Get Full Government Meeting Transcripts, Videos, & Alerts Forever!
Get email alerts on the Literacy topic
No spam. Unsubscribe anytime.
Cobre district credits CLSD and targeted hires for K–5 literacy gains
Summary
Cobre (Cobra) curriculum director Suzanne Chavita told LESC that the district used CLSD and other grant funding to hire interventionists and reading coaches, pushing K–5 proficiency toward a 75% goal; she described grant strategies, stipends for LETRS units and plans to reapply for future CLSD rounds.
Suzanne Chavita, curriculum director for the Cobre district, told the Legislative Education Study Committee that Cobre’s focused use of competitive grants and staffing — not just curriculum purchases — has driven measurable improvements in early literacy.
Chavita recounted a string of grant awards the district secured, including Reads to Lead and CLSD funding, and said the district received a notably large CLSD allocation (Chavita described it as $7 million for her district). The money funded interventionists at every school, reading coaches and teacher stipends for completion of LETRS (Language Essentials for Teachers of Reading and Spelling) units.
"We put most of the money on people," Chavita said. "We hired an interventionist at every school… We pay them a $500 stipend for every unit." She said those hires and supports helped push K–5 proficiency goals close to a stated target of 75 percent.
Chavita also described using CLSD and structured‑literacy funding to braid resources and sustain interventionists after the largest grants expire; her district obtained a no‑cost extension this year and plans to reapply for the next CLSD round.
Committee members asked about equity and whether small rural districts receiving large grants is appropriate. Chavita said Cobre applied aggressively and successfully for funds, and pointed to concrete results tied to staffing and professional development.
Chavita urged continued state support for sustained professional development funding and for flexible grant administration that helps districts maintain interventions without depending on temporary grants.
The committee heard Cobre’s presentation as part of the LESC field visit; no votes or formal actions were taken.
