Bill # Calendar NotificationShort TitleSponsorsMost Recent StatusFiscal NotePositionBill SummaryComments
HB14-1039NOT ON CALENDARLinking Student Data Preschool To Kindergarten SCHAFER / NEWELL 03/31/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 Early Childhood and School Readiness Legislative Commission. The bill directs the department of education to work with the state department of human services and the office of information technology to establish procedures to link the student data collected by publicly funded early childhood education programs with the student data collected by school districts and public schools. The departments and the office must begin implementing the procedures by October 1, 2014. If necessary, the state board of education and the state board of human services may promulgate rules to implement the procedures. The department of education may receive state education fund moneys to implement the procedures. The early childhood and school readiness legislative commission must meet annually with persons from the department of education and the state department of human services to receive a briefing on the departments' progress in linking the student data. Rec. Monitor 
HB14-1076NOT ON CALENDAREarly Childhood Quality Incentive Program PENISTON / ZENZINGER 04/11/2014 House Committee on Appropriations Postpone Indefinitely

Fiscal Note 

 Early Childhood and School Readiness Legislative Commission. The bill creates, in the department of education (department) and within the Colorado preschool program (CPP), the early childhood quality incentive program (program). Through the program, an eligible school district may apply to the department for a grant to cover the cost of a school-readiness quality rating for the its preschool program and, based on the quality ratings that the district's preschool program achieves, receive a quality improvement grant that the district must use to enhance the quality of the district's preschool program. Once every 2 years, school districts, based on the recommendation of the school district's preschool program advisory council, may apply to the department to participate in the program. A school district is eligible to participate in the program only if it has established a preschool program through the CPP that is in compliance with the requirements of the CPP and is licensed by the department of human services. School districts that contract out all or any portion of the school district's preschool program to a head start or child care agency must allow the head start or child care agency to participate in the program. A preschool program site that is rated at level one, 2, or 3 will receive a quality improvement grant for 2 years to be used in furtherance of the district's quality improvement plan generated by the quality improvement rating. A preschool program site that is rated at level 4 is eligible to receive an additional per child reimbursement that is 10% of the base per pupil revenue established for the CPP. A preschool program site that is rated at level 5 is eligible to receive an additional per child reimbursement that is 20% of the base per pupil revenue established for the CPP. Each district that participates in the program must report specified information to the department after the second year in which the district receives the quality improvement grant. In addition, the department must include certain information about the program in its annual report to the general assembly regarding the CPP. The state board of education must promulgate rules to implement and operate the program. Rec. Monitor 
HB14-1078NOT ON CALENDARChanges To Resolve Education Rule Conflicts PETTERSEN 02/27/2014 Governor Signed

Fiscal Note 

Support The bill clarifies that, for purposes of the accreditation statutes, a public school includes an on-line school but not an on-line program. Under existing law, if a school district or the state charter school institute is in the accreditation category of accredited or accredited with distinction, the district's or the institute's accreditation contract is automatically renewed each year. The bill authorizes the department of education to automatically renew a district's or the institute's accreditation contract if the district or the institute is accredited with an improvement plan.  
HB14-1085NOT ON CALENDARAdult Education And Literacy Programs FIELDS / ZENZINGER 06/05/2014 Governor Signed

Fiscal Note 

 Economic Opportunity Poverty Reduction Task Force. The bill creates the "Adult Education and Literacy Act of 2014". Under this new act, the office within the department of education that is responsible for adult education (office) will administer the adult education and literacy grant program to provide state moneys to adult education and literacy programs that provide basic literacy and numeracy skills programs and that are members of workforce development partnerships that provide additional education to enable students to achieve a postsecondary credential and employment. A local education provider, which includes public education providers, postsecondary institutions, and local, nonprofit workforce development providers, may apply for a grant by submitting an application to the office. At a minimum, the application must demonstrate that the local education provider is a member of a workforce development partnership that provides training leading to employment opportunities for students after they attain basic skills. The application must also specify the measurable goals that the local education provider expects to achieve with the grant moneys. The state board of education (state board) will adopt rules to establish the requirements for the grant program. The office will review each application and recommend grant recipients to the state board. Based on the office's recommendations, the state board will award grants. The office must annually evaluate the effectiveness of the programs that receive grants and prepare a report concerning the grant program for the governor, the state board, and the general assembly. The report must include an analysis of student outcomes and of the continuing unmet need for adult education in the state. The office must periodically convene meetings of representatives from the state agencies and institutions and community-based programs that are involved with adult education and workforce development. The meetings are intended to increase communication and collaboration among these entities. The bill creates the adult education and literacy grant fund, to consist of any gifts, grants, or donations the department of education may receive for adult education and literacy and any state moneys the general assembly may appropriate to the fund. The department is authorized to use a percentage of the moneys appropriated from the fund to offset the costs of administering the grants, evaluating the grant recipients and preparing the report, and convening the adult education and workforce development agencies and programs. The department is not required to implement any portion of the bill if the general assembly does not appropriate sufficient state moneys to offset the implementation costs. The bill repeals the family literacy education grant program, effective July 1, 2014. Rec. Monitor 
HB14-1094NOT ON CALENDARSales & Use Tax Holiday For Back-to-school Items PABON / JAHN 04/04/2014 House Committee on Appropriations Postpone Indefinitely

Fiscal Note 

 Section 1 of the bill creates a state sales and use tax exemption for back-to-school items. The exemption applies for 3 days in the beginning of August for a "back-to-school item", which is defined to mean clothing, shoes, or school supplies. Clothing includes sport and recreational equipment, but does not include clothing accessories. The exemption only applies for an article of clothing, including shoes, that is less than $75 and a school supply that is less than $50. The exemption period occurs in 5 consecutive years beginning with the first August after a fiscal year in which gross general fund revenues are estimated to be at least $8.5 billion. Section 2 of the bill permits a town, city, or county to create a sales tax exemption that is identical to the state exemption.  
HB14-1102NOT ON CALENDARGifted Education Programs PENISTON / KERR 06/05/2014 Governor Signed

Fiscal Note 

 The bill clarifies that an administrative unit must identify gifted children and provide a gifted education program to the extent possible within the administrative unit's available moneys and resources. No later than August 1, 2017, each administrative unit must employ at least one qualified person, as defined in the bill, to administer its gifted education program. Each administrative unit's program plan must include specified items, including provisions for:
* Reporting and data collection and maintenance concerning implementation of the gifted education program;
* A universal screening of students no later than second grade and a secondary screening when students create their individual career and academic plans; and
* Concurrent enrollment if indicated by a gifted child's advanced learning plan. An administrative unit must use an assessment and a team of persons to identify a gifted child. Once the child is identified, the administrative unit must create an advanced learning plan for the child that identifies the child's strengths and needs and the types of gifted education services and programs the child must receive. An administrative unit cannot refuse to accept gifted education moneys but must create a gifted education program plan to use the moneys for which it is eligible. An administrative unit may use the gifted education program moneys that it receives only for specified purposes. The general assembly must appropriate moneys to fund the universal screening for gifted children in early primary grades and the additional screening for identified gifted children in conjunction with creating students' individual career and academic plans. The bill specifies additional subjects regarding gifted education for which the state board of education must adopt rules, including rules to ensure portability of the identification of giftedness and a child's advanced learning plan within the state. In addition, the bill codifies the state-level advisory committee for gifted education that the state board has created. Administrative units are encouraged to create local advisory committees. The bill clarifies that each administrative unit must provide its gifted education program for at least the number of days calendared for the school year by each school district in which the administrative unit provides the gifted education program. 
Rec. Monitor 
HB14-1110NOT ON CALENDARSchool Boards & Executive Session PENISTON / HODGE 03/12/2014 Senate Committee on Judiciary Postpone Indefinitely

Fiscal Note 

 Under current law, the minutes of a meeting of a local public body during which an executive session is held are required to reflect the topic of the discussion at the executive session. In the case of a meeting of a local board of education (school board) during which an executive session is held, the bill additionally requires the minutes to reflect the amount of time each topic was discussed while the board was meeting in executive session. Under current law, if, in the opinion of the attorney who is representing the local public body and who is in attendance at an executive session that has been properly announced, all or a portion of the discussion during the executive session constitutes a privileged attorney-client communication, no record or electronic recording of the part of the discussion that constitutes a privileged attorney-client communication may be made. The bill eliminates this requirement for school boards. Accordingly, discussions occurring in an executive session of such body that must be electronically recorded include all or any part of the executive session that is claimed by the attorney representing the local public body either to constitute a privileged attorney-client communication or to be subject to protection as trial preparation material. The bill additionally requires a school board to maintain a privilege log that will allow identification of each portion of the executive session as to which the claim of privileged attorney-client communication or right to protection as trial preparation material is made. The privilege log is required to describe the topic of the communications not disclosed, and the approximate time in the executive session during which the communications not disclosed were discussed, in such manner that, without revealing information itself privileged or protected, other parties are enabled to assess the applicability of the privilege or right to protection. The bill further permits the school board to make a separate recording of that portion of the executive session as to which the claim of privileged attorney-client communication or right to protection as trial preparation material is made. Rec. Monitor 
HB14-1118NOT ON CALENDARAdvanced Placement Incentives Pilot Program WILSON 06/05/2014 Governor Signed

Fiscal Note 

 The bill creates the advanced placement incentives pilot program (pilot program) in the department of education. If a school district is determined by the department of education to be rural or small, a school within that rural or small school district is eligible to participate in the pilot program. The pilot program is annually limited to the first 10,000 students from participating schools. The participating schools, as well as the teachers for advanced placement classes or mentors for advanced placement on-line classes, are eligible to receive bonuses through the pilot program for the number of students who successfully complete an advanced placement class and for the number of students who take an advanced placement exam. The pilot program is repealed after 4 years. Rec. Monitor 
HB14-1139NOT ON CALENDARAverage Daily Membership For School Finance PRIOLA 05/02/2014 House Second Reading Special Order - Lost - No Amendments

