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DENVER, CO – Legislation to increase access to educator pathways and boost student success and wellbeing goes into effect on August 6.
SB25-154, sponsored by Senator Cathy Kipp, D-Fort Collins, and Rep. Eliza Hamrick, D-Centennial, will address Colorado’s teacher shortage by expanding access to educator pathways.
“As a former school board member and district volunteer, I know that students and educators, especially in rural communities, are hurting as a result of a shortage of teachers,” said Kipp. “This law will give aspiring educators more opportunities to pursue a career in teaching, helping students and teachers alike succeed in Colorado schools.”
"In Colorado, we're focused on addressing the educator shortage and intervening early to provide students with the support they need to succeed in the classroom," said Hamrick. "Our law, going into effect soon, will create more pathways for educators to teach in areas facing more severe shortages, such as special education and early childhood education. Additionally, the implementation of universal dyslexia screening in Colorado schools will help ensure our elementary students receive the support, resources and tools they need to thrive."
SB25-154, also sponsored by Rep. Matt Soper, R-Delta, will amend and clarify assessment requirements for currently licensed educators to obtain endorsements in early childhood special education, elementary education, early childhood education, and special education. This law will also allow candidates to demonstrate their qualifications in multiple ways. Additionally, SB25-154 will permit currently licensed teachers to teach subjects that may face even steeper shortages, like special education, without extensive barriers.
To expand opportunities for low-income students to pursue a career in education, the law will also open more pathways for students to attend state universities that offer certain courses at a community college tuition rate.
SB25-200 is also sponsored by Reps. Hamrick and Soper as well as Senators Chris Kolker, D-Centennial, and Kyle Mullica, D-Thornton. This new law will require schools to either adopt a universal dyslexia screening tool or develop a process to identify students in early elementary grades who exhibit characteristics of dyslexia by the 2027-2028 school year, adding to existing reading interventions in the Colorado READ Act. If evidence of a reading deficiency is assessed, then teachers are required to discuss this with parents. The law also allows schools to implement individualized readiness plans for students with a reading deficiency.
“Supporting students with dyslexia requires a different approach than supporting those with general reading challenges – they need specific tools to succeed,” said Kolker. “The vast majority of other states already require universal dyslexia screenings, and with this law, Colorado is stepping up. Early intervention is everything, and every child deserves the opportunity to succeed with the right information and support.”
“My ‘why’ for this bill is my amazing daughter, who has dyslexia,” said Mullica. “Even as a family actively involved in her education, we struggled to get her the support she needed to thrive. The screenings schools currently use for reading challenges don’t go far enough, and one-size-fits-all interventions simply don’t work. By implementing universal, early dyslexia screenings through this law, we can ensure that no child – regardless of their background or circumstance – falls through the cracks.”
According to the Colorado Department of Education, dyslexia affects about 15 to 20 percent of the population, making it the most commonly diagnosed learning disability. Early intervention for dyslexia significantly improves educational outcomes. Before this law, Colorado was one of only seven states that did not mandate screenings for dyslexia.
Finally, SB25-027, sponsored by Senator Janice Marchman, D-Loveland, Rep. Junie Joseph, D-Boulder, and Rep. Ryan Gonzalez, R-Greeley, establishes a work group in the Office of School Safety within the Department of Public Safety (DPS) to develop recommendations on the use of trauma-informed practices in conducting school safety drills.
"Every child deserves a supportive learning environment, especially when facing adversity," said Marchman. "This law ensures school safety drills prioritize student well-being while respecting and maintaining local control. By incorporating trauma-informed practices, we are creating a safer, more supportive space for all students to learn and thrive."
"A supportive, comfortable learning environment plays a big role in how our students engage and participate in the classroom," said Joseph. "Our law aims to make safety drills in schools less stressful for students and teachers by using trauma-informed practices."
Trauma-informed practices equip school personnel with knowledge and strategies to make school safety drills less traumatic and anxiety-inducing for students. The work group will meet throughout 2025 and 2026 and will be required to submit a report to the legislature containing their findings and recommendations by June 30, 2026.