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Regional superintendents tell LESC LETRS helped literacy; math and teacher time need similar attention
Summary
A superintendent panel at LESC credited LETRS training with elementary reading gains, urged an equivalent statewide focus on math instruction, and called for more paid teacher development time, community-school funding and measures to address chronic absenteeism.
A panel of superintendents convened by the Legislative Education Study Committee said New Mexico’s statewide push for structured-literacy training (LETRS) is showing results at elementary grades, but similar investment is needed in math, along with more protected teacher planning time and community supports to address chronic absenteeism.
Steve Carlson (Central Consolidated), Randy Stickney (Zuni Public Schools) and Gallup McKinley’s Mike Hyatt told the committee that LETRS and district-level literacy programs have contributed to measurable gains in reading assessments at several districts. "We had improvements of close to 7 percentage points from third grade through eighth grade," Carlson said, noting a notable third-grade gain after implementing LETRS-focused instruction and supports.
Panelists said math instruction lacks a comparable statewide professional-development framework. "We need the science of math instruction," Carlson said, and recommended content-specific elementary scheduling, targeted math pedagogy training for teachers and curricular investments to raise teacher confidence in elementary math instruction.
Teacher time and professional development: Several superintendents urged lawmakers to consider funded increases in teacher work time for pre-year planning and in-year collaboration. Districts reported limited PLC time (for some, about 45 minutes per week) and said that additional paid time — whether as extended contracted workweeks or dedicated pre-year weeks — would improve implementation fidelity for literacy and new math practices.
Attendance and community schools: Panelists described chronic absenteeism challenges (district-level figures varied; some committees referenced as high as ~40% in places) and said districts are using home-school liaisons, attendance coaches, parental-engagement campaigns and community-school grants to reconnect students. Central Consolidated and Zuni emphasized activities that build relevance for students and families, while noting that state community-school funding amounts have been reduced in recent cycles and can limit local impact.
Safety and mental health: Superintendents also raised student safety concerns, notably the circulation of THC-laced edibles and look-alike vaping products in communities and schools. Gallup McKinley described investments in detection technology and coordination with local law enforcement and prevention programs.
What lawmakers asked for: Committee members sought clearer metrics for accountability (growth vs. proficiency), more granular fiscal reporting from districts, and evidence-based metrics to track progress on Yazzie Martinez remedies. Superintendents asked for sustained, predictable funding and for legislative consideration of baseline supports for heritage-language programming and mental-health staffing.
Ending: The panel’s testimony framed LETRS as a model for disciplined statewide investment in teacher development and suggested the legislature consider similar, funded frameworks for math and teacher planning time to improve statewide outcomes.
