In May 2010, the Colorado legislature passed and Gov. Ritter signed SB 191, which establishes new requirements for local personnel evaluation systems. Among other requirements, this law requires that at least 50 percent of teachers' evaluation be determined by the academic growth of their students and at least 50 percent of principals' evaluation be determined by the academic growth of the students in the principal's school.
The purpose of this guide is to provide information for school district special education advisory committee (SEAC) members regarding their functions and purpose. Many school districts in Colorado and throughout the country use advisory committees to provide advice and recommendations to improve services for students with disabilities. This guide is intended to assist school district SEAC members and the local special education director in the development and implementation of an effective and efficient local SEAC.
This document is meant to be a "how-to guide" for high-quality service-learning. The field of service-learning has grown substantially over the past decade and many excellent resources are now available for teachers, administrators, community members and students that describe not only the "how" of service-learning but ideas for "the what."
Colorado's Early Childhood Systems Building Inventory includes recommendations and best practices, compiled, gleaned, or otherwise distilled from the early childhood (EC) systems work that has been in progress in Colorado for the last 12 years; much of it residing in Colorado's Early Childhood Councils (EC Councils).
Passed in 2008, Senate Bill 212, often referred to as Colorado's Achievement Plan for Kids or CAP4K, set forth a framework for reform in Colorado. The promise of CAP4K is a simple one: align Colorado's educational system from preschool to college to focus on the readiness of all children at key transition points and prepare them for postsecondary and workforce readiness. Students that graduate from high school "ready by exit" will meet minimum academic qualifications for admission at all open, modified open, or moderately selective public institutions of higher education in Colorado.
This publication is intended to be a resource for human resource directors and interested others to implement the highly qualified teacher requirements of the NCLB Act of 2001 in Colorado. Because a teacher's highly qualified status in a specific core academic subject area, once documented, is portable and reciprocal throughout all Colorado school districts, one goal of this notebook is to develop greater uniformity in how teachers are determined to be highly qualified.
The Colorado School Counselor Corps Program schools have shown a decrease in their dropout rates as indicated by newly released data for Fiscal Year 2009-10.
