Optional Individualized Readiness Plan for School

Plain English: This amendment changes the wording in a bill about school readiness plans to say students must 'demonstrate' proficiency instead of just meeting standards, and it lists specific areas like math, literacy, and social skills that assessments should cover.

• Changes the requirement from showing a student meets proficiency standards to demonstrating those standards.
• Adds a list of specific development areas including cognition, physical well-being, motor skills, social-emotional growth, language comprehension, literacy, and math.

Plain English: This amendment allows schools to offer individualized readiness plans for preschool or kindergarten students even when not required by law, but requires them to provide the plan if a parent asks for it.

• Schools can choose to give an Individualized Readiness Plan to students even in cases where they are not legally forced to do so.
• If a student's parent or legal guardian requests an Individualized Readiness Plan, the school must provide one.

• The amendment text does not explain what specific steps or details are included in the 'Individualized Readiness Plan' itself.
• It is unclear if there are any costs to parents for requesting these optional plans based on this text alone.

Plain English: This amendment adds a statement saying that teachers are skilled professionals who should have fewer burdens and that making readiness plans optional does not stop schools from talking to parents about student progress.

• Adds a new section stating the government's official opinion on school staff goals.

Plain English: This amendment updates the bill to require that school readiness reports include detailed data broken down by specific student groups across the entire state.

• The report must show kindergarten readiness levels for all students in Colorado, not just general totals.
• Data must be separated into smaller groups based on school district, individual schools, grade level, lunch program status, gender, and ethnicity.

• The amendment text contains many technical line numbers and section references that are hard to explain without seeing the full original bill.
• It is unclear exactly which other parts of the report were changed because the text only shows specific lines being struck or substituted.

Plain English: This amendment would allow parents to choose not to have their preschool or kindergarten student receive an individualized readiness plan if the student shows they are already proficient on certain tests.

• It adds a rule that lets students skip the required readiness plan only if they prove proficiency on specific assessments.
• It requires schools to send parents a written notice in their preferred language explaining what the plan is and why their child qualifies to opt out.
• The notice must clearly state how parents can officially choose not to have their student receive the plan.

• This amendment was marked as 'Lost' during its second reading, meaning it did not pass in this form.
• The text refers to specific line numbers and subsection codes that are technical details about how the law is written rather than new rules for schools.

Plain English: This amendment updates the bill's language to focus on non-instructional tasks instead of burdens, ensures families receive information in their preferred language, and clarifies that plans are for student readiness.

• Changes the word 'burdens' to 'non-instructional tasks' when describing what schools should reduce.
• Adds a requirement that local education providers must communicate with families in their preferred language.
• Updates the text to refer specifically to 'readiness' instead of general 'learning'.

• The amendment only changes specific words and does not explain exactly what counts as a non-instructional task or how schools will determine a family's preferred language.
• Because the text is very short, it is unclear if these word changes affect other parts of the law that are not shown here.

Plain English: This amendment changes the rules so that schools must give a readiness plan to preschool or kindergarten students if their parents ask for one, even if the school does not think it is needed based on test scores.

• Schools are required to create an individualized readiness plan whenever a parent or legal guardian requests it for their student.
• If a school decides not to provide a plan because of assessment results, they must send the parents a written notice explaining why and sharing the test scores.
• The written notice must clearly state that even though the school is not required to make a plan, the parent can still ask for one.

• This amendment only changes specific lines in an official report; it does not explain what happens if parents do not request a plan.
• The text refers to other sections of law (like Section 22-7-1013) that are not included here, so the full rules about those parts cannot be explained.

Plain English: This amendment would require schools to give kindergarten students letter or number grades on their report cards starting in the 2026-27 school year based on how they perform on a readiness test.

• Starting in the 2026-27 school year, local education providers must assign formal grades to all kindergarten students.

• The amendment text does not explain what specific letter or number scale will be used for these grades.
• It is unclear how the readiness assessment scores are converted into final report card grades.
• This amendment was marked as 'Lost' in the legislative process, meaning it did not pass.

Plain English: This amendment fixes a grammar error in the bill by changing 'and' to 'AND' and corrects an incomplete sentence about student assessment results.

• Changes '(1)(d) and (1)(e)' to '(1)(d) AND (1)(e)' on page 1 of the report for consistency.
• Updates text on page 3 to include a phrase explaining that information is provided if it applies based on student assessment results.

• The amendment text cuts off mid-sentence at 'SUBSECTIONS (1)(c)(I) AND', so the full meaning of this change cannot be explained without more context.
• It is unclear exactly which specific assessments or information are being referenced because the sentence ends abruptly.