Fiscal Note 

 Under current law, funding for school districts and institute charter schools is based on the number of pupils enrolled on a specified count date each school year. Beginning with the 2017-18 budget year, the bill directs the department of education (department) to calculate funding for school districts and institute charter schools based on the district's or institute charter school's average daily membership, preschool program average daily membership, at-risk pupil average daily membership, on-line average daily membership, ASCENT program average daily membership, and funded membership (collectively referred to as "membership") for the funding averaging period. The funding averaging period is the 4 quarters of the preceding budget year plus the first quarter of the current budget year. The district must create a data system in the 2014-15 budget year to calculate membership. Beginning in the 2015-16 budget year, each district and institute charter school must periodically report the data required to calculate membership. In the 2016-17 budget year, each district and institute charter school will continue to receive funding calculated based on pupil enrollment, but the department must also calculate funding based on membership for comparison purposes. Beginning in the 2017-18 budget years and for budget years thereafter, each district's and institute charter school's funding is based on calculations that use membership, rather than single-day pupil enrollment. Beginning in the 2017-18 budget year, if a school district's membership calculated for the first half of a budget year increases by a greater percentage than the increase in the statewide membership over the preceding funding averaging period, the department will recalculate the school district's total program for the remainder of the budget year using the school district's membership for the first half of the then-current budget year. Beginning in the 2017-18 budget year, a new institute charter school's funding will be based on the projected membership for the first school day. If the new institute charter school's membership for the first half of the budget year is different from the first-day projections, the department shall recalculate the institute charter school's funding based on the membership for the first half of the then-current budget year. In the second year or in a budget year in which an institute charter school increases its program by at least one grade level, if the membership for the first quarter of the school year is greater than the membership for the funding averaging period, the department will recalculate the institute charter school's funding based on the membership for the first quarter of the then-current budget year. In any other budget year, the department will recalculate an institute charter school's funding halfway through the budget year on the same basis that it would recalculate a school district's total program. Beginning in the 2017-18 budget year, a school district that authorizes a charter school shall calculate the charter school's funding based on the charter school's membership. A school district must calculate and recalculate the funding for a district charter school that is new, or in a budget year in which the charter school increases its program by at least one grade level, on the same basis that the department recalculates the funding for an institute charter school. The general assembly must appropriate moneys for the mid-year increases in funding for district charter schools and institute charter schools.  
HB14-1145NOT ON CALENDARSummary Financial Expenditures Info K-12 Schools WILSON 05/05/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 The department of education (department) will create a summary and visual representation of the revenue and primary expenditures of each school district, charter school, board of cooperative services, and the state charter school institute (local education provider), disaggregated by elementary, middle, and secondary school levels. The summaries and visual representations must be readable and understandable by a layperson and consistent across all local education providers. The department shall create a web site view that includes the summaries and visual representations for all local education providers. Each local education provider is required to post its summary and visual representation on its web site and include a link to the department's web site. Rec. Monitor 
HB14-1147NOT ON CALENDARCharter School Capital Construction Funding SZABO / RENFROE 05/05/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 For the 2014-15 budget year and each budget year thereafter, the bill sets $25 million as the amount of state education fund moneys distributed to eligible district charter schools and eligible institute charter schools to offset capital construction costs.  
HB14-1156NOT ON CALENDAREligibility Age School Lunch Protection Program MORENO / ULIBARRI 06/03/2014 Governor Signed

Fiscal Note 

 Current law creates an annual appropriation to provide lunches at no charge to children in state-subsidized early childhood education programs administered by public schools or in kindergarten through second grade. The bill would extend the age of eligibility to twelfth grade and increase the annual appropriation to not more than $3.5 million. Rec. Monitor 
HB14-1167NOT ON CALENDAREnglish Language Proficiency Programs NAVARRO 04/30/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 The bill repeals and reenacts the existing English Language Proficiency Act (ELPA). Under the existing ELPA, funding for a student with limited English proficiency is limited to 2 years, and funds are allocated to school districts, the state charter school institute, and facility schools based on students' levels of English proficiency. The new ELPA uses the term "English language learner" (ELL) rather than "student with limited English proficiency" and uses the term "local education provider", which includes a school district, the state charter school institute, or a facility school. Under the new ELPA, the time for funding expands to 5 years, and each ELL is funded at the same level. The funding allocation is based on certification of the number of ELLs that a local education provider enrolls. Each local education provider must:
* Use the ELPA moneys it receives only to pay for the English language proficiency program;
* Identify and assess ELLs;
* Report to the department of education (department) the number of ELLs, the number of non-English languages spoken by ELLs, and the number of ELLs who speak each language;
* Provide for each ELL an English language proficiency program that meets specific requirements;
* Submit to the department a budget for the ELPA moneys the local education provider receives;
* Report its use of ELPA moneys; and
* Provide assurances that the local education provider is complying with state and federal laws. The department must:
* Identify the English language proficiency assessments that local education providers will use to identify ELLs, which may be the same assessments used under existing law;
* Annually review the statewide levels of proficiency on the statewide assessments for the ELLs who are required to take the statewide assessment;
* Identify accommodations that a local education provider must allow on statewide assessments;
* Monitor, based on the proficiency levels achieved by the local education provider's ELLs, all aspects of each local education provider's implementation of its English language proficiency program;
* Identify which students are appropriately counted as ELLs and appropriately allocate the ELPA moneys to local education providers;
* Disaggregate and report academic performance data for ELLs; and
* Review the ELPA budgets received from local education providers. The state board of education (state board) must adopt rules as necessary to implement the ELPA, but the existing rules remain in effect to the extent they continue to be appropriate. The state board may adopt measures that are specific to the English language proficiency assessments, which measures the department must use to determine a local education provider's level of achievement in meeting the English language development and academic achievement goals for ELLs. In monitoring the local education providers' implementation of the new ELPA, the department cannot require the local education providers to submit data that they already submit under existing federal or state statutes or rules. The bill creates the English language proficiency act excellence awards program (excellence awards program). The department makes awards by identifying the local education providers that achieve the highest English language and academic growth with regard to ELLs and the highest academic achievement for ELLs who successfully transition out of the English language proficiency program. The excellence awards program may be funded with state education fund moneys. The bill creates the professional development and student support program (support program) to provide moneys to local education providers to: offset the costs incurred in meeting the ELPA reporting requirements; provide professional development activities for all educators who may work with ELLs; and expand programs to help students who are or have been identified as ELLs in achieving greater content proficiency. The department distributes the support program moneys to local education providers based on the percentage of the statewide number of ELLs that each local education provider enrolls. The support program may be funded with state education fund moneys. 
 
HB14-1175NOT ON CALENDARMinority K-12 Teachers Study Strategy Report FIELDS 06/06/2014 Governor Signed

Fiscal Note 

 The bill directs the department of education (department) to study and develop strategies to increase and improve the recruitment, preparation, development, and retention of high-quality minority teachers in elementary and secondary schools in Colorado. The department is further directed to prepare and submit a report on its findings, including current statewide and district demographics and recommendations, to the office of the governor, the state board of education, and the education committees of the house of representatives and the senate, or any successor committees. Rec Monitor 
HB14-1182NOT ON CALENDARPublic Ed Accountability 2015-16 School Year HAMNER 04/04/2014 Governor Signed

Fiscal Note 

Support Under current law, the department of education (department) must annually review the performance of each school district, the state charter school institute (institute), and each public school and assign an accreditation rating to the school district or the institute and recommend a type of performance plan for each public school based on statutory criteria and rules adopted by the state board of education (state board). For the 2015-16 school year, the bill authorizes the department to assign the accreditation ratings and recommend types of performance plans based on the school district's, institute's, or public school's:
* Accreditation rating or type of performance plan for the preceding school year;
* Compliance with the accreditation contract, for a school district or the institute;
* Participation in statewide testing; and
* Performance in meeting the Colorado academic standards and postsecondary and workforce readiness and statewide and local performance targets. Under existing law, if a public school is required to implement a priority improvement plan or turnaround plan for 5 consecutive school years, the state board must recommend that the public school's school district or the institute take one of several actions specified in statute with regard to the public school. For the 2015-16 school year and based on ratings given during the 2015-16 school year, the bill authorizes the state board to recommend an action that is not specified in statute but that has comparable significance and effect. 
 
