C.R.S. Section 26.5-3-601
Legislative declaration


(1)

The general assembly finds and declares that:

(a)

Young children from low-income families often struggle to achieve the same outcomes as their peers from higher-income families because they rarely have access to the same supports, particularly those supports with a focus on the development of social-emotional skills like emotion regulation, pro-social communication, and problem solving;

(b)

Exposure to poverty, a stressful home environment, and delays in the development of behavioral and academic skills at a young age are strong predictors of later academic challenges, health issues, behavior problems, substance abuse, lower educational attainment, lower rates of employment, teen parenthood, and the likely recurrence of these risk factors for the next generation of children;

(c)

Research demonstrates that the opportunity to support positive development experiences during early childhood using evidence-based interventions that support sensitive and responsive caregiver-child interactions are linked to children’s academic and social competence; and

(d)

Helping teachers and parents learn when and how to use these evidence-based interventions has demonstrated reductions in parental depression and increases in parental self-confidence; increases in positive family communication and problem solving; increases in children’s appropriate cognitive problem-solving strategies and in the use of pro-social conflict management strategies with peers; reductions in conduct problems at home and conduct problems in school that often lead to suspension and expulsion; and increases in children’s positive affect and cooperation, positive interactions with peers, school readiness, and engagement with school activities.

(2)

Intentionally left blank —Ed.

(a)

The general assembly finds, therefore, that it is in the best interests of the state to authorize the department to implement proven, evidence-based, two-generation prevention programs to teach teachers and parents strategies and skills to connect with all children, especially those who demonstrate challenging behaviors; to promote children’s social competence; to reduce behavior problems; and to provide programming to children to help them learn problem-solving and emotion-control skills. The goals of providing these programs are to strengthen teacher-child and parent-child relationships and promote child behavioral change, including self-regulation and decreased aggressive behavior and impulsivity.

(b)

The general assembly further finds that, to implement these programs efficiently and effectively and to promote successful partnerships between state agencies and the private sector, it is appropriate to divide responsibility for the programs between the department, which is responsible for financial administration of the programs, and an implementation partner, which is responsible for programmatic and clinical support, evaluation, and monitoring for the programs, and such other responsibilities as may be described in this part 6. It is the intent of the general assembly that the department and the implementation partner work collaboratively to share information as necessary to promote efficient and effective program implementation.

Source: Section 26.5-3-601 — Legislative declaration, https://leg.­colorado.­gov/sites/default/files/images/olls/crs2023-title-26.­5.­pdf (accessed Oct. 20, 2023).

26.5–3–101
Legislative declaration
26.5–3–102
Definitions
26.5–3–103
Program created - repeal
26.5–3–104
Selection of centers - grants
26.5–3–201
Short title
26.5–3–202
Legislative declaration
26.5–3–203
Definitions
26.5–3–204
Colorado child abuse prevention board - creation - members - terms - vacancies - reimbursement for expenses
26.5–3–205
Powers and duties of the board
26.5–3–206
Colorado child abuse prevention trust fund - creation - source of funds
26.5–3–207
Disbursement of grants from the trust fund - restrictions
26.5–3–208
Report - repeal of part
26.5–3–301
Definitions
26.5–3–302
Child care services and substance use disorder treatment pilot program - created - purposes - eligibility - evaluation - funding - rules
26.5–3–303
Repeal of part
26.5–3–401
Legislative declaration
26.5–3–402
Definitions - repeal
26.5–3–403
Early intervention services - administration - duties of department - rules - repeal
26.5–3–404
Child find - responsibilities - interagency operating agreements
26.5–3–405
Authorized services - conditions of funding - purchases of services - rules - repeal
26.5–3–406
Coordinated system of payment for early intervention services - duties of departments - repeal
26.5–3–407
Cooperation among state agencies - implementing coordinated payment system - revisions to rules
26.5–3–408
Certified early intervention service brokers - duties - payment for early intervention services - fees - repeal
26.5–3–409
Payment from private health insurance for early intervention services - trust fund
26.5–3–410
Annual report - cooperation from certified early intervention service brokers and qualified providers
26.5–3–501
Short title
26.5–3–502
Legislative declaration
26.5–3–503
Definitions
26.5–3–504
Nurse home visitor program - created - rules
26.5–3–505
Health sciences facility - duties
26.5–3–506
Program applications - requirements
26.5–3–507
Selection of entities to administer the program - grants - nurse home visitor program fund - created
26.5–3–508
Annual program review - audit
26.5–3–601
Legislative declaration
26.5–3–602
Definitions
26.5–3–603
Social-emotional learning programs grant program - created - implementation partner - application - selection - funding - rules
26.5–3–701
Definitions
26.5–3–702
Early childhood mental health consultation - statewide program - creation - purpose - rules
26.5–3–703
Model of early childhood mental health consultation - standards and guidelines - qualifications
26.5–3–704
Statewide professional development plan for early childhood mental health consultants
26.5–3–705
Statewide qualifications and competencies for early childhood mental health consultants
26.5–3–706
Data collection - reporting
26.5–3–707
Funding support
26.5–3–801
Legislative declaration
26.5–3–802
Child care sustainability grant program - created - timeline and criteria - grant awards - funding - definitions
26.5–3–803
Emerging and expanding child care grant program - created - timeline and criteria - grant awards - funding - definitions - repeal
26.5–3–804
Employer-based child care facility grant program - created - timeline and criteria - eligibility - grant awards - reports - funding - definitions - repeal
26.5–3–805
Early care and education recruitment and retention grant and scholarship program - created - criteria and eligibility - grant and scholarship awards - reports - funding - rules - definitions - repeal
26.5–3–806
Child care teacher salary grant program - created - timeline - criteria and eligibility - grant awards - reports - definitions
26.5–3–807
Community innovation and resilience for care and learning equity (CIRCLE) grant program - created - criteria - definitions
26.5–3–808
Family, friend, and neighbor support programs - advisory group - training and support program - funding - definitions - repeal
26.5–3–901
Legislative declaration
26.5–3–902
Definition
26.5–3–903
Family-strengthening grant programs - authorized requirements - implementation partner - rules
26.5–3–904
Home visiting grant program - authorized requirements - implementation partner - rules - definition - repeal
Green check means up to date. Up to date

Current through Fall 2024

§ 26.5-3-601’s source at colorado​.gov