Author: kdoran

HB26- 1017 Criminal Restitution Prohibited for Insurers would change how criminal restitution works by removing insurance companies from the definition of a “victim” for restitution purposes. Under the bill, insurers could no longer collect restitution through the criminal courts when they suffer losses; instead, they could pursue those losses through civil lawsuits against offenders if necessary. This bill passed the House Judiciary Committee on February 3rd, 7-4.

Colorado’s restitution system was created to help victims recover, not to trap families in cycles of poverty after someone has already served their sentence. Yet large portions of restitution payments can go to insurance companies instead of directly to victims, turning a tool for healing into long-term financial punishment that follows people long after incarceration. HB26-1017 takes a common-sense step by prioritizing real victims over corporate reimbursement so restitution works the way it was intended.

Research and reporting have shown that restitution debt is one of the biggest barriers to successful reentry. People leaving incarceration already face steep odds, including housing barriers, limited employment opportunities, supervision fees, and the cost of rebuilding their lives. When restitution functions like lifelong debt collection rather than repair, it delays stability and increases the likelihood that someone falls back into the system. Public safety improves when people can work, support their families, and reintegrate, not when they are buried in unpayable debt. Below is the prepared testimony of one of our partners in this work, Kyle Giddings, Deputy Director of the Colorado Criminal Justice Reform Coalition.

Mr. Chair, members of the committee,

My name is Kyle Giddings. I’m the Deputy Director of the Colorado Criminal Justice Reform Coalition, and I’m here today to urge a yes vote on 1017.

In 2013, after years of struggling with addiction, I ended up in the criminal legal system. I took responsibility for my actions and pled guilty in my case. After that plea, I was ordered to pay $78 thousand dollars in restitution—not to a direct victim, but to an insurance company.

I accepted that obligation. I started paying.

One year later, I received a letter from the court informing me that my remaining balance would begin accruing 12 percent interest until it was fully paid—interest that thankfully dropped to 8 percent in 2019, but only after years of compounding damage.

I have been paying restitution since 2013. As of today, I have paid $54 thousand dollars toward that obligation.

In interest alone, I now owe an additional $64 thousand dollars

That means my total remaining balance is $88 thousand dollars—more than I originally owed—after more than a decade of making payments.

I am one of the lucky ones. I have a stable job. I get to advocate for my community and for people impacted by the criminal justice system. Even after a $1,100 monthly wage garnishment, I can still afford my apartment and feed my family.

But it is not easy. And it gets harder every year.

But I am still one of the lucky ones. Not everyone leaving incarceration is as fortunate as I have been.

It’s time for Colorado to join states like Louisiana and Massachusetts and show there is a meaningful difference between compensating a natural person who was harmed and reimbursing a corporation designed to manage risk, and stop using the state for corporate debt collections.

Stand for Children Associate Executive Director, Bri Buentello testified in opposition to HB26-1050, Optional Individualized Readiness Plan for School before the House Education Committee this week. Stand for Children Colorado testified against HB26-1050 because it would eliminate critical social-emotional monitoring for kindergarteners who appear academically ready but may still struggle with classroom skills like self-regulation and peer collaboration. The bill would also create unfair workload reductions primarily in affluent districts, incentivizing teachers to leave under-resourced schools where student needs and workload remain high. The bill passed the Education Committee 10-3 and will be considered by the full House next. Below is the prepared testimony.

“Thank you, Madam Chair Lukens, and members of the committee. My name is Bri Buentello, and I am the Associate Executive Director for Stand for Children Colorado.

We are here today to testify in respectful opposition to HB26-1050.

While we share this committee’s commitment to addressing teacher workload, we believe this bill treats the Kindergarten Readiness Assessment (KRA) as a hurdle to be cleared rather than what it truly is: a vital blueprint for a child’s long-term success.

The KRA is one of our most powerful tools because it doesn’t just look at literacy; it looks at the whole child. It assesses social-emotional development, physical well-being, and executive functioning. These are the ‘readiness to learn’ skills—like self-regulation and peer collaboration—that dictate whether a child can actually thrive in a classroom environment.

By exempting students from Individualized Learning Plans (ILPs) based on narrow academic benchmarks, we risk ignoring these critical social-emotional indicators. A child may be ‘on track’ with their letters, but if the KRA shows they are struggling with the social transitions of school, they still need the roadmap an ILP provides to ensure they stay on track.

The data shows us why this intentionality is so important. In Denver, roughly 61% of K-2 students are currently identified as ‘on track’ for third-grade reading. However, when those same students reach the third-grade CMAS assessment, only 42% are meeting state expectations.

There is a clear disconnect between being ‘on track’ in the early years and meeting expectations in third grade. If we remove the ILP requirement for students who seem fine on day one, we are removing the very monitoring system designed to prevent them from falling behind later.