HB14-1190NOT ON CALENDARSchool Dist Financial Capacity Cap Constr Grants RYDEN / KING 03/14/2014 Governor Signed

Fiscal Note 

 Legislative Audit Committee. When the public school capital construction assistance board (assistance board) preliminarily determines and the state board of education (state board) finally determines how much matching money to require a school district or a board of cooperative services that is applying for financial assistance under the "Building Excellent Schools Today Act" to provide in order to receive financial assistance, they must consider the applicant's financial capacity as determined by several statutory factors. In order to allow the assistance board and the state board to more accurately determine the financial capacity of a school district or a board of cooperative services, the bill adds the following statutory factors:
* The school district's current available bond capacity remaining or the average available bond capacity remaining of all members of the board of cooperative services participating in the capital construction project for which financial assistance is sought; and
* The school district's unreserved fund balance as a percentage of its annual budget or the average unreserved fund balance as a percentage of the annual budget of all members of the board of cooperative services participating in the capital construction project for which financial assistance is sought. 
Rec Monitor 
HB14-1202NOT ON CALENDARLocal Accountability Reqmts For School Districts SCOTT 06/06/2014 Governor Signed

Fiscal Note 

Monitor Under current law, each school district is required to administer statewide assessments in various subjects in each of grades 3 through 11 (statewide testing requirements), and the state board of education (state board) cannot waive this requirement. The bill directs the state board to waive most of the statewide testing requirements for a school district that submits a school district assessment plan that meets specified requirements. A school district that receives a waiver must publish its assessment results on the school district web site and submit the results to the department of education (department) for publishing on the department web site that reports the academic performance of all school districts and public schools. If a school district that receives a waiver fails to meet statewide targets for academic performance for 3 consecutive school years, the state board must modify the school district's waiver to require the school district to administer the statewide assessments in the subjects in which it failed to meet the statewide targets; except that a single student cannot be required to take more than one statewide assessment in a school year. The parent of a student who is enrolled in a school district that receives a waiver may excuse his or her child from participating in any standardized assessments, including a statewide assessment. The department cannot penalize a school district, and a school district cannot penalize the student or the student's teacher, if a parent excuses his or her child from testing.  
HB14-1204NOT ON CALENDARFlexibility For Rural School Districts WILSON 05/31/2014 Governor Signed

Fiscal Note 

 The bill allows a school district that the department of education (department) identifies as rural and that enrolls fewer than 1,000 students (small rural school district) to submit certain reports biennially, instead of annually, and exempts the school district from another report, if the small rural school district is accredited or accredited with distinction. A small rural school district that is accredited with an improvement plan or lower may submit a strategic plan that demonstrates how biennial submitttals of the identified reports and exemption from the one report will enable the small rural school district to improve student academic performance. The department will review the strategic plan, and the state board of education (state board) may approve the plan and the biennial submittals. The bill exempts a small rural school district from the requirement to:
* Perform certain duties of the district and school accountability committees;
* Hold public meetings in the process of preparing and adopting a school priority improvement or turnaround plan;
* Identify an employee to act as a point of contact for parent engagement training and resources; and
* Participate on a local or regional child fatality prevention review team. A small rural school district may apply to the state board for a waiver of the early literacy requirements by submitting a strategic plan that explains how the small rural school district will ensure that the students enrolled in the district develop the necessary reading skills by the end of third grade to enable them to master the academic standards and expectations applicable to the fourth grade and beyond. A small rural school district that receives a waiver must meet the local targets for student achievement on the third grade English language arts statewide assessment. If the district does not meet the local targets for 2 consecutive school years, the state board must revoke the waiver. A small rural school district that operates under a waiver is eligible for early literacy funding and must comply with the reporting requirements that are related to the funding. 
Rec. Monitor 
HB14-1208NOT ON CALENDARAuthorizing Multi-district Administrative Units WRIGHT / ZENZINGER 03/27/2014 Governor Signed

Fiscal Note 

Support Under existing law, an administrative unit, for purposes of the "Exceptional Children's Educational Act" (act), is defined as a school district, a board of cooperative services, or the state charter school institute that provides special education services and locally administers the act. The bill defines a "multi-district administrative unit" as a group of school districts that did not form a board of cooperative services but were parties to an agreement existing on January 1, 2011, to jointly provide special education services and were recognized by the department as an administrative unit as of January 1, 2011. The definition of "administrative unit" is amended to include a multi-district administrative unit. The department shall not recognize or authorize as an administrative unit a group of school districts unless the group qualifies as a multi-district administrative unit or is a board of cooperative services.  
HB14-1212NOT ON CALENDARFull-day Kindergarten Funding For Districts WILSON 04/21/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 Under current law, students who are enrolled in kindergarten are counted as half-day pupils for purposes of school finance, and each school district receives an additional .08 of a full-day pupil for each kindergarten pupil. The bill increases the supplemental full-day kindergarten enrollment to an additional .50, or a full-day pupil, for each school district that provides a full-day kindergarten program to all students whose parents choose to enroll their children in the full-day kindergarten program. All other school districts will continue to receive the additional .08 of supplemental kindergarten enrollment. A school district that counts for a full day of kindergarten is no longer eligible to receive hold-harmless full-day kindergarten funding.  
HB14-1234NOT ON CALENDARSuppl Approp Dept Of Education DURAN / STEADMAN 02/27/2014 Governor Signed
  Supplemental appropriations are made to the department of education.  
HB14-1250NOT ON CALENDARSchool Dist Payments For Floods & Total Program MAY / STEADMAN 02/27/2014 Governor Signed

Fiscal Note 

 Joint Budget Committee. For the 2013-14 budget year, the bill directs the state board of education to pay moneys from the contingency reserve to school districts that are in financial need as a result of:
* A reduction in pupil enrollment due to pupil displacement caused by the floods;
* Flood-related transportation costs;
* Significant mid-year decreases in total program funding as a result of unexpected decreases in assessed valuation of property combined with a decrease of more than $500 in per pupil revenues; or
* Significant mid-year decreases in per pupil revenues as a result of unexpected increases in funded pupil count. 
 
HB14-1251NOT ON CALENDARSchool Finance FY 2013-14 Adjustments MAY / STEADMAN 02/27/2014 Governor Signed

Fiscal Note 

 Joint Budget Committee. The general assembly recognizes that increases in the funded pupil count have increased the amount required for total program funding for the 2013-14 budget year. Decreases in the amount of property tax and specific ownership tax revenues available to school districts have also increased the amount of the state share for total program funding for the 2013-14 budget year. Based on these circumstances, the bill increases the minimum level of total program funding for the 2013-14 budget year.  
HB14-1262NOT ON CALENDARHighly Effective Teachers & Low-performing Schools PRIOLA / NEWELL 02/24/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 The bill creates the highly effective teacher incentives program (program) to enable school districts, boards of cooperative services that operate public schools, and charter schools (local education providers) to offer salary bonuses to attract highly effective teachers to teach in elementary, middle, or junior high schools that are implementing priority improvement or turnaround plans (low-performing schools). The department of education (department) and the state board of education (state board) will implement the program by distributing grants in 2-year cycles. The amount of a grant is based on the number of highly effective teachers that meet the requirements for receiving salary bonuses and that the local education provider employs in low-performing schools. Each local education provider that applies and meets the requirements for a grant will receive a grant, subject to available appropriations. A local education provider may use the grant only to pay nonbase-building salary bonuses to eligible highly effective teachers. A local education provider that receives a grant and is already paying incentives to highly effective teachers who teach in low-performing schools must pay the bonuses funded by the grant moneys in addition to the other incentives. A highly effective teacher must meet specified criteria to receive the salary bonus. The amount of the salary bonus depends on whether the teacher was working in a high-performing local education provider and changed employment to work in a low-performing school or is continuing to work in a low-performing school and whether the highly effective teacher works in a low-performing elementary, middle, or junior high school. The bill creates the highly effective teacher incentives fund (fund), which consists of a one-time appropriation of $4 million from the state education fund. The state board will disburse approximately one-half of the moneys in the fund in the first grant cycle and approximately one-half of the moneys in a second grant cycle. By December 15, 2019, the department must submit to the education committees of the general assembly a report concerning the implementation and effectiveness of the program. Rec. Monitor 
HB14-1268NOT ON CALENDARNonprobationary Teacher No Indefinite Unpaid Leave SALAZAR / TODD 04/07/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 Under existing law, if a nonprobationary teacher (teacher) is removed from a teaching assignment within a school district, the teacher must secure a mutual consent assignment at another school of the school district within a certain time or be placed on unpaid leave. The bill provides that, if the teacher held nonprobationary status as of May 20, 2010, the school district cannot place the teacher on unpaid leave, but must either assign the teacher to a position that has the same level of salary and benefits as the teacher would have earned if he or she had not been removed or dismiss the teacher in compliance with the statutory due process requirements. The current law allows the state board of education to waive the provisions concerning mutual consent assignments and unpaid leave. The bill prohibits the state board from waiving the new requirements for a teacher who held nonprobationary status as of May 20, 2010.  
HB14-1276NOT ON CALENDARGrant Program To Train High School Students In CPR PRIMAVERA / HODGE 05/16/2014 Governor Signed

Fiscal Note 

 The bill allows school districts, charter schools, institute charter schools, and boards of cooperative services to apply for grant moneys to provide training to students in grades 9 through 12 on cardiopulmonary resuscitation. The department of education will administer the program pursuant to rules adopted by the state board of education concerning the requirements for the award of a grant and the use of grant moneys. The bill creates a fund for the grant moneys and appropriates general fund moneys to fund the grants.  
HB14-1287NOT ON CALENDARBEST Moneys For Disaster Damaged Public Schools YOUNG / NICHOLSON 05/17/2014 Governor Signed

Fiscal Note 

 The bill directs the state treasurer, for each fiscal year beginning on or after July 1, 2014, to credit to the public school capital construction assistance fund (fund) the first $40 million collected from the excise tax on retail marijuana. If the governor declares a disaster emergency in any area of the state, the bill requires the division of public school capital construction assistance (division) created in the department of education to contact each affected school facility in any area of the state in which the governor declared the disaster emergency to assess any facility needs resulting from the declared disaster emergency. The division must report its findings to the capital construction assistance board (board) as soon as possible following the outreach. An entity that operates a public school facility that is located in an area of the state in which the governor declared a disaster emergency and that experienced a public school facility emergency as a result of the disaster emergency may apply to the board for emergency financial assistance from the fund in the manner currently specified in law. In determining whether to recommend to the state board of education that emergency financial assistance be provided, the board must consider the outreach assessment prepared by the division. The board must waive the matching moneys requirement for any recipient of emergency financial assistance in an area of a declared disaster emergency. The board may prioritize up to a certain percentage of the moneys in the fund that have been transferred to the fund from the excise tax on retail marijuana for the then-current fiscal year to provide emergency financial assistance to public school facilities that have been damaged as a result of a declared disaster emergency. Rec. Monitor 
HB14-1291NOT ON CALENDARPermit Charter Schools Hire Armed School Security MCLACHLAN 05/09/2014 Governor Signed

