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Student Success Act: Bill Summary

Student Success Act: Bill Summary

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A line-by-line breakdown of the Student Success Act (HB 14-1292).
A line-by-line breakdown of the Student Success Act (HB 14-1292).

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Published by: Senator Mike Johnston on Feb 27, 2014
Copyright:Attribution Non-commercial


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The Student Success Act Reps. Hamner, Murray & Sen. Johnston Table of Contents Category Statutory Citation Page Number(s)
Negative Factor
22-54-104 8-9
Implementation Fund
22-59-104 13-19
 Average Daily Membership
Timeline 22-54-112.5(2) 26-28 Mechanics 22-54-112.5(1) 19-27 True-Ups 22-54-112.5(4) 30-32 New or Growing Charters 22-54-112.5(5) 30-33
Financial Transparency
Website 22-44-105 68-72 Special Education Report 22-30.5-112 72-73 Mill Levy Override Report 22-2-113.8 73-74
Capital Construction
Prop AA Allocation 22-43.7-104 74-79 Technology Funding 22-43.7-110.3(1)-(2) 83-85 Charter Facilities 22-43.7-110.3(3) 22-54-124 85-88 89-90 Full-Day K Facilities 22-43.7-201 88-89 BEST Board Governance 22-43.7-106 and 109 79-83
English Language Learners
Proficiency Program 22-24-104 to -106 95-101 Excellence Award Program 22-24-107 101-103 Support Program 22-24-108 103-106
Funding Summary
Item Amount Purpose Recurring Funding
Negative Factor $100 million Restore a substantial portion of the recession-era budget cuts. READ Act Funding $20 million Provide additional funding to support the higher-than-expected numbers of struggling readers. ELL Funding $35 million Provide additional funding for ELL students while updating the English Language Proficiency Act.
One-Time Funding
Implementation Fund $40 million Support successful implementation of existing policies (assessments, evaluations, technology, and school safety) with additional funding distributed on a per-pupil basis. Financial Transparency and ADM Funding $15 million Allow for better transparency and reward schools and districts that enroll students after the count
Capital Construction
 Infrastructure $40 million Use Prop. AA revenues to provide kindergarten facility funding (up to $30 million), technology funding (up to $5 million), and supplement charter facilities funding (up to $5 million). Charter Facilities Funding $13 million Ensure safe facilities for charter school students by providing charter facility funding.
The Student Success Act: Bill Provisions Negative Factor
 Negative Factor Buy-Down (C.R.S. § 22-54-104) (pp. 8-9) 1.
Negative factor is reduced by $100 million
Implementation Fund
Fund Mechanics (C.R.S. § 22-59-104) (pp. 13-19) 1.
$40 million in funds are transferred from the State Education Fund to CDE for distribution in FY 2014-2015 on a per-pupil basis 2.
Districts and CSI are required to forward the full amount to charters and institute charters 3.
Funds can be used for the following permitted uses: a.
Implementing instructional supports to assist students in meeting academic expectations; b.
Implementing statewide assessments and local assessments aligned to academic expectations for students; c.
Implementing district accountability measures; d.
Implementing educator evaluation systems; e.
Implementing research-based and transformative educational practices; and f.
Implementing school safety requirements 4.
CDE is permitted to use up to 2% for administrative costs
Average Daily Membership
Timeline (C.R.S. § 22-54-112.5(2)) (pp. 26-28) 1.
FY 14-15: CDE creates a membership data collection system 2.
FY 15-16: CDE consults with districts on a volunteer basis to test the data collection system 3.
FY 16-17: Districts begin to calculate ADM but continue to be funded on single count date 4.
FY 17-18: Pilot year during which CDE calculates both ADM and single count date
FY 18-19: First year of funding based on ADM ADM Mechanics (C.R.S. § 22-54-112.5(1)) (pp. 19-27) 1.
“Membership” is defined as the pupils who are enrolled in a district or institute charter school
“Funding Averaging Period” is defi
ned as the first day of the first quarter of the preceding budget year and ends on the last day of the first quarter of the current budget year
This pilot year is necessary to calculate the “savings”
 from ADM that will be captured and directed back into K-12 funding in FY 18-19.
CDE is required to promulgate rules to specify the point at which a student is enrolled and must ensure accountability for actual student participation 4.
Retains the current system of allowing a four-year averaging for declining enrollment districts 5.
Specifies that, in FY 18-19, any savings produced as a result of transitioning to ADM are sent back to districts and institute charter schools on a per-pupil basis Recalculation for Districts and Institute Charter Schools (C.R.S. § 22-54-112.5(4)) (p. 30-32), (C.R.S. § 22-54-114 to 115) (pp. 35-40)
Creates a $20 million
“Actual Membership Reserve
 in the state public school fund 2.
CDE bases budgeting for a district or institute charter school on a projected membership 3.
In January, districts and institute charters will submit their second quarter of membership data, after which CDE will submit supplemental requests and recalculate district and institute charter
schools’ total program
If the actual membership in January
exceeds the projected membership, CDE will “true up”
districts and institute charter schools using funds from the Actual Membership Reserve Account 5.
If/when the General Assembly provides a supplemental appropriation, CDE uses the supplemental appropriation to first replenish the Actual Membership Reserve Account and then forwards the remainder to districts and institute charter schools New or Growing Institute Charter Schools (C.R.S. § 22-54-112.5(5)) (pp. 30-33) and District Charter Schools (C.R.S. § 22-30.5-122 & 112.1) (pp. 40-59) 1.
For new institute charter schools, school funding will be based on the projected membership for the first sc
hool day. If the new school’s membership for the first
half of the year is different from the projections, CDE will adjust the funding up or down. 2.
For institute charter schools in their second year of operation or opening a new grade level, if the new scho
ol’s membership for the first quarter is different from the funding averaging
period, CDE will adjust the funding up or down 3.
Districts that authorize charter schools must calculate their charter schools’ funding in the same
manner as CDE calculates institute
charter schools’ funding above
Financial Transparency
How It Works (C.R.S. § 22-44-105) (pp. 68-72) 1.
Requires all school districts to report school-level expenditures 2.
The reporting must include the following: a.
Actual salary amounts by job classification and benefit expenditures by type of benefit b.
The amount of mill levy override revenues and the dollar amount distributed to schools 3.
The state board and the Financial Policies and Procedures Committee must develop and adopt accounting guidelines to allocate centralized administrative costs among school sites 4.
CDE is required to create or contract for a website that a.
Displays the data in a format readable by a layperson b.
Compares expenditures and academic performance for each public school, including the school
’s median growth percentile, ACT scores, college remediation rates, student
suspension rates, and attendance rates Special Education Report (C.R.S. § 22-30.5-112) (pp. 72-73)
 NOTE: There is still a significant amount of work to be done on this section of the bill. CDE is helping to design a payment and true-up system that is efficient and fair, and we welcome input about how to accomplish those aims.

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