(1)Each local education provider shall
annually report to the department information necessary to determine:
(a)The prevalence of significant reading deficiencies among students in
kindergarten and first through third grades;
(a.3) The amount of academic growth to standard in reading annually
achieved by students who are enrolled in kindergarten and first through third
grades and who are identified as having significant reading deficiencies;
(a.5) The amount of academic growth to standard in reading annually
achieved by students who are enrolled in kindergarten and first through third
grades and who are identified as reading below grade level;
(a.7) Whether the amount of academic growth to standard annually achieved
by each student described in subsections (1)(a.3) and (1)(a.5
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(1) Each local education provider shall
annually report to the department information necessary to determine:
(a) The prevalence of significant reading deficiencies among students in
kindergarten and first through third grades;
(a.3) The amount of academic growth to standard in reading annually
achieved by students who are enrolled in kindergarten and first through third
grades and who are identified as having significant reading deficiencies;
(a.5) The amount of academic growth to standard in reading annually
achieved by students who are enrolled in kindergarten and first through third
grades and who are identified as reading below grade level;
(a.7) Whether the amount of academic growth to standard annually achieved
by each student described in subsections (1)(a.3) and (1)(a.5) of this section
demonstrates sufficient, as determined by the department, growth to standard in
reading over multiple years;
(b) Whether students who have significant reading deficiencies and who
advance to the next grade level attain reading competency and, if so, at what grade
level;
(c) Whether students who have significant reading deficiencies and who do
not advance to the next grade level attain reading competency within the school
year during which they do not advance;
(d) Whether students who have significant reading deficiencies and who do
not advance to the next grade level attain reading competency at a lower grade
level than students who do advance; and
(e) Whether students who have significant reading deficiencies continue to
advance to the next grade level despite having a continuing significant reading
deficiency and the degree to which local education providers are recommending
that said students do not advance.
(1.5) Each local education provider shall submit to the department and to the
independent evaluator contracted pursuant to section 22-7-1209 (8) any
information required by the department or the independent evaluator to complete
the evaluation described in section 22-7-1209 (8). The local education provider, in
providing information, and the department and the independent evaluator in
receiving and using the information, shall comply with state and federal laws to
protect the privacy of student information. The local education provider, the
department, and the independent evaluator shall collaborate to minimize the
impact on instructional time that may result from collecting and providing the
information.
(2) Each local education provider that receives an early literacy grant
pursuant to section 22-7-1211 or per-pupil intervention money shall, at the
conclusion of each budget year in which it receives the grant or per-pupil
intervention money, submit to the department information describing:
(a) In detail, the specific expenditures for which the local education provider
used the grant or per-pupil intervention money;
(a.5) If the local education provider purchased instructional programming in
reading using grant or per-pupil intervention money, the scores attained by
students enrolled in kindergarten through third grade on the interim reading
assessments administered pursuant to section 22-7-1205;
(b) The number and grade levels of students who participated in each of the
types of programs or services provided; and
(c) The progress made by participating students in achieving reading
competency.
(3) (a) The department shall annually analyze the information received
pursuant to subsection (1) of this section and make the determinations described in
subsection (1) of this section.
(b) Notwithstanding section 24-1-136 (11)(a)(I), the department shall annually
submit to the state board, the governor, the president of the senate, the speaker of
the house of representatives, and the education committees of the house of
representatives and the senate, or any successor committees, and shall post on the
department website a report that summarizes:
(I) The information received pursuant to subsection (1) of this section and the
determinations made by the department based on the information;
(II) The implementation of the early literacy grant program in the preceding
budget year, including the number of grants, the local education providers that
received grants, and the amount of each grant; and
(III) The information received by the department pursuant to subsection (2)
of this section.
(c) The department may provide the report described in paragraph (b) of this
subsection (3) to committees of the general assembly in conjunction with the report
required in section 2-7-203, C.R.S.
(4) The information provided in the report described in this section is
intended to assist the department, the state board, the governor, the general
assembly, and the public in monitoring the implementation of and identifying the
results achieved in implementing this part 12.