Fiscal Note 

 Under current law, a school district may employ a school security officer who may carry a concealed handgun in the school and on its grounds if the person has a valid concealed carry permit. The bill would grant this authority to a charter school. Rec. Monitor 
HB14-1292NOT ON CALENDARThe Student Success Act HAMNER / JOHNSTON 05/21/2014 Governor Signed

Fiscal Note 

Monitor Reduction in the negative factor. Under current law, for the 2014-15 budget year, the sum of total program funding for all school districts and institute charter schools, after application of the negative factor, is an amount equal to the final sum of total program funding for the 2013-14 budget year increased by the amount required to adjust the state average per pupil revenues for the 2014-15 budget year by inflation. The bill increases total program funding for the 2014-15 budget year by an additional $100 million. Implementation fund. The bill creates the implementation fund (fund) to assist school districts, boards of cooperative services that operate public schools, the state charter school institute, and charter schools (local education providers) in implementing accountability, early literacy, and educator evaluation statutes (education policy plan) and in implementing initiatives and projects to improve educational practice. The fund consists of $40 million transferred to the fund from the state education fund on July 1, 2014. The department of education (department) is authorized to use 2% of the moneys in the fund to offset the administrative costs of distributing the moneys in the fund and to provide technical support for local education providers in implementing the education policy plan. Each local education provider receives an allocation from the fund on a per pupil basis. A local education provider may use the moneys only to implement the education policy plan as specified in the bill, initiatives and projects to improve educational practice, and school safety requirements. The fund is repealed, effective July 1, 2018. Average daily membership. Under current law, funding for school districts and institute charter schools is based on the number of pupils enrolled on a specified count date each school year. Beginning with the 2018-19 budget year, the bill directs the department to calculate funding for school districts and institute charter schools based on the district's or institute charter school's average daily membership, preschool program average daily membership, at-risk pupil average daily membership, on-line average daily membership, ASCENT program average daily membership, and funded membership (collectively referred to as "membership") for the funding averaging period. The funding averaging period is the 4 quarters of the preceding budget year plus the first quarter of the current budget year. The department must create a data system in the 2014-15 budget year to calculate membership. During the 2015-16 budget year, the department will work with school districts on a volunteer basis to develop and test practices for collecting data and implementing the average daily membership calculation. Beginning in the 2016-17 budget year, each district and institute charter school, in accordance with rule, but no more than twice per budget year, must report the data required to calculate membership. For the 2016-17 and 2017-18 budget years, each district and institute charter school will continue to receive funding calculated based on pupil enrollment, but the department must also calculate funding based on membership for comparison purposes. Beginning in the 2018-19 budget year and for budget years thereafter, each district's and institute charter school's funding is based on calculations that use membership, rather than single-day pupil enrollment. Beginning in the 2018-19 budget year, if a school district's membership calculated for the first half of a budget year increases over the preceding funding averaging period, the department will recalculate the school district's total program funding for the remainder of the budget year using the school district's membership for the first half of the then-current budget year. Under current law, payments of state share of total program for the first several months of the budget year are based on estimated enrollments. When the department receives actual numbers, it recalculates each school district's total program and adjusts each school district's payments accordingly. This process will continue in the 2018-19 budget year and budget years thereafter. The department will recalculate total program and payments of state share after it receives the membership data for the first quarter of each budget year. For the 2018-19 budget year and budget years thereafter, the bill creates the actual membership reserve account within the state public school fund that consists of a one-time appropriation of $20 million. The department may use the moneys in the actual membership reserve account to make payments of the state's share of total program to a district and payments to an institute charter school if the district's projected funded membership, plus institute charter school membership if the district is an accounting district, is less than the actual funded membership plus institute charter school membership, and the amount appropriated to the state public school fund is insufficient to cover the full amount of the state's share of total program funding and institute charter school funding for the applicable budget year. If the general assembly makes a supplemental appropriation to fully fund the state's share of total program and institute charter school funding for the applicable budget year, the department must restore the balance of the actual membership reserve account before using the supplemental appropriation to make payments to districts and institute charter schools. Beginning in the 2018-19 budget year, a new institute charter school's funding will be based on the projected membership for the first school day. If the new institute charter school's membership for the first quarter of the budget year is different from the projections, the department shall recalculate the institute charter school's funding based on the membership for the first quarter of the then-current budget year. In the second year of operation or in a budget year in which an institute charter school increases its program by at least one grade level, if the membership for the first quarter of the school year is greater than the membership for the funding averaging period, the department will recalculate the institute charter school's funding based on the membership for the first quarter of the then-current budget year. In any other budget year, the department will recalculate an institute charter school's funding halfway through the budget year on the same basis that it would recalculate a school district's total program. Beginning in the 2018-19 budget year, a school district that authorizes a charter school shall calculate the charter school's funding based on the charter school's membership. A school district must calculate and recalculate the funding for a district charter school on the same basis that the department recalculates the funding for an institute charter school. The general assembly must appropriate moneys for the mid-year increases in funding for school districts, district charter schools, and institute charter schools. For the 2018-19 budget year, the department must submit to the joint budget committee an estimate of the reduction in the state's share of total program funding that will occur as a result of calculating funding based on membership rather than the one-day pupil enrollment count. It is the general assembly's intent in the 2018-19 budget year to appropriate an amount equal to the reduction to the department. The department will distribute the amount to districts and the state charter school institute on a per pupil basis. Each district and the institute must distribute the per pupil amounts to the charter schools it has authorized. Reporting of elementary and secondary education expenditures. Under current law, the state board of education (state board) must implement a statewide financial, student management, and human resource electronic data communications and reporting system (reporting system). Under the bill, the reporting system, including the standard chart of accounts, must require the reporting of expenditures, including salary and benefit expenditures by job classification, at the school-site level. The bill specifies how certain expenditures must be reported. The site-level requirements and new reporting requirements take effect beginning in the 2015-16 budget year. The department will create, either directly or by contract, a web site view that translates the reported expenditures for schools, school districts, boards of cooperative services, and the state charter school institute into a format that is readable by a layperson, provides school performance data, and correlates the financial information with the academic performance data. The web site must be available to the public by July 1, 2017. Each school district that authorizes a charter school must, at the end of each budget year, provide to the charter school an accounting of the special education costs for the budget year. The department must annually publish a report concerning the amounts of mill levy override revenues collected by school districts and the distribution of the revenues to the schools of the district, including charter schools. Public school capital construction. Beginning in the 2014-15 fiscal year, the state treasurer must annually transfer the first $40 million collected as excise taxes on recreational marijuana (transferred moneys) to the public school capital construction assistance fund (assistance fund). Under the bill, the state treasurer must credit 75% of the transferred moneys to the full-day kindergarten facility capital construction account that the bill creates within the assistance fund, 12.5% of the transferred moneys to the technology assistance account that the bill creates within the assistance fund, and 12.5% of the transferred moneys to the charter school facilities assistance account that the bill creates within the assistance fund. The bill repeals the existing full-day kindergarten facility capital construction fund. The public school capital construction assistance board (BEST board) may use the moneys in the full-day kindergarten facility capital construction account only to provide financial assistance for full-day kindergarten facilities. The state board, based on recommendations from the department, will distribute the moneys credited to the technology assistance account to school districts, boards of cooperative services, charter schools, and the school for the deaf and the blind based on applications received. An applicant may use the moneys to upgrade technology infrastructure or purchase technology. The department will recommend applicants to the state board based on prioritizing criteria specified in the bill. The department will distribute the moneys credited to the charter school facilities assistance account to qualified charter schools based on the certified pupil enrollment in qualified charter schools. The bill strengthens the requirement that the BEST board adopt rules to help ensure that members avoid conflicts of interest. One of the existing duties of the BEST board is to review applications for financial assistance for public school capital construction and to recommend to the state board those applicants that should receive assistance. The bill requires the BEST board to create a standard rubric for reviewing and evaluating applications that the BEST board and the division must use. The BEST board must communicate the standard rubric to potential applicants and must keep the completed rubrics for each application on file. The BEST board must also provide copies of the completed rubrics to the state board upon request. Under current law, each school district, board of cooperative services, or charter school that receives financial assistance in the form of a lease-purchase agreement must provide a certain percentage of matching funds. The statute specifies several criteria that the BEST board must use in deciding the percentage of matching funds that an applicant must provide. For school districts and boards of cooperative services, the bill adds to these criteria consideration of a school district's remaining capacity to issue capital construction bonds. Under current law, certain district charter schools and institute charter schools qualify for funding for capital construction. The total amount available to these charter schools is $7 million. The bill increases the total amount available to $20 million in the 2014-15 budget year and for budget years thereafter. English Language Proficiency Act. The bill repeals and reenacts the existing English Language Proficiency Act (ELPA). Under the existing ELPA, funding for a student with limited English proficiency is limited to 2 years, and funds are allocated to school districts, the state charter school institute, and facility schools based on students' levels of English proficiency. The new ELPA uses the term "English language learner" (ELL) rather than "student with limited English proficiency" and uses the term "local education provider", which includes a school district, the state charter school institute, or a facility school. Under the new ELPA, the time for funding expands to 5 years, and each ELL is funded at the same level. The funding allocation is based on certification of the number of ELLs that a local education provider enrolls. Each local education provider must:
* Use the ELPA moneys it receives only to pay for the English language proficiency program;
* Identify and assess ELLs;
* Report to the department the number of ELLs, the number of non-English languages spoken by ELLs, and the number of ELLs who speak each language;
* Provide an English language proficiency program that meets specific requirements for each ELL;
* Submit to the department a budget for the ELPA moneys the local education provider receives;
* Report its use of ELPA moneys; and
* Provide assurances that the local education provider is complying with state and federal laws. The department must:
* Identify the English language proficiency assessments that local education providers will use to identify ELLs, which may be the same assessments used under existing law;
* Annually review the statewide levels of proficiency on the statewide assessments for the ELLs who are required to take the statewide assessment;
* Identify accommodations that a local education provider must allow on statewide assessments;
* Monitor, based on the proficiency levels achieved by the local education provider's ELLs, all aspects of each local education provider's implementation of its English language proficiency program;
* Identify which students are appropriately counted as ELLs and appropriately allocate the ELPA moneys to local education providers;
* Disaggregate and report academic performance data for ELLs; and
* Review the ELPA budgets received from local education providers. The state board is directed to adopt rules as necessary to implement the ELPA, but the existing rules remain in effect to the extent they continue to be appropriate. The state board may adopt measures that are specific to the English language proficiency assessments, which measures the department must use to determine a local education provider's level of achievement in meeting the English language development and academic achievement goals for ELLs. In monitoring the local education providers' implementation of the new ELPA, the department cannot require the local education providers to submit data that they already submit under existing federal or state statutes or rules. The bill creates the English language proficiency act excellence awards program (excellence awards program). The department makes awards by identifying the local education providers and charter schools that achieve the highest English language and academic growth with regard to ELLs and the h 
 