We must also address the equity implications for our educators. Because student readiness scores are often tied to socioeconomic status, this bill creates a ‘workload windfall’ primarily for teachers in affluent districts. We are concerned this will inadvertently incentivize teachers to leave our most under-resourced schools—where the workload will remain high—for wealthier districts where the compliance burden is waived. We cannot support a policy that further tilts the scales against our high-needs communities.

Colorado’s ILP process is a national model for flexibility. We should be using the KRA data to deepen our support for students, not as a justification for doing less. Every child deserves a plan for growth, and every parent should have the choice to maintain that plan.

We respectfully urge a ‘no’ vote on HB26-1050. Thank you.”

It is Phone-Free Schools Awareness Week!

All week, we’re sharing why bell-to-bell policies work: the mental health benefits, the learning gains, the real connections students make when screens are away. We’re featuring Colorado educators, research, and proof that parents support this change.

Follow us on social media for research, educator voices, and success stories.

Stand for Children Colorado proudly endorses Propositions LL and MM on Colorado ballots this November. These measures work together to ensure that every public school student in Colorado continues to receive free, nutritious meals at school, regardless of their family’s income. Two out of five Colorado families struggle to afford food, and for many children, school meals are the most nutritious food they eat all day.

By voting yes on LL and MM, we can continue the successful Healthy School Meals for All program, which currently provides over 600,000 free meals to students daily. Access to nutritious food leads to better attendance, improved focus in the classroom, and stronger graduation rates.

These propositions support Colorado farmers and ranchers by funding fresh, local ingredients and increase wages for school nutrition professionals. No child should have to skip lunch or worry about the cost of a meal. Vote yes on Propositions LL and MM to keep our kids fed, healthy, and ready to learn and return your ballot before Tuesday, November 4, 2025. For more information about voting in Colorado, visit the Secretary of State’s website.

Download a flyer about Proposition LL and MM.

We all want what’s best for Colorado students. That’s why we’re launching our work advocating for cell phone-free policies in schools across the state, and we need you to join us.  Last year, we worked alongside policymakers, parents, and educators to pass legislation requiring school districts to develop policies addressing cell phones in schools. Since then, our team has continued listening to educators and families and digging into the research about phone-free schools.

The research is clear: phone-free schools give students an extra hour of learning daily, reduce bullying, and create space for authentic peer connections.

Phones are designed to distract—kids deserve classrooms designed for learning. Schools across the country, and in Colorado, are adopting “bell-to-bell” phone-free policies with remarkable results: students report less anxiety, teachers see improved engagement, and academic performance improves.

Bell-to-bell phone free policies are about creating environments where all kids have the chance to focus and grow.  We know parents want to stay connected to their children during the school day—and that matters. Schools with phone-free policies have successfully worked to balance safety and communication, with office phones and clear protocols for emergencies.

Take the Pledge to learn more about Phone-free schools

Starting high school is a big step. That’s why many schools have implemented summer transition programs to give incoming 9th graders the tools, information, support, and confidence they need to succeed from day one. Over the next week, we will be sharing more about how these schools are preparing these students for success in high school and beyond.

The Center for High School Success (CHSS) has outlined key elements that make a summer transition program effective, and we’ve outlined those elements below.

1. Supportive, Prepared Staff

It’s important that the staff leading the transition program are deeply committed to the work and know how to support these incoming students. These team members receive training ahead of time and have time to plan together so they’re ready to meet students where they are—academically, socially, and emotionally.

2. Smart Use of Resources

Great programs make the most of what’s available—whether it’s district funding or partnerships with local organizations. A clear, thoughtful budget helps make sure students get what they need, from quality instruction to meaningful activities.

3. Focused Learning

While summer programs shouldn’t feel like summer school, they do include learning. A strong program gives students a jumpstart in key areas like math and English while helping them understand what’s expected in high school. Some programs even offer students a chance to earn credit, which builds momentum going into 9th grade.

4. Social and Emotional Support

High school brings more than academic challenges. That’s why summer programs should also help students build skills like confidence, time management, and goal setting. Programs often include counselors or social workers to support students’ emotional well-being and make sure they feel seen and supported.

5. Use of Data to Guide Support

Before the program even begins, strong programs look at data to understand what students need most. Then, they keep checking in—using simple tools to see how students are doing and adjust along the way.

6. Involving Families from the Start

Parents and caregivers play a huge role in student success. Great programs make sure families are included from day one—offering orientation sessions, clear communication, and ways to stay involved throughout high school.

7. Building Community

One of the biggest benefits of a summer program is the chance for students to make connections. Activities that build friendships, introduce students to school staff, and make the high school building feel familiar all help ease the transition. Students also get to explore clubs, sports, and other extracurricular opportunities that can make high school more fun and meaningful.

A strong summer transition program isn’t just about preparing students for schoolwork—it’s about helping them feel confident, connected, and ready to thrive. When schools invest in this kind of support, it pays throughout a student’s high school experience.