Colorado 2019 Regular Session Status: Enacted 1 R cosponsors

SB 19-199 — READ Act Implementation Measures

Last action — Governor Signed

  1. ✓
    Introduced
  2. ✓
    In Committee
  3. ✓
    Passed Senate
  4. ✓
    Passed House
  5. ✓
    To Executive
  6. 6
    Enacted

This bill has been enacted into law. Introduced March 18, 2019. Enacted.

Odds of enactment

High chance

Based on the sponsor, cosponsors, and committee posture, this bill has a high chance of becoming law.

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A statistical estimate from our own model of past outcomes — an insight, not a guarantee. Policymaking is volatile.

Prognosis

Likely to advance 78% · moderate confidence

  • Enacted

    Current position in the legislative process.

  • 4 sponsors

    4 primary, 0 co-sponsors signed on.

  • Single-party support

    Sponsorship is currently within one party (1 R).

  • Cleared a recorded vote

    Passed 1 recorded vote so far.

Based on stage, sponsorship breadth, committee status, recorded votes, and cross-state momentum — a description of the observable signals, not a prediction.

Summary

READ act - programming - teacher training - evaluation - distribution of money - appropriations. The act makes several changes concerning implementation of the "Colorado Reading to Ensure Academic Development Act" (READ act) by school districts, charter schools, and boards of cooperative services that operate schools (local education providers) as follows: Requiring that instructional programming and services for teaching reading be focused on the areas of phonemic awareness, phonics, vocabulary development, reading fluency including oral skills, and reading comprehension; Directing each local education provider to include in its performance plan specified information concerning the reading assessments, curriculum, instructional programs, and intervention instruction and services used and, for certain local education providers, the plan for providing professional development for teachers; Specifying that students with significant reading deficiencies and students who read below grade level must receive educational services in a daily literacy block for the length of time indicated by research; Requiring each local education provider that receives money through the READ act to provide evidence-based training in teaching reading to kindergarten and first- through third-grade teachers; and Encouraging local education providers to partner with adjacent public libraries to enhance instruction in literacy. The act directs the department of education (department) to develop and implement a public information campaign to emphasize the importance of learning to read by third grade and to highlight the local education providers that achieve high percentages of third-grade students who are reading at grade level. The act directs the department to contract with an independent evaluator to evaluate the implementation of the READ act in the state and evaluate whether a local education provider's use of per-pupil intervention money or early literacy grant program money results in students making progress toward reading competency. The act changes the distribution of money appropriated from the early literacy fund for the 2019-20 budget year by reducing the amount distributed as per-pupil intervention money, increasing the amount distributed through the early literacy grant fund, and adding distributions to pay for the public information campaign, the independent evaluator, and teacher training. For the 2020-21 budget year and budget years thereafter, the act specifies the purposes for which the money in the early literacy fund may be appropriated in amounts specified in the annual general appropriations bill. The act changes the procedure for distributing the per-pupil intervention money by: Requiring a local education provider to provide information and meet certain requirements in order to receive the money; Authorizing the department to monitor and, if necessary, audit the use of the money throughout the budget year; Expanding the allowable uses of the per-pupil intervention money to include purchasing core reading instructional programs and purchasing technology, including software, to assist in assessing and monitoring student progress; and Capping the amount of per-pupil intervention money that a local education provider may retain from year to year. The act amends the early literacy grant program to allow a school district to apply for a district-level grant or a school-level grant and to prohibit the state board of education (state board) from restricting an applicant's use of any of the approved reading assessments. The act also provides that if the department, at the completion of a grant, determines that the program implemented with the grant money was successful in moving students toward reading competency, the state board must automatically renew the grant and increase the grant amount, if necessary, to enable the grant recipient to expand the program. The act requires a local education provider to report the scores attained by students on the interim reading assessments if the local education provider uses per-pupil intervention money to purchase instructional programming in reading. The act expands reporting requirements to include information regarding student academic growth to standard in reading. Each local education provider must submit, in accordance with privacy laws, information requested to complete the independent evaluation of the implementation of the READ act, and the department, the independent evaluator, and the local education provider must collaborate to minimize the impact on instructional time caused by increased reporting. For the 2019-20 fiscal year, the act appropriates money from the marijuana tax cash fund and the early literacy fund to the department as follows: $7,500,000 for the early literacy competitive grant program; $2,702,557 for teacher training; $1,664,570 for early literacy program administration, technical assistance, and monitoring; $750,000 for the independent evaluation; $500,000 for the public information campaign; and $26,261,551 for early literacy program per-pupil intervention money. (Note: This summary applies to this bill as enacted.) Read More

Bill Text

What changed in the latest version

20 added · 27 removed

Plain-language change summary

The amendment adds language to clarify that the "Colorado Reading to Ensure Academic Development Act" applies to all students receiving services under read plans. This change ensures that the act's provisions are explicitly applicable to a broader group of students, which may impact how educational services are delivered to those requiring assistance.

