(1) When the use of textbooks is provided pursuant to section 22-32-110 (1)(o), whether free or by rental, a board of education of a school district may require each nonindigent pupil to make a reasonable loss or damage deposit to cover such textbooks. A board may also require each nonindigent pupil to make a reasonable loss or damage deposit to cover nonacademic equipment. All such deposits shall be refunded to the pupil when he or she has returned the textbooks or equipment in good condition except for ordinary wear.
(2) (a) A board may require a pupil to pay:
(I) Tuition as authorized by law;
(II) Any fees reasonably necessary for and reasonably related to the actual cost of textbooks or expendable supplies not provided free of charge;
(III) Charges and fees authorized by this section and section 22-32-118;
(IV) Miscellaneous fees collected on a voluntary basis as a condition of participation or attendance at a school-sponsored activity or program not within the academic portion of the educational program.
(b) Except as provided in paragraph (a) of this subsection (2), a board may not require a pupil who has not completed the twelfth grade to pay:
(I) Any fees as a condition of enrollment in school or as a condition of attendance in any course of study, instruction, or class;
(II) Any fees for any course of study, instruction, or class that satisfies the requirements of or transfers the skill, knowledge, or information necessary to meet the requirements of any such course taken for credit, promotion, or graduation.
(c) Any fee collected pursuant to the provisions of this subsection (2) shall be used for the purpose set forth in the resolution of the board authorizing the collection of such fee and shall not be expended for any other purpose. A complete list of fees, how the amount of each fee was derived, and the purpose of each fee shall be made available by the board upon request.
(3) Whenever a board or public school publicizes any information concerning any fee authorized to be collected pursuant to this section, the board or school shall clearly state whether the fee is voluntary or mandatory and shall specify any activity from which the student shall be excluded if the fee is not paid.
Source: L. 64: p. 587, � 18. C.R.S. 1963: � 123-30-18. L. 94: (2) amended, p. 804, � 5, effective April 27. L. 95: (1) amended and (2) R&RE, p. 347, �� 3, 4, effective January 1, 1996. L. 97: (2)(c) amended and (3) added, p. 164, � 1, effective March 28.
Cross references: For the legislative declaration contained in the 1995 act amending subsections (1) and (2), see section 1 of chapter 113, Session Laws of Colorado 1995.
22-32-118. Summer schools - continuation, evening, and community education programs. (1) During that period of the calendar year not embraced within the regular school term, a board of education may provide and conduct courses in subject matters normally included in the regular school program or in demand by the pupils of the district, may fix and collect a charge for attendance at such courses in an amount not to exceed the per capita cost of the operation thereof, and may give regular school credit for satisfactory completion by students of such courses, in the discretion of the board. Such courses or programs not conducted during the regular school term shall not for any purpose, other than school credit, be considered part of the regular school program.
(2) (a) A board of education may establish and maintain continuation programs, part-time programs, evening programs, vocational programs, programs for aliens, and other opportunity programs and may pay for such programs out of the moneys of the school district or charge a fee or tuition. A board may also establish and maintain open-air schools, playgrounds, and museums and may pay for the same out of moneys of the school district.
(b) In addition to the authority granted to a board of education in subsection (2)(a) of this section, a board may establish and maintain community education programs in cooperation with any unit of local government, quasi-governmental agency, institution of higher education, or civic organization and may pay for such programs by a fee or tuition charged or out of moneys of the school district. Attendance in community education programs shall not be considered in computing pupil enrollment under article 54 of this title 22 and part 1 of article 8 and article 60 of title 23.
(c) For the purposes of this subsection (2), a community education program may be defined as a program which, while not interfering with the regular school program, may offer a composite of services to the citizens of its service area, including, but not limited to, year-round use of the facilities and personnel of the school for off-hours educational, cultural, recreational, and social enrichment activities for children, youth, and adults; family education and counseling, civic affairs meetings, and discussions; counseling for teenagers; community organization activities; senior citizen activities; cooperation with other social agencies and groups in improving community life; and other similar activities which provide educational, social, cultural, and recreational programs for children, youth, and adults. As used in this paragraph (c):
(I) Senior citizen means a person sixty years of age or older and includes the spouse of a senior citizen.
(II) Senior citizen activity includes, but is not limited to:
(A) Provision for the serving to senior citizens of the meals regularly served to students at regular mealtimes and at a price not to exceed the adult cost of the meal as determined by the board of education of the school district;
(B) Senior citizen volunteer programs in which senior citizens may assist in any or all aspects of school operation;
(C) Utilization of school facilities for senior citizens' social, educational, cultural, and recreational purposes.
(d) Repealed.
(3) Any charge, fee, or tuition collected pursuant to the provisions of this section shall be used to fund the program for which the charge, fee, or tuition was collected and shall not be expended for any other purpose.