HB14-1294NOT ON CALENDARStudent Data Privacy Act MURRAY / STEADMAN 06/06/2014 Governor Signed

Fiscal Note 

Support The bill requires the state board of education (state board) to publish an inventory and dictionary or index of the individual student-level data currently in the student data system that is required to be reported by state and federal education mandates and any student data proposed for inclusion in the student data system. The state board must develop policies to comply with the federal "Family Educational Rights and Privacy Act of 1974" and other relevant privacy laws and policies. The department of education (department) must not provide individual student data to other organizations or agencies outside the state except under specified circumstances. The department may only use aggregate data in public reports and must develop a detailed data security plan. The department shall develop a data security template for local school districts to use.  
HB14-1298 Wednesday, May 7 2014
CONSIDERATION OF CONFERENCE COMMITTEE
(2) in house calendar.  
Financing Of Public Schools HAMNER / KERR 05/21/2014 Governor Signed

Fiscal Note 

 The bill sets the statewide base per pupil funding amount for the 2014-15 budget year at $6,121, which is an inflationary increase of 2.8%. The bill clarifies the calculation of the cost of living factor in years in which the income level used in the cost of living study decreases below the income level used in the previous cost of living study, in years in which the percentage increase in the income level is 1% or lower, and in years in which the percentage increase is more than 1%. The bill establishes the amount of the negative factor for the 2014-15 budget year. The bill repeals the language that establishes the target amount for total program funding in budget years after 2014-15 and states that, for the 2015-16 budget year, the difference between the amount of statewide total program funding calculated without the negative factor and the amount of statewide total program funding calculated with the negative factor cannot exceed the dollar amount of that difference for the 2014-15 budget year. For the 2014-15 budget year, the bill increases by 5,000 the number of positions funded in the Colorado preschool program. A school district or a charter school may use the positions to serve a child in half-day or full-day preschool or in full-day kindergarten. Under existing law, a school district's limit on bonded indebtedness is higher if the school district's pupil enrollment increases by at least 2.5% each year for 3 consecutive fiscal years. The bill allows a school district to use the higher limit on bonded indebtedness if the average annual increase in the school district's pupil enrollment for 3 years or 5 years, whichever results in the highest average, is at least 2.5%. The bill increases by $2 million the appropriation to boards of cooperative services to assist school districts in implementing and meeting the state's education priorities.  
HB14-1314NOT ON CALENDARSchool Dist & Charter School Mill Levy Overrides PETTERSEN / KERR 05/15/2014 Governor Signed

Fiscal Note 

 The bill requires a school district that authorizes a charter school to include the charter school in the planning process to seek voter approval for additional local revenues to meet operating expenses. If the school district has a planning committee to address additional local revenues, it must include at least one representative of all the district charter schools on the planning committee, and if the school district is considering submitting, or is required by a petition to submit, a ballot question for additional local revenues, it must include the charter school in the discussions. A charter school may ask its authorizing school district to include the charter school in a ballot question for the school district to authorize additional local revenues or to submit a ballot question solely for the charter school. The charter school must submit to the school district an operating revenues plan that explains the charter school's operating revenues needs. The school district will decide whether to prioritize the charter school's needs and include the charter school in a ballot question. If it does not include the charter school in a ballot question, the school district must give the charter school a written statement of the reasons for its decision. If the school district includes the charter school in a district ballot question, the school district and the charter school must agree on how to apportion the additional local revenues and the costs of submitting the question. If the school district submits a ballot question for the sole benefit of the charter school, the charter school must pay the costs of submitting the question and will receive all of the additional local revenues that are approved. The bill specifically authorizes a school district to submit a ballot question on behalf of a charter school to authorize additional local revenues. The amount of additional local revenues received is subject to the statutory limitations for other ballot questions to authorize additional local revenues.  
HB14-1376NOT ON CALENDARAnalysis Of Student Opportunity Gaps BUCKNER 05/31/2014 Governor Signed

Fiscal Note 

 The bill requires the department of education (department) by November 1, 2014, and by November 1 of each year to create a core course level participation and performance report (report) for each public school and school district that includes, at a minimum, information concerning student participation in each core course level and student proficiency levels on statewide assessments, when available, disaggregated by student groups, including sex, race and ethnicity, socioeconomic status, English language proficiency, disability, gifted and talented, and other groups. During the 2014-15 and 2015-16 academic years, the department shall work with the public schools and school districts to refine the data and improve the use and the functionality of the report for public schools and school districts. Commencing with the 2016-17 academic year, the department shall make the report available on the department's web site. Commencing with the 2016-17 academic year, each public school and school district shall use the information in the report in creating the school or school district's performance or improvement plan, and, if the data indicates that there are disparities in student proficiency on statewide assessments by course level or that a disproportionate number of students from specific student groups are enrolled in lower-level courses, the public school or school district shall develop strategies to address these disparities.  
HB14-1381 Wednesday, May 7 2014
CONSIDERATION OF SENATE AMENDMENTS TO HOUSE
(4) in house calendar.  
Requirements For A School Closure Plan FIELDS / TODD 06/06/2014 Governor Signed

Fiscal Note 

Monitor The bill requires a school district or the state charter school institute, if it decides or is directed by the state board of education to close a public school because of low performance, to adopt a school closure plan that addresses communications, the timeline for the closure, and the reassignment of students to other public schools.  
HB14-1382 Wednesday, May 7 2014
CONSIDERATION OF SENATE AMENDMENTS TO HOUSE
(5) in house calendar.  
K-12 On-line Education YOUNG / KERR 06/05/2014 Governor Signed

Fiscal Note 

 Under existing law, a school district, a group of school districts, a board of cooperative services, or the state charter school institute (authorizer) may authorize an on-line program or an on-line school. On-line education programs and on-line schools are regulated by the department of education (department). The bill clarifies and updates the definitions of "on-line program" and "on-line school" and clarifies the requirements for documenting student attendance and participation in an on-line program or on-line school. The bill also removes the ability of a group of school districts that have not formed a board of cooperative services to authorize an on-line program or an on-line school. Under current law, when a student transfers into or out of an on-line school, the transferring school must transmit the student records to the receiving school within 30 days. The bill reduces the time for transmitting student records to 14 days. Under current law, an on-line school that enrolls students from more than one school district (multi-district on-line school) must be certified by the state board of education (state board). The bill removes the state board's authority to accept applications to certify multi-district on-line schools beginning July 1, 2015, and replaces it with the authority to certify authorizers to create or oversee multi-district on-line schools. By July 1, 2014, the commissioner of education (commissioner) must convene a task force of persons with expertise in on-line education to recommend to the state board quality standards for authorizers. By July 1, 2015, the state board must adopt quality standards for authorizers and rules for certifying authorizers. An authorizer must be certified to create or oversee a multi-district on-line school. Beginning July 1, 2015, authorizers of existing multi-district on-line schools must apply for certification. An authorizer that is overseeing a multi-district on-line school as of July 1, 2015, must apply for certification by October 1, 2015. If the authorizer is initially denied certification, it may reapply after 6 months. If the state board again denies certification, the authorizer may not reapply for 2 years. If a school district, a board of cooperative services, or the institute that is not an authorizer as of July 1, 2015, chooses to authorize a multi-district on-line school, it must first obtain certification. The certification will expire within one year if the authorizer does not authorize a multi-district on-line school. Certification is valid for 5 years and may be renewed. The state board may deny or refuse to renew an authorizer's certification if the authorizer does not meet the quality standards for authorizers. If an authorizer's certification is denied or not renewed, the authorizer may request from the department intensive, interactive technical support to cure the defect that resulted in denial or nonrenewal. If an authorizer does not obtain or loses certification, each multi-district on-line school that the authorizer oversees must apply for authorization from a new authorizer. If a single-district or a multi-district on-line school changes authorizers, the department must consider the consecutive years during which it operates under a priority improvement or turnaround plan immediately preceding the change in authorizers in determining whether the on-line school is subject to restructuring. By July 1, 2014, the commissioner must convene a group of experts to assist the department in designing pilot programs to explore initiatives to address specified issues in providing on-line education. The department must complete the pilot program designs and issue requests for proposals by October 2014, and each pilot program must begin operating in the 2015-16 school year. An authorizer that participates in a pilot program must continue to comply with all statutes and rules while operating the pilot program and must submit data concerning the pilot program to the department. The department must annually submit to the state board, the governor, and the education committees a summary of the pilot programs. The department may accept and expend gifts, grants, and donations to offset the costs incurred in implementing the pilot programs and is not required to implement the provisions concerning pilot programs unless it receives sufficient funding.  
HB14-1384 Wednesday, May 7 2014
CONSIDERATION OF SENATE AMENDMENTS TO HOUSE
(6) in house calendar.  
Higher Education Tuition Assistance PETTERSEN / ULIBARRI 06/06/2014 Governor Signed