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Latest
First Regular Session Seventy-second General Assembly STATE OF COLORADO REENGROSSED This Version Includes All Amendments Adopted in the House of Introduction LLS NO.
First Regular Session Seventy-second General Assembly STATE OF COLORADO ENGROSSED This Version Includes All Amendments Adopted on Second Reading in the House of Introduction LLS NO.
19-0962.01 Julie Pelegrin x2700 SENATE BILL 19-199 SENATE SPONSORSHIP Todd and Rankin, Bridges, Cooke, Coram, Court, Crowder, Danielson, Donovan, Fenberg,Fields,Foote,Garcia,Gardner,Ginal,Gonzales,Hill,Hisey,Holbert,Lee,Lundeen, Marble, Moreno, Pettersen, Priola, Rodriguez, Scott, Smallwood, Sonnenberg, Story, Tate, Williams A., Winter, Woodward, Zenzinger HOUSE SPONSORSHIP McCluskie and Wilson, Senate Committees House Committees Education Appropriations A BILL FOR AN ACT C ONCERNINGMEASURESTOSUPPORTEFFECTIVEIMPLEMENTATIONOF THE "C OLORADO R EADING TO E NSURE ACADEMIC D EVELOPMENT A CT " FOR ALL STUDENTS WHO RECEIVE SERVICES PURSUANT TO READ PLANS ,AND ,IN CONNECTION THEREWITH ,MAKING AN APPROPRIATION .
19-0962.01 Julie Pelegrin x2700 SENATE BILL 19-199 SENATE SPONSORSHIP Todd and Rankin, HOUSE SPONSORSHIP McCluskie and Wilson, Senate Committees House Committees Education Appropriations A BILL FOR AN ACT C ONCERNINGMEASURESTOSUPPORTEFFECTIVEIMPLEMENTATIONOF THE "C OLORADO READING TO E NSURE ACADEMIC D EVELOPMENT ACT " FOR ALL STUDENTS WHO RECEIVE SERVICES PURSUANT TO READ PLANS ,AND , IN CONNECTION THEREWITH ,MAKING AN APPROPRIATION .
e Bill Summary e 9 E a 0 T U , (Note:
Bill Summary (Note:
This summary applies to this bill as introduced and does N g 2 S d r notreflectanyamendmentsthatmaybesubsequentlyadopted.Ifthisbill e A passes third reading in the house of introduction, a bill summary that r applies to the reengrossed version of this bill will be available at 3 http://leg.colorado.gov.) i Thebillmakesseveralchangesconcerning implementation of the a 9 "Colorado Reading to Ensure Academic Development Act" (READ act) R 0 T d , N 2 2 Shading denotes HOUSE amendment.
This summary applies to this bill as introduced and does notreflectanyamendmentsthatmaybesubsequentlyadopted.Ifthisbill passes third reading in the house of introduction, a bill summary that applies to the reengrossed version of this bill will be available at http://leg.colorado.gov.) g Thebillmakesseveralchangesconcerning implementation of the d "Colorado Reading to Ensure Academic Development Act" (READ act) e 1 T R 2 A n 3 Shading denotes HOUSE amendment.
Double underlining denotes SENATE amendment.
Double underlining denotes SENATE amendment.i Capital letters or bold & italic numbers indicate new material to be added to existing statute.
S e r Capital letters or bold & italic numbers indicate new material to be added to existing n Atute.
e A by school districts, charter schools, and boards of cooperative services that operate schools (local education providers) as follows:
e A A by school districts, charter schools, and boards of cooperative services that operate schools (local education providers) as follows:
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Amendments

1 amendment

Click Show changes on an amendment above to see how it modifies the bill.

Action History

  1. Governor Signed

  2. Signed by the President of the Senate

  3. Signed by the Speaker of the House

  4. Sent to the Governor

  5. House Third Reading Passed - No Amendments

  6. House Second Reading Special Order - Passed - No Amendments

  7. House Second Reading Special Order - Laid Over Daily - No Amendments

  8. House Committee on Appropriations Refer Unamended to House Committee of the Whole

  9. House Committee on Education Refer Unamended to Appropriations

  10. Senate Third Reading Passed - No Amendments

  11. Introduced In House - Assigned to Education

  12. Senate Second Reading Passed with Amendments - Committee, Floor

  13. Senate Committee on Appropriations Refer Amended to Senate Committee of the Whole

  14. Senate Committee on Education Refer Amended to Appropriations

  15. Introduced In Senate - Assigned to Education

Sponsors

  • Nancy Todd · Primary
  • Bob Rankin · Primary
  • Julie McCluskie · Primary
  • Lynda Zamora Wilson · Primary

Sponsorship breakdown

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4 sponsors · 0 co-sponsors · 97 not signed on

Sponsors (4)

Co-sponsors (0)

None.

Not signed on (97)

97 members have not signed on to this bill.

Show all 97 →

"Not signed on" means a member has not sponsored or co-sponsored this bill — it does not imply opposition. Members flagged Voted No have a recorded No vote on this bill.

