LEDE: Evan Chavis, a policy analyst for the Legislative Education Study Committee, told committee members that New Mexico has made measurable gains since adopting structured literacy policies but still faces implementation gaps that limit the full effect of investments.

NUT GRAF: Chavis summarized a comparative review of early literacy efforts, noting that New Mexico has aligned many components of its policy with other states'—teacher training, screening and interventions, and adoption of research-based materials—but that the state falls short on consistent implementation, targeted intensive interventions, and parent communication. That mix, he said, explains why statewide progress has not yet reached all students.

BODY: "These outcomes are evidence that the state's investment in structured literacy must continue but might consider a shift in a focus on coordination that is effective and sustainable," said Evan Chavis, LESC policy analyst, during a Roswell briefing included in the committee packet.

Chavis presented comparative tables showing that states including Alabama, Mississippi, Louisiana and Colorado have pursued similar pillars: scope, professional development, interventions, monitoring and parental notification. He cited a 2025 ExcelinEd analysis that identified five common challenges in state implementation: inefficient teacher support, inconsistent implementation, inadequate accountability and funding allocations, and miscommunication among stakeholders.

Chavis told the committee that since New Mexico's transition to structured literacy (noted in the briefing as beginning in 2019), the Legislature has allocated $112,000,000 directly to school districts and charter schools for related activities and that the Public Education Department (PED) has reported about 10,500 teachers and administrators trained in LETRS or in the process of training. He also said PED requires an elementary reading exam as part of licensure and has amended educator preparation requirements to include structured literacy practices.

The brief described the Multi Layered System of Supports (MLSS) used statewide for screening and tiered intervention: layer 1 (core instruction and universal screening), layer 2 (targeted small-group interventions), and layer 3 (intensive individualized supports). Chavis said the framework replaced a previous RTI model to provide a more holistic approach to academic, behavioral and wellness needs.

The report highlighted differences among states on governance and retention. Mississippi's Literacy-Based Promotion Act, Chavis said, offers detailed implementation guidance and clear roles for state, district and school staff; Louisiana created a statewide Early Literacy Commission to recommend policy; and Mississippi and Alabama include more prescriptive retention rules for third graders while Colorado and Louisiana emphasize interventions and parent collaboration.

Committee members pressed on specific gaps. "I think sometimes people don't realize that LETRS training is just part 1. It's the part 2 that makes it or breaks it," Representative Garrett told the panel, urging embedded coaching in schools.

Senator Stewart urged stronger parent notification and read-at-home components, saying other states have standardized parental plans tied to intervention monitoring. Chavis explained that some states develop a written plan with parents that sets goals, lists school interventions, and schedules regular progress check-ins.

Chavis summarized policy recommendations in the brief: continue legislative funding for structured literacy; invest in additional instructional reading coaches; require PED to issue clearer, programmatic guidance and feasible screening/assessment tools; encourage local read-at-home plans and adoption of high-quality instructional materials; and define thresholds and processes for K-3 intensive interventions and promotion criteria.

ENDING: The committee did not take formal action on the briefing. Chavis passed the presentation to district hosts in Roswell for examples of local implementation; committee members signaled interest in follow-up policy work on parent notification standards, coaching and how to align funding to ensure districts can sustain specialist positions and widespread coaching.