Colorado § 22-2-146.5 - Department of education - improving mathematics outcomes - training and technical assistance - report - definitions.

§ 22-2-146.5. Department of education - improving mathematics outcomes - training and technical assistance - report - definitions.

(1) As used in this section, unless the context otherwise requires:

(a) "Children with disabilities" has the same meaning as set forth in section 22-20-103.

(b) "Evidence-informed" means a program or practice in mathematics that relies on peer-reviewed evidence to establish a basis for accelerating learning. "Evidence-informed" includes evidence-informed curricula, interventions, acceleration strategies, and assessment options.

(c) "Rural school district" means a school district in Colorado that the department determines is rural based on the geographic size of the school district and the distance of the school district from the nearest large, urbanized area.

(d) "Small rural school district" means a school district in Colorado that the department determines is rural based on the geographic size of the school district and the distance of the school district from the nearest large, urbanized area and that enrolls fewer than one thousand students in pre-kindergarten through twelfth grade.

(e) "Train-the-trainer" means a training framework that develops educators into subject matter experts who can teach other educators about mathematics.

(2) By January 2024, the department shall contract with an organization, in accordance with the "Procurement Code", articles 101 to 112 of title 24, to create free optional trainings, incorporating the train-the-trainer model, in evidence-informed practices in mathematics, including a training specifically designed for elementary school educators and a training specifically designed for secondary school mathematics educators. Each training must include interventions and strategies to grow and accelerate student proficiencies in mathematics to help students who are below grade level or struggling in mathematics, children with disabilities, and students who are English language learners. Training may include, but need not be limited to, content aligned with student academic standards, standards for mathematical practice, and cultivation of mathematical best practices and mindsets. The training is available to relevant staff of school districts, related administrative units, district charter schools, institute charter schools, boards of cooperative services, and community-based organizations, as defined in section 22-2-146.6. The department shall keep record of the school districts, related administrative units, district charter schools, institute charter schools, and boards of cooperative services that participate in the educator training.

(3) The department, upon request, shall provide technical assistance to rural school districts and small rural school districts, including administrative units and district charter schools, and institute charter schools in rural areas. Technical assistance must include identifying best practices in mathematics, including interventions to help students who are below grade level or struggling in mathematics, children with disabilities, and students who are English language learners.

(4) The department shall publish, on a continuous basis, a list of evidence-informed curricula and assessment options for mathematics. The department shall consult with schools of a school district, district charter schools, institute charter schools, educators who teach mathematics, and national experts and repositories to update the list of evidence-informed curricula and assessment options for mathematics. The department shall review the list and remove material, as necessary, every four years.

(5) The department shall provide and regularly update evidence-informed interventions for improving mathematics achievement, including intervention options that may be available to parents remotely. The department shall publish the evidence-informed interventions on the department's website.

(6) (a) Notwithstanding section 24-1-136 (11)(a)(I), on or before July 1, 2024, and on or before July 1 each year thereafter, the department shall report to the education committees of the house of representatives and the senate, or their successor committees, and the state board concerning the activities and status of any technical assistance and training provided pursuant to this section.

(b) Beginning January 2025, the department shall report on the information collected pursuant to subsection (6)(a) of this section, including a list of the school districts, related administrative units, district charter schools, institute charter schools, and boards of cooperative services that participate in the educator training pursuant to subsection (2) of this section, at the department's annual hearing held pursuant to the "SMART Act", part 2 of article 7 of title 2.

Source: L. 2023: Entire section added, (HB 23-1231), ch. 190, p. 938, § 1, effective May 15.