Whip count is in markup. Polling the chamber and every recorded vote this session. Only the first open is slow. It’s instant for you after this. Calling the roll · Tallying · Engrossing

Votes

BILL

Passed 35 Yea · 0 Nay
Party YeaNayPresentNot Voting
Democrat 5000
Unaffiliated 30000
Total 35000
% of votes cast 100%0%0%0%
How each member voted (35)
Member Party Vote
Cooke — Yea
Coram — Yea
Crowder — Yea
Donovan — Yea
Fenberg — Yea
Fields — Yea
Foote — Yea
Ginal — Yea
Hill — Yea
Holbert — Yea
Lee — Yea
Lundeen — Yea
Marble — Yea
Moreno — Yea
Pettersen — Yea
Priola — Yea
Rankin — Yea
Smallwood — Yea
Scott — Yea
Sonnenberg — Yea
Tate — Yea
Todd — Yea
Zenzinger — Yea
Court — Yea
Gardner — Yea
Hisey — Yea
Williams A. — Yea
Woodward — Yea
President — Yea
Winter F. — Yea
Jeff Bridges Democrat Yea
Jessie Danielson Democrat Yea
Julie Gonzales Democrat Yea
Robert Rodriguez Democrat Yea
Tammy Story Democrat Yea

Official roll call →

Subjects

labor education
Cross-referencing the record. Reading this bill against every other bill in the corpus by meaning, not keywords. Only the first open is slow. It’s instant for you after this. Matching · Ranking · Engrossing

Frequently asked questions

What does SB 19-199 do?
READ act - programming - teacher training - evaluation - distribution of money - appropriations. The act makes several changes concerning implementation of the "Colorado Reading to Ensure Academic Development Act" (READ act) by school districts, charter schools, and boards of cooperative services that operate schools (local education providers) as follows: Requiring that instructional programming and services for teaching reading be focused on the areas of phonemic awareness, phonics, vocabulary development, reading fluency including oral skills, and reading comprehension; Directing each local education provider to include in its performance plan specified information concerning the reading assessments, curriculum, instructional programs, and intervention instruction and services used and, for certain local education providers, the plan for providing professional development for teachers; Specifying that students with significant reading deficiencies and students who read below grade level must receive educational services in a daily literacy block for the length of time indicated by research; Requiring each local education provider that receives money through the READ act to provide evidence-based training in teaching reading to kindergarten and first- through third-grade teachers; and Encouraging local education providers to partner with adjacent public libraries to enhance instruction in literacy. The act directs the department of education (department) to develop and implement a public information campaign to emphasize the importance of learning to read by third grade and to highlight the local education providers that achieve high percentages of third-grade students who are reading at grade level. The act directs the department to contract with an independent evaluator to evaluate the implementation of the READ act in the state and evaluate whether a local education provider's use of per-pupil intervention money or early literacy grant program money results in students making progress toward reading competency. The act changes the distribution of money appropriated from the early literacy fund for the 2019-20 budget year by reducing the amount distributed as per-pupil intervention money, increasing the amount distributed through the early literacy grant fund, and adding distributions to pay for the public information campaign, the independent evaluator, and teacher training. For the 2020-21 budget year and budget years thereafter, the act specifies the purposes for which the money in the early literacy fund may be appropriated in amounts specified in the annual general appropriations bill. The act changes the procedure for distributing the per-pupil intervention money by: Requiring a local education provider to provide information and meet certain requirements in order to receive the money; Authorizing the department to monitor and, if necessary, audit the use of the money throughout the budget year; Expanding the allowable uses of the per-pupil intervention money to include purchasing core reading instructional programs and purchasing technology, including software, to assist in assessing and monitoring student progress; and Capping the amount of per-pupil intervention money that a local education provider may retain from year to year. The act amends the early literacy grant program to allow a school district to apply for a district-level grant or a school-level grant and to prohibit the state board of education (state board) from restricting an applicant's use of any of the approved reading assessments. The act also provides that if the department, at the completion of a grant, determines that the program implemented with the grant money was successful in moving students toward reading competency, the state board must automatically renew the grant and increase the grant amount, if necessary, to enable the grant recipient to expand the program. The act requires a local education provider to report the scores attained by students on the interim reading assessments if the local education provider uses per-pupil intervention money to purchase instructional programming in reading. The act expands reporting requirements to include information regarding student academic growth to standard in reading. Each local education provider must submit, in accordance with privacy laws, information requested to complete the independent evaluation of the implementation of the READ act, and the department, the independent evaluator, and the local education provider must collaborate to minimize the impact on instructional time caused by increased reporting. For the 2019-20 fiscal year, the act appropriates money from the marijuana tax cash fund and the early literacy fund to the department as follows: $7,500,000 for the early literacy competitive grant program; $2,702,557 for teacher training; $1,664,570 for early literacy program administration, technical assistance, and monitoring; $750,000 for the independent evaluation; $500,000 for the public information campaign; and $26,261,551 for early literacy program per-pupil intervention money. (Note: This summary applies to this bill as enacted.) Read More
Who sponsors SB 19-199?
SB 19-199 is sponsored by Nancy Todd, Bob Rankin, Julie McCluskie, and Lynda Zamora Wilson (Republican).
What is the current status of SB 19-199?
This bill has been enacted into law. Introduced March 18, 2019. Enacted.
Where can I track SB 19-199?
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