Fiscal Note 

 The bill creates the Colorado opportunity scholarship initiative (initiative) within the department of higher education (department) to:
* Award scholarships or grants based upon a rigor-based method to students who are classified as Colorado residents for tuition purposes; and
* Develop the connections and community partnerships necessary to ensure that every Colorado student has the support needed to enter a postsecondary opportunity, persist and succeed, and enter his or her desired position in the workforce. The bill creates the Colorado opportunity pipeline scholarship initiative advisory board (board) and requires the board to promulgate rules for administration of the initiative, including but not limited to the following:
* Criteria for eligibility of state agencies, nonprofit organizations, and public institutions of higher education to participate in the initiative;
* Criteria for eligibility of students to apply for and receive grants from the initiative;
* Rules establishing permissible uses of grant moneys from the initiative; and
* Criteria for evaluating the effectiveness of the initiative in improving higher education outcomes in the state. The director of the initiative shall administer the initiative in accordance with rules promulgated by the board. The bill creates the Colorado opportunity pipeline scholarship initiative fund (fund), which consists of:
* Any moneys appropriated to the fund by the general assembly;
* Any moneys transferred to the fund from any other fund; and
* Any moneys received by the department as gifts, grants, or donations. The department is authorized to spend not more than 3% of the moneys annually appropriated to the fund to pay the direct and indirect costs of administering the initiative. The board may promulgate rules for the administration of the fund. For the 2015-2016 fiscal year, the general assembly shall appropriate $30 million to the fund. The members of the state workforce development council (state council) shall serve as members of the board. The state council shall identify staff members within the department of education, the department of higher education, and the department of labor and employment who shall assist the state council in fulfilling its duties as members of the board. The financial need scholarship fund in the department is repealed, and any moneys remaining in the financial need scholarship fund are transferred to the fund. 
 
HB14-1385NOT ON CALENDARAcademic Growth Awards To Mirror Athletic Awards PRIOLA / JOHNSTON 05/29/2014 Governor Signed

Fiscal Note 

 The bill creates an academic growth award to annually recognize the public high school in each classification that achieves the highest level of student academic growth. The classifications mirror the school groupings created by the statewide association for high school activities for the sport of football. The awards are in the form of trophies that are designed to resemble the trophies presented for athletic achievement.  
SB14-058NOT ON CALENDARGED Or High School Equivalency Examinations TODD / MURRAY 04/07/2014 Governor Signed

Fiscal Note 

 The bill changes the term "general equivalency diploma" or "GED" to "high school equivalency examination" throughout statute. Rec. Monitor 
SB14-112NOT ON CALENDARPub School Cap Constr Assistance Fund Approp STEADMAN / DURAN 03/20/2014 Governor Signed

Fiscal Note 

 Joint Budget Committee. Under current law, the general assembly annually appropriates to the department of education moneys from the public school capital construction assistance fund (assistance fund) for the costs of administering the "Building Excellent Schools Today Act" (BEST) and the amount of BEST lease payments required under BEST lease-purchase agreements, but the remainder of the assistance fund is continuously appropriated to the public school capital construction assistance board for the purpose of providing BEST financial assistance awards and associated transaction costs. The bill makes all expenditures from the assistance fund subject to annual appropriation. Rec Monitor 
SB14-124NOT ON CALENDARSchool Turnaround Leaders Development Program ZENZINGER / FIELDS 06/05/2014 Governor Signed

Fiscal Note 

 The bill repeals the school leadership academy program and creates in its place the school turnaround leaders development program (program). The department of education (department) administers the program based on rules adopted by the state board of education (state board). The department must issue a request for proposals to identify entities that seek to participate in the program as providers of high-quality, experienced turnaround leadership development programs of demonstrated success for Colorado educators. The state board will identify the participating providers, based on recommendations from the department. The department will review and revise the list of identified providers as necessary to ensure that the turnaround leadership development programs available through the program are of the highest quality. During the first 3 years of the program, a provider may apply for and receive a one-time design grant to assist in designing and developing the turnaround leadership development programs. During the first 3 years of the program, the department may use no more than 1/3 of the amount appropriated for the program to fund design grants. Each selected provider must use department-developed rubrics to track the effectiveness of persons who complete the provider's program and must report that effectiveness to the department. A school district, the state charter school institute (institute), or a charter school that seeks to participate in the program may apply to receive a school turnaround leader grant (grant) to use in:
* Identifying and recruiting practicing and aspiring school turnaround leaders, which includes principals, teacher leaders, and district- or institute-level administrators that oversee turnaround efforts for low-performing schools;
* Subsidizing the costs incurred for school turnaround leaders to participate in turnaround leadership development programs offered by identified providers; and
* Reimbursing school turnaround leaders for the costs they incur in completing turnaround leadership development programs offered by identified providers. The state board awards the grants based on the department's recommendations. Each grant continues for up to 3 years, unless the department, in reviewing the grant recipient's use of the moneys, finds that the recipient is not making adequate progress toward achieving the goals specified in the grant application. Each grant recipient will annually report to the department concerning its use of the grant, and the department will submit to the governor and the education committees of the general assembly an annual report on the effectiveness of the grants. The design grants and school turnaround leader grants are payable from the school turnaround leaders development fund created in the bill. 
Rec Monitor 
SB14-136NOT ON CALENDARDelay Statewide Testing Study Academic Standards MARBLE / SAINE 02/13/2014 Senate Committee on Education Postpone Indefinitely

Fiscal Note 

Monitor The bill delays by one year administration of the new statewide assessments in English language arts, mathematics, science, and social studies. The bill creates the Colorado academic standards task force (task force) to study implementation of the new Colorado academic standards adopted by the state board of education (state board), including the standards in English and math, commonly called the common core standards, created by national associations of governors and chief state school officers. The task force consists of:
* The chairman of the state board who is the chairman of the task force;
* Members selected by the chairman of the state board, including members of the state board, parents, and postsecondary-, secondary-, and elementary-grade teachers; and
* Members of the legislature. The task force will hold public hearings throughout the state and submit a report with recommendations to the governor, the state board, and the education committees by December 15, 2015. The state board and the education committees of the general assembly must discuss the task force's recommendations in public hearings, and the state board must decide whether to make changes to the Colorado academic standards in response to the task force recommendations. The task force is repealed, effective July 1, 2016. The department of education (department) cannot administer statewide assessments that are created by a consortia of states before the general assembly and the state board have an opportunity to act on the task force's recommendations. The department must ensure that statewide assessments that can be completed using paper and pencil are available to public schools until the general assembly and the state board have an opportunity to act on the task force's recommendations. The bill directs the department to contract with an independent entity to conduct a cost-benefit analysis of implementing and assessing the new Colorado academic standards. The analysis must be completed within 6 months after the bill passes. The task force must take the analysis into consideration when preparing its recommendations. 
 
SB14-150NOT ON CALENDARSchool Counselor Corps Grant Program TODD / HAMNER 05/16/2014 Governor Signed

Fiscal Note 

 The bill makes several changes to the existing school counselor corps grant program (program), including:
* Extending the eligibility to all middle and high schools;
* Extending the length of the grant cycle from 3 to 4 years;
* Increasing the total annual grant amount from $5 million to $10 million;
* Requiring grantees to use nationally established guidelines and standards to implement a time and effort assessment, postsecondary workforce-ready programming, and social and emotional counseling work;
* Requiring grantees to use nationally established and accepted models for accountability;
* Requiring the department of education (department) and state board of education to take into consideration recommendations from the school counselor advisory board regarding grant awards and to give priority when awarding grants to schools:
* With higher-than-average remediation rates, numbers of first-generation students applying to postsecondary schools, numbers of at-risk students at the school, and dropout rates;
* In underserved geographic locations; and
* With lower-than-average counselor-to-school ratios; and
* Requiring the department to establish guidelines for the school counselor corps advisory board's duties, membership, and responsibilities. 
 
SB14-165NOT ON CALENDARK-12 Academic Growth Performance Eval 2014-15 JOHNSTON / MURRAY 05/09/2014 Governor Signed

Fiscal Note 

Support Current law and rule require school district boards of education (local boards) to base at least 50% of the final level of effectiveness assessed to licensed personnel (educator) on student academic growth. The bill allows a local board to determine, for the 2014-15 academic year only, what percentage, if any, of the final level of effectiveness assessed to an educator in his or her final performance evaluation must be based on student academic growth. All other components of the licensed personnel evaluation system based on quality standards, including student academic growth, must be implemented in the 2014-15 academic year.  
SB14-167NOT ON CALENDAROpportunity Schools Pilot Initiative ZENZINGER / FIELDS 05/02/2014 House Committee on Appropriations Postpone Indefinitely

Fiscal Note 

Monitor The bill creates the opportunity schools pilot initiative (initiative) in the department of education (department). The goal of the initiative is to provide additional funding and support for alternative education campuses that serve populations of 95% high-risk students to enable the campuses to implement research-based, transformative school models that will improve students' postsecondary and career success. The initiative will also result in identification of best practices and models that other schools may replicate. The commissioner of education must appoint an advisory committee to assist the department in implementing the initiative. Based on recommendations from the department and the advisory committee, the state board of education (state board) must adopt rules to implement the initiative. Beginning in the 2015-16 school year, the state board will select 2 cohorts of alternative education campuses, for a total or 3 or more alternative education campuses that serve no more than 600 students, to participate in the initiative. The applicants and the school designs that they propose to implement must meet several criteria. Applicants that the state board selects to participate in the initiative are called opportunity schools. In addition to the funding an opportunity school normally receives, each opportunity school receives an amount equal to 30% of the statewide average per pupil revenues multiplied by the school's pupil enrollment in each budget year in which it participates in the initiative. The extra funding is paid from the opportunity schools pilot initiative fund (fund) created in the bill. The fund consists of a one-time appropriation of moneys and such gifts, grants, and donations as the advisory committee may solicit and receive. Each opportunity school is subject to the same accountability requirements as other alternative education campuses. In addition, the department must annually collect and publish data concerning the support services that the opportunity schools provide, and the department and the advisory committee will regularly review each opportunity school's performance focusing on indicators that demonstrate that students are successfully obtaining skills needed to achieve postsecondary and workforce success. After at least 2 school years of performance data are available, the department and the advisory committee must determine whether the opportunity school is making adequate progress and, if it is not, may recommend that the state board reduce or discontinue the amount of additional funding the opportunity school receives. The department and the advisory committee must develop clear measures to evaluate the success of the initiative. After the initiative has been operating for 3 years, and every 3 years thereafter, the department will hire an independent entity to perform a review of the initiative, using the measures, and prepare a report to assist the general assembly in deciding whether to continue funding the initiative. The department will submit the report to the education committees of the general assembly and post the report on its web site.  
SB14-168NOT ON CALENDARTeacher Salaries At CO Sch For Deaf & Blind LAMBERT / MAY 05/15/2014 Governor Signed