Source: L. 64: p. 587, � 19. C.R.S. 1963: � 123-30-19. L. 74: (2) amended, p. 367, � 1, effective April 30. L. 75: (2)(d) added, p. 700, � 1, effective July 14. L. 76: (2)(c) amended, p. 566, � 1, effective April 6. L. 88: (2)(b) amended and (2)(d) repealed, pp. 812, 832, �� 11, 42, effective May 24. L. 94: (2)(b) amended and (3) added, pp. 805, 813, �� 8, 28, effective April 27. L. 2021: (2)(b) amended, (HB 21-1264), ch. 308, p. 1874, � 7, effective June 23.
Cross references: (1) For provisions concerning the establishment of preschool programs, see article 28 of this title.
(2) For the legislative declaration in HB 21-1264, see section 2 of chapter 308, Session Laws of Colorado 2021.
22-32-118.5. Intervention strategies - students at risk of dropping out - legislative declaration. (1) The general assembly finds that research shows there are certain behaviors such as truancy, low academic achievement, and misbehavior that results in suspension or expulsion that, when exhibited by a student, are clear indications that the student is at increased risk of dropping out of school before graduation. These behaviors are often noticeable as early as grades six through nine and, even at this relatively early stage of a student's academic career, are accurate predictors of whether the student will graduate or drop out of high school. The general assembly further finds that interventions with students who demonstrate these behaviors in these middle grades can be very successful in enabling the student to refocus his or her efforts, improve in academic achievement, and successfully graduate from high school. Therefore, it is the intent of the general assembly that school districts and public schools focus attention on the data collected for students in these middle grades, identify students who require interventions, and provide the appropriate interventions to assist students in graduating from high school.
(2) (a) Each school district board of education shall consider adopting procedures by which the schools of the school district, including charter schools, that include any of grades six through nine shall review the relevant data for students in those grades and identify students who are demonstrating behaviors that indicate the student is at greater risk of dropping out of school. The behaviors may include, but need not be limited to, low academic achievement, truancy, insubordinate behavior, and disengagement.
(b) The procedures may specify that, after a school identifies a student as being at increased risk of dropping out of school, the school shall provide appropriate interventions that are designed to assist the student in improving his or her academic performance and behavior and in increasing his or her overall level of engagement in school. Interventions may include, but need not be limited to, counseling, tutoring, parent engagement, and developmental education services.
(c) If a school district board of education adopts procedures pursuant to this subsection (2), the school district shall notify a student's parents as soon as possible after the school district identifies the student as being at greater risk of dropping out of school. The school district shall provide to the student's parents a description of the interventions that the school district intends to implement for the student, if any. The parent may approve or reject the described interventions. If the parent rejects the interventions, the school district shall not implement the interventions. The parent may terminate the interventions at any time after the school district begins providing the interventions.
(d) A parent may contact the school district in which his or her student is enrolled to request interventions pursuant to this subsection (2) if the parent determines that the student is at greater risk of dropping out of school.
Source: L. 2012: Entire section added, (HB 12-1013), ch. 23, p. 59, � 1, effective August 8.
22-32-118.6. Intervention strategies - improving mathematics outcomes - definitions. (1) As used in this section, unless the context otherwise requires:
(a) Train-the-parent means a training framework to help a parent, guardian, or legal custodian assist the parent's child in understanding mathematics concepts.
(b) Train-the-trainer means a training framework that develops educators into subject matter experts who can teach other educators about mathematics.
(2) Each school district board of education or district charter school is strongly encouraged to adopt procedures by which the schools of a school district or district charter schools provide support to students in pre-kindergarten through twelfth grade and students' families to improve mathematics outcomes. Procedures may include:
(a) Identifying students who are below grade level or struggling in mathematics based on academic assessments administered pursuant to section 22-7-1006.3;
(b) Notifying the parents, guardians, or legal custodians if a student is below grade level or struggling in mathematics;
(c) Providing parents, guardians, or legal custodians with a list of interventions and acceleration strategies to assist with mathematics at home, including a state-advisory list of curricula options described in section 22-2-146.5, referrals for mathematics tutoring, or other intervention opportunities, when applicable;
(d) Publishing mathematics curricula annually, including supplemental curricula or interventions; and
(e) Implementing train-the-trainer or train-the-parent framework plans to improve mathematics achievements for students who are below grade level or struggling in mathematics; children with disabilities, as defined in section 22-20-103; or students who are English language learners.
(3) If a school district board of education adopts procedures pursuant to this section, a parent, guardian, or legal custodian may contact the school district in which the parent's, guardian's, or legal custodian's student is enrolled to request additional mathematics interventions created by the department pursuant to section 22-2-146.5 if the parent, guardian, or legal custodian determines the student needs additional intervention support.
Source: L. 2023: Entire section added, (HB 23-1231), ch. 190, p. 940, � 2, effective May 15.