(1)There is created in the department the Colorado high-impact tutoring program to
provide grants to local education providers to implement high-impact tutoring
programs prioritizing low-income or underserved students to address student
learning loss or unfinished learning resulting from the COVID-19 pandemic. A local
education provider or group of providers may apply for a grant.
(2)(a) A local education provider awarded a grant shall use the grant money
to implement a high-impact tutoring program that is substantially consistent with
the local education provider's program plan submitted to the department pursuant
to section 22-104-104. Except as provided in subsection (2)(b) of this section, and to
the extent practicable, to receive a grant under this program, a local educat
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(1)
There is created in the department the Colorado high-impact tutoring program to
provide grants to local education providers to implement high-impact tutoring
programs prioritizing low-income or underserved students to address student
learning loss or unfinished learning resulting from the COVID-19 pandemic. A local
education provider or group of providers may apply for a grant.
(2) (a) A local education provider awarded a grant shall use the grant money
to implement a high-impact tutoring program that is substantially consistent with
the local education provider's program plan submitted to the department pursuant
to section 22-104-104. Except as provided in subsection (2)(b) of this section, and to
the extent practicable, to receive a grant under this program, a local education
provider's program plan must address the following elements of research-based,
high-quality, high-impact tutoring programs:
(I) Tutoring is provided in groups of four or fewer students;
(II) The same tutor tutors the group of students throughout the school year;
(III) Tutoring is provided a minimum of three times per week;
(IV) Tutoring is implemented throughout the school day, not as a before- or
after-school program, and is supplemental to core academic instruction and not a
replacement for such instruction;
(V) High-quality trained tutors provide the tutoring, including teachers,
paraprofessionals, community providers, AmeriCorps members, and other
individuals who have received training;
(VI) The program uses a high-quality curriculum that is aligned with
academic standards and may be provided by the local education provider; and
(VII) Tutoring is data-driven, with interim assessments to monitor student
progress.
(b) The student benefits associated with high-impact tutoring are greater
when the program plan contains all of the elements set forth in subsection (2)(a) of
this section. However, if a local education provider's program plan is not consistent
with all of the elements set forth in subsection (2)(a) of this section, the local
education provider shall include in its application submitted pursuant to section 22-104-104 the reason for the modification or omission of program elements and how
the local education provider intends to achieve the same desired student outcomes
through its high-impact tutoring program.
(c) Schools implementing high-impact tutoring are encouraged to think
creatively about seat time and scheduling so that students have consistent access
to non-core-academic instruction.
(3) (a) The department shall determine allowable uses for grant money,
which uses may include but need not be limited to hiring or contracting for tutors or
providing stipends or other incentives to paraprofessionals, retired teachers,
AmeriCorps members, and community organizations to ensure tutoring capacity;
developing curriculum and related supplies; covering costs associated with renting
or purchasing physical space for tutoring; and covering administrative expenses. A
local education provider may make a request to the department to use grant money
for purposes other than those specified by the department if the proposed use of
the grant money increases the effectiveness of the high-impact tutoring program.
(b) Local education providers are encouraged to offer tutors and other
professionals offering tutoring services information about potential pathways into
the teaching profession for the district, including learn and earn strategies in which
the tutor works toward educator certification while providing high-impact tutoring
services.
(c) Local education providers, tutors, and other professionals offering
tutoring services shall comply with all state and federal laws relating to health,
safety, and antidiscrimination, including but not limited to titles VI and VII of the
federal Civil Rights Act of 1964, Pub.L. 88-352, as amended; the
federalAmericans with Disabilities Act of 1990,42 U.S.C. sec. 1201 et seq., as
amended; section 504 of the federalRehabilitation Act of 1973, 29 U.S.C. sec. 794,
as amended; and title IX of the federalEducation Amendments of 1972, 20 U.S.C.
secs. 1681 to 1688, as amended.
(4) The department shall implement and administer the program in
accordance with this article 104. Pursuant to article 4 of title 24, the state board of
education may promulgate rules as necessary to implement the program.