Fiscal Note 

 Joint Budget Committee. Under current law, the Colorado school for the deaf and the blind (school) pays its teachers based on the salary schedule, salary policy, or combined salary schedule and salary policy adopted by the school district in which the main campus of the school is physically located. The bill states that, beginning in the 2015-16 budget year, the school's teachers will be paid based on the school district's salary schedule as implemented by salary policies adopted by the board of trustees for the school.  
SB14-182 Wednesday, May 7 2014
CONSIDERATION OF ADHERENCE
(2) in house calendar.
Wednesday, May 7 2014
Conference Committee on Senate Bill 14-182
8:30 a.m. Room 0112
(1) in house calendar.  
School Boards Meeting In Executive Session HODGE / PENISTON 06/06/2014 Governor Signed

Fiscal Note 

 Under current law, the minutes of a meeting of a local public body during which an executive session is held are required to reflect the topic of the discussion at the executive session. In the case of a meeting of a local board of education (board) during which an executive session is held, the bill additionally requires the minutes to reflect the amount of time each topic was discussed while the board was meeting in executive session. The bill requires the minutes along with the amount of time each topic was discussed to be posted on the web site of the board not later than 10 business days following the meeting at which the minutes are approved by the board. If the board of education does not maintain a web site, the minutes must be published in the same manner as the board regularly provides public notice. The bill requires the board to comply with all other requirements pertaining to the holding of a meeting in executive session. The bill further requires the record of an executive session of a board that is electronically recorded, including the actual electronic recording, to be retained for at least 24 months after the date of the executive session.  
SB14-185NOT ON CALENDARPay For Success Contracts For Early Childhood Ed JOHNSTON / PETTERSEN 05/05/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 Pay for success contracts leverage private sector resources to implement social services programs that are likely, but not guaranteed, to generate subsequent direct or indirect reductions in government spending for other programs. Under a pay for success contract program, a government enters into a pay for success contract with a lead contractor under which the lead contractor implements one or more desired programs, the government agrees to make payments to the lead contractor from resulting direct or indirect reductions in government spending, and the lead contractor uses the payments to recoup its costs incurred in implementing the program or financing the implementation of the program. The government shifts the risk of a program being unsuccessful to the lead contractor because it only pays the lead contractor if the lead contractor meets defined performance targets and sufficient direct or indirect reductions in government spending for other programs result from the implementation of the program. The bill establishes the pay for success contracts for early childhood education services program for the purpose of authorizing the office of state planning and budgeting (OSPB) to enter into state pay for success contracts with one or more lead contractors for the provision of early childhood education services that will reduce the need for the state to provide subsequent education support and other social services. A state pay for success contract must include provisions that:
* Clearly define the type, scope, and duration of the early childhood education services that the lead contractor will directly or indirectly provide and the specific outcomes sought to be achieved based on defined performance targets;
* Provide for an objective process by which an independent evaluator will determine whether the defined performance targets have been achieved;
* Specify the procedures that the lead contractor must follow in order to request payments; and
* Specify that the OSPB must approve any request for payment made by the lead contractor and that, unless the contract preauthorizes payments if cost savings are proven in a manner specified in the contract and requires money to be set aside for that purpose, the obligation of the OSPB to make any payment is subject to annual appropriation by the general assembly. With the approval of the OSPB and the lead contractor, one or more school districts may be additional parties to a pay for success contract to be entered into by the OSPB if the chief financial officer and the board of education of the district or districts review and approve the terms of the proposed contract. Any pay for success contract that includes one or more school districts as additional parties must provide for the allocation of payment responsibilities between the state and each district if the lead contractor meets the defined performance targets specified in the contract. The pay for success contracts fund is created in the state treasury and consists of a maximum amount of $25 million of moneys transferred or appropriated by the general assembly from direct or indirect reductions in state spending resulting from the provision of early childhood education programs under a pay for success contract or any other source, any money received by the state from a school district that has joined a contract as an additional party for the purpose of making payments to a lead contractor, and fund investment earnings. Subject to annual appropriation by the general assembly, the OSPB may expend moneys in the fund for administrative costs and to make payments to the lead contractor as required by a pay for success contract. If a pay for success contract preauthorizes payments to the lead contractor if success is proven in a manner specified in the contract and credits money to the fund for that purpose, that money is continuously appropriated to the OSPB for the purpose of making the payments. The bill also authorizes school districts, individually or working together in groups of two or more, to create district pay for success contracts for early childhood education services programs. A district pay for success contract must generally include the same types of provisions that a state pay for success contract includes and must be approved by the district board of education and the chief financial officer of each district. 
 
SB14-186NOT ON CALENDAREfficient School & Community Performance Contract SCHWARTZ / TYLER 06/06/2014 Governor Signed

Fiscal Note 

 The bill specifies that the Colorado energy office may, within existing resources and without creating a financial obligation to the state, ascertain efficiency projects that can be aggregated to create a larger portfolio of diverse efficiency projects with costs totaling an amount that in a favorable financial market will attract the investment of private sector banks or investors. The bill then specifies that if such a larger portfolio of diverse efficiency projects is financed, the financing documents must include a cost of issuance fee payable to the department of local affairs of a percentage of the issuance, not to exceed 1%, that must be credited to the efficient schools and communities performance contracting fund. The bill defines "efficiency projects" as including one or more projects in a small or rural community in the state of a school district, special district, or county or municipality (community entity), such as:
* Installing equipment and related infrastructure that will help defray energy costs;
* Improving the energy efficiency of a building;
* Reducing water usage or consumption;
* Re-engineering or improving water or wastewater treatment facilities; or
* Improving the energy usage of motor vehicle fleets or community entity-owned fueling stations for such motor vehicle fleets. The bill then specifies that once there is sufficient money in the efficient schools and communities performance contracting fund from the cost of issuance fee, in the event a community entity's efficiency project is not financed, the department of local affairs in consultation with the Colorado energy office may award a grant to such community entity for a reimbursement of a portion of the technical energy audit completed by the community entity. The bill also specifies that a prequalified energy service company may also seek a grant for a portion of the energy service company's costs if an efficiency project is not financed. The bill further specifies that all grants awarded by the department of local affairs must be prioritized by need and may not exceed the available cost of issuance fees. The bill creates the efficient schools and communities performance contracting fund. 
 
SB14-202 Wednesday, May 7 2014
THIRD READING OF BILLS - FINAL PASSAGE
(5) in house calendar.  
Funding For Energy Efficiency In Schools KERR 05/15/2014 Governor Signed

Fiscal Note 

 The bill increases the availability of funds for school districts to invest in renewable energy and energy efficiency improvements by:
* Expanding the types of financial institutions from which school districts are required to explore their loan options to include institutions other than "banks" as defined in the "Colorado Banking Code" (section 1);
* Specifically including solar thermal as well as solar photovoltaic among the types of projects for which loans are available under the "Renewable Energy and Energy Efficiency for Schools Loan Program Act" (section 1);
* Eliminating the requirement that a school district inquire of at least 2 banks before seeking a loan from the state under the program (section 2);
* Explicitly allowing a school district to obtain renewable energy through a power purchase agreement, third-party ownership of energy generation facilities, or participation in a community solar garden (section 2);
* Changing the certification requirement for projects funded through the program from federal "energy star" certification to compliance with the state standards for energy-efficient school buildings and structures (section 3); and
* Lowering the interest rate charged to schools so that it equals, rather than exceeds, the average book yield earned by the state fund in the previous quarter (section 4). 
 
