.
The bill directs the department to create a reading certification
program that is focused on the foundational reading skills and must
include 3 tiers: Paraprofessional certification; educator certification; and
reading coach certification. Each local education provider must obtain
reading certifications for their educators at the educator or reading coach
level and may obtain reading certifications at the paraprofessional level
for other employees and for parents, upper-grade students, and other
community members who request training through the local education
provider. The reading certifications are free to local education providers
and the persons obtaining the certification.

Committee Reports
with Amendments
Full Text
Full Text of Bill (pdf) (most recent)
Fiscal Notes Fiscal Notes (08/20/2019) (most recent)  
Additional Bill Documents Bill Documents
  • Past bill versions
  • Past fiscal notes
  • Committee activity and documents
  • Bill History
Lobbyists Lobbyists
Votes House and Senate Votes
Vote Totals Vote Totals by Party
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