SB14-204NOT ON CALENDAREducation Data Privacy And Security Act MARBLE / EVERETT 04/28/2014 Senate Committee on Judiciary Postpone Indefinitely

Fiscal Note 

 The bill creates the "Student and Teacher Data Privacy and Security Act" (act). The act classifies types of student and teacher data that may be collected by an education institution or state agency without the written consent of affected parents, eligible students, or teachers (affected parties). The types of information that require written consent from affected parties are established. An education institution is prohibited from using moneys from any source to construct, enhance, or expand a data system that is not in compliance with the provisions of the act. Parameters for transparency of data collection and storage for education institutions and state agencies are established, including disclosure on web sites about the existence and character of any personally identifiable information maintained, procedures to be followed in the case of a security breach or unauthorized disclosure, and the principal purpose or purposes of the data collection. The bill establishes limitations on the administration of certain types of assessments, the collection of sensitive information about a student or his or her family, and on the disclosure of personally identifiable information to third party contractors, including those requesting the information for research and studies. If an entity performing an audit or evaluation of an education program requests disclosure of personally identifiable information, the disclosure must be to an authorized representative only. The bill establishes requirements for third-party contractors before they may enter into a contract with an education institution or state agency for the maintenance or use of education or teacher data, including protocol to be followed in the case of a suspected or actual security breach or unauthorized disclosure of personally identifiable information. The bill establishes a minimum protocol for an education institution or state agency to follow in the case of a security breach or unauthorized disclosure of personally identifiable information. The commercial use of any education or teacher data for commercial use, including use by a cloud-computing service provider performing services to an education institution or state agency, is prohibited. The use of any education or teacher data for predictive modeling is prohibited, as is any interagency disclosure. Video monitoring of classrooms for any purpose is prohibited, except for teacher evaluation purposes, and in those instances, prior written consent must be obtained from all affected parties. Any disclosure of personally identifiable information contained in education or teacher records may not be made to any entity outside the state, except in limited circumstances. Disclosure of personally identifiable information to the United States department of education for the purposes of obtaining a federal grant is limited to specific situations required by law. Education institutions are required to destroy and remove from student databases certain education records associated with a student within 5 years of the student's graduation or withdrawal from the institution; except that education institutions shall retain adequate records to demonstrate that a student has completed graduation requirements. Penalties for violations of the act are established, including a fine of up to $1,000 for a first offense, up to $5,000 for a second offense, and up to $10,000 for any subsequent offenses.  
SB14-215 Wednesday, May 7 2014
THIRD READING OF BILLS - FINAL PASSAGE
(7) in house calendar.  
Disposition Of Legal Marijuana Related Revenue STEADMAN / DURAN 06/06/2014 Governor Signed

Fiscal Note 

 Joint Budget Committee. The bill specifies the cash fund into which the moneys collected by the state in connection with the retail marijuana industry will be deposited and determines the disposition of such moneys received by the state during the 2013-14 state fiscal year. Marijuana cash fund. Currently, the marijuana cash fund consists of the following revenues collected in connection with the medical and retail marijuana industry:
* All moneys collected by the state licensing authority for the purpose of regulating and controlling medical and retail marijuana (fees);
* All retail marijuana excise tax revenues, after the transfer of the first $40 million of such revenue to the public school capital construction assistance fund (retail marijuana excise tax revenues);
* All retail marijuana sales tax revenues, after the required 15% apportionment to local governments (retail marijuana sales tax revenues); and
* Revenue from the 2.9% state sales tax on the sale of medical and retail marijuana and marijuana products (marijuana state sales tax revenues). Beginning July 1, 2014, the bill requires all retail marijuana excise tax revenues, all retail marijuana sales tax revenues, and all marijuana state sales tax revenues to be deposited in the marijuana tax cash fund, which the bill creates in the state treasury. The bill requires the state treasurer to transfer all moneys in the marijuana cash fund on July 1, 2014, that are attributable to retail marijuana excise tax revenues, retail marijuana sales tax revenues, and marijuana state sales tax revenues to the marijuana tax cash fund. All moneys attributable to fees will remain in the marijuana cash fund and will continue to be deposited in the marijuana cash fund. In addition, current law specifies that the general assembly may appropriate moneys in the marijuana cash fund to:
* The department of revenue for the direct and indirect costs associated with the regulation, control, and taxation of the medical and retail marijuana industry;
* The division of criminal justice in the department of public safety for the study of marijuana implementation;
* The department of public health and environment for the monitoring of the health effects of marijuana;
* The department of law for certain training; and
* The general fund to repay certain transfers required by law. The bill modifies the authorized uses of the moneys in the marijuana cash fund. Beginning July 1, 2014, the general assembly may appropriate the moneys in the marijuana cash fund only to the department of revenue for the costs associated with the regulation, control, and taxation of medical and retail marijuana. Marijuana tax cash fund. The bill specifies that the general assembly may appropriate the moneys in the newly created marijuana tax cash fund for specified purposes, including the purposes that were eliminated from the currently existing marijuana cash fund. The bill prohibits the general assembly from appropriating the moneys in the marijuana tax cash fund until the fiscal year following the fiscal year in which the moneys were received by the state; except that the general assembly may appropriate moneys in the marijuana tax cash fund to the department of revenue in the fiscal years in which they were received by the state for the costs associated with the regulation, control, and taxation of medical and retail marijuana. The remaining moneys in the marijuana tax cash fund are subject to annual appropriation by the general assembly, initially based on the most recent revenue estimate, in the fiscal year following the fiscal year in which they were received by the state. The general assembly may also direct the state treasurer to make transfers from the marijuana tax cash fund to the general fund for specific purposes. The governor is required to include the governor's requested expenditures of moneys in the marijuana tax cash fund and the purposes of such expenditures in the governor's budget request submitted to the joint budget committee each November. In addition, the executive director of the department of revenue is required to include in its budget request submitted to the joint budget committee in November of each year the amount that the department requests from the moneys in the marijuana cash fund and from the marijuana tax cash fund for the costs associated with the regulation, control, and taxation of medical and retail marijuana. Beginning with appropriations made for the 2015-16 state fiscal year, the total amount that the general assembly appropriates from the fund shall not exceed 93.5% of the amount of moneys in the fund available for appropriation. Uses of moneys in the marijuana tax cash fund. The permissible purposes for which the general assembly may appropriate moneys in the marijuana tax cash fund are:
* For the study of law enforcement's activity and costs related to the implementation of laws legalizing retail marijuana;
* For the coordination of the executive branch response to the legalization of retail marijuana;
* To increase the expertise and knowledge among prosecutors and law enforcement officials regarding the legal and regulatory issues surrounding the legalization of retail marijuana;
* To obtain health data regarding marijuana and other drug use and to monitor the health effects of marijuana;
* For advanced roadside impaired driving enforcement training and drug recognition expert training for peace officers;
* To develop and implement marijuana education and prevention campaigns;
* To provide inpatient treatment for adults who suffer from co-occurring disorders;
* To increase the availability of school-based prevention, early intervention, and health care services and programs to reduce the risk of marijuana and other substance use and abuse by school-aged children;
* For community-based programs to provide prevention and intervention services to youth;
* For local judicial-district based programs to provide marijuana prevention and early intervention services to pre-adjudicated and adjudicated youth;
* To expand the provision of jail-based behavioral health services in underserved counties and to enhance the provision of jail-based behavioral health services to offenders transitioning from jail to the community to ensure continuity of care; and
* For the provision of substance use disorder treatment services for adolescents and pregnant women. In connection with the permissible uses of the moneys in the marijuana tax cash fund, the bill:
* Creates the school health professional grant program in the department of education to provide matching grants to education providers to enhance the presence of school health professionals in secondary schools throughout the state and to facilitate better screening, education, and referral care coordination for secondary school students with substance abuse and other behavioral health needs;
* Creates the office of marijuana coordination in the governor's office to coordinate the executive branch response to the legalization of marijuana;
* Requires the department of public health to conduct 2 marijuana education and prevention campaigns, each with a specified purpose, and to create a web site to serve as the state portal for the most accurate and timely information regarding the health effects of marijuana and the laws regarding marijuana use;
* Creates the school-based substance abuse prevention and intervention grant program in the department of health care policy and financing to award competitive grants to entities to provide school-based prevention and intervention programs for youth 12 to 19 years of age, primarily focused on reducing marijuana use but including strategies and efforts to reduce alcohol use and prescription drug misuse; and
* Expands the purposes of the Tony Grampsas youth services program, created in the department of human services, to include community-based programs specifically related to the prevention and intervention of adolescent and youth marijuana use. Appropriations. The bill makes changes to the 2014 general appropriation bill that are required due to the transfer of moneys from the marijuana cash fund to the marijuana tax cash fund. The bill also makes the following appropriations from the marijuana tax cash fund for the 2014-15 state fiscal year for purposes related to the implementation of the bill:
* $3,000,000 and 1.0 FTE to the department of education for the school health professional grant program;
* $190,097 and 2.0 FTE to the office of the governor for the creation of the office of marijuana coordination;
* $2,000,000 to the department of human services for enhancement of the Tony Grampsas youth services program;
* $1,500,000 to the department of human services for the provision of substance use disorder treatment services for adolescents and pregnant women;
* $2,000,000 to the department of human services for the expansion and enhancement of jail-based behavioral health services;
* $2,000,000 to the department of human services for the enhancement of SB 91-94 programs to provide services to juvenile offenders;
* $456,760 and 2.0 FTE to the department of law for allocation to the special prosecutions unit;
* $1,168,000 and 1.0 FTE, to the department of law for the peace officer standards and training board expanded training activities;
* $5,833,608 and 3.7 FTE to the department of public health and environment for the expenses of a statewide marijuana education campaign; and
* $903,561 and 1.5 FTE to the department of public health and environment for the healthy kids Colorado survey. The bill makes the following additional appropriations for purposes related to the implementation of the bill:
* Of the moneys appropriated to the department of public safety for the 2013-14 fiscal year for allocation to the division of criminal justice, $45,000 is further appropriated for the fiscal year beginning July 1, 2014, for the same purposes;
* $3,272,856 to the department of health care policy and financing comprised of $1,500,000 from the general fund and $1,772,856 from federal funds for behavioral health community programs for school-based prevention and early intervention substance use disorder services to be provided by behavioral health organizations; and
* $2,000,000 to the department of health care policy and financing from the general fund for the school-based substance abuse intervention and prevention grant program. 
 
SB14-221NOT ON CALENDARStatewide Social Studies Test Administration KERR 05/05/2014 House Committee on Education Postpone Indefinitely

Fiscal Note 

 Under current law, the department of education (department) must administer the statewide assessment in social studies annually to students enrolled in a single selected elementary grade, middle school grade, and high school grade. The bill delays administration of the social studies assessment in high school by one year. After all of the students enrolled in the grade selected for testing in each elementary, middle, and high school in the state have taken the social studies assessment once, the department of education may choose to administer the social studies assessment annually to a representative sample of public schools so long as it administers the assessment in each public school at least once every 3 years. If the department chooses a 3-year assessment schedule, a school district or a charter school may ask the department to administer the test in a public school that is not scheduled.