SB 37 — HIGH QUALITY LITERACY INSTRUCTION ACT

(3) documentation of how the program integrates state-adopted literacy standards, including explicit instruction in phonemic awareness, phonics, vocabulary development, fluency and comprehension;

(4) the collection of data demonstrating the effectiveness of graduates in applying science of reading practices during their first three years of teaching, as available through performance-based assessments or other state-approved measures;

and (5) evidence of partnerships with kindergarten through twelfth grade public schools to ensure high-quality student teaching and supervised field experiences that emphasize science of reading instructional practices and the use of high-quality instructional materials during student teaching and other supervised field experiences.

H.

The public education department shall provide guidelines for evaluating compliance with science of reading instruction requirements during the review process.

These guidelines shall include minimum performance thresholds for coursework, assessments and candidate outcomes.

SB 37 Page 5 I.

Programs failing to meet the established science of reading instruction standards may be placed on a corrective action plan with specific requirements and time lines for achieving compliance.

Noncompliance may result in probationary status or the loss of state approval.

J.

As part of an annual accountability report, teacher preparation programs shall include:

(1) a summary of program changes made to enhance science of reading instruction aligned to the standards;

(2) data on teacher candidate performance in science of reading instruction-related coursework and clinical experiences;

and (3) graduate impact data on student literacy outcomes, where available." SECTION 2.

A new section of the Public School Code, Section 22-15G-1 NMSA 1978, is enacted to read:

"22-15G-1.

SHORT TITLE.--Chapter 22, Article 15G NMSA 1978 may be cited as the "High-Quality Literacy Instruction Act"." SECTION 3.

A new section of the Public School Code, Section 22-15G-2 NMSA 1978, is enacted to read:

"22-15G-2.

DEFINITIONS.--As used in the High-Quality Literacy Instruction Act:

A.

"certified academic language therapist" means a SB 37 Page 6 person recognized by the department as having the requisite skills and credentials to provide diagnostic and prescriptive interventions to students with language-based learning disabilities;

B.

"high-quality instructional materials" means instructional materials that are:

(1) research-based, culturally and linguistically relevant and designed to support equitable learning for all students;

(2) aligned with the department's academic content and performance standards and benchmarks;

and (3) included on the department's multiple list of instructional materials or otherwise approved by the department;

C.

"read-at-home plan" means a set of resources for parents to support a student's reading at home that is aligned with the science of reading;

D.

"science of reading" means an interdisciplinary body of scientifically based research about reading instruction that addresses the acquisition of language, phonological and phonemic awareness, phonics and spelling, fluency, vocabulary, oral language and comprehension;

E.

"structured literacy" means an evidence-based approach to teaching oral and written language that is aligned with the science of reading and based on the science SB 37 Page 7 of how children learn to read, is characterized by explicit, systematic, sequential, cumulative and diagnostic instruction in phonology, sound-symbol association, syllable instruction, morphology, syntax and semantics and can be differentiated to meet the needs of individual students;

and F.

"three-cueing model" means reading instruction that teaches word recognition by primarily drawing meaning from context, pictures or syntax." SECTION 4.

A new section of the Public School Code, Section 22-15G-3 NMSA 1978, is enacted to read:

"22-15G-3.

INSTRUCTIONAL MATERIALS--LITERACY AND READING INSTRUCTION.--Instructional materials used in public schools for literacy or reading instruction for kindergarten through third grade shall be high-quality instructional materials.

Materials used for intervention, supplemental instruction, initiatives, services or programs for literacy or reading proficiency for kindergarten through twelfth grade shall be culturally and linguistically relevant, consistent with the science of reading and structured literacy and shall not include use of the three-cueing model;

provided that instructional materials for English language learners and other students in bilingual or dual language programs or similar settings shall support literacy and biliteracy development in English and home or other languages, if otherwise appropriate." SB 37 Page 8 SECTION 5.

A new section of the Public School Code, Section 22-15G-4 NMSA 1978, is enacted to read:

"22-15G-4.

LITERACY ASSESSMENTS.-- A.

The department shall adopt grade-specific literacy assessments for kindergarten through third grade that:

(1) have screening, diagnostic and monitoring capabilities;

(2) measure, at minimum, phonological awareness, the alphabetic principle, decoding, encoding, accuracy, vocabulary and comprehension;

(3) identify students who have a reading difficulty, including characteristics of dyslexia;

(4) can be administered with minimal impact on instructional time;

and (5) provide for timely reporting of assessment results that can be integrated with instructional support for teachers and students.

B.

Beginning in the 2027-2028 school year, public schools shall administer the literacy assessments to all students in kindergarten through third grade.

The literacy assessment for students in first grade may be administered in lieu of the dyslexia screening required by Section 22-13-32 NMSA 1978.

C.

If a public school identifies a student as SB 37 Page 9 having a reading difficulty based on the results of a literacy assessment, the public school shall provide written notice to the student's parents within thirty days.

The notice shall include:

(1) an explanation that the student was identified as having a reading difficulty and qualifies for literacy interventions;

(2) an explanation that the public school will develop a reading improvement plan for the student;

(3) a description of the interventions or supplemental instructional services, supports or programs the public school proposes for the student;

(4) an assurance that the parents will receive written reports on the student's progress at least four times each school year;

(5) a description of the student's specific skill deficits;

(6) a read-at-home plan customized to address the student's specific skill deficits;

and (7) if applicable, any other information required by state or federal law.

D.

Immediately after providing parents with written notice, the public school shall provide the student with differentiated core instruction or with targeted or intensive interventions through a multilayered system of SB 37 Page 10 support.

E.

The department shall develop a template for the written notice required by this section and grade-specific templates for read-at-home plans.

The read-at-home plan templates shall be customizable but shall include, at minimum:

(1) information about the five essential components of reading and, for a student who is an English language learner, the importance of developing the student's home language and English to support the student's biliteracy and long-term literacy outcomes;

(2) guidance on how to read with the student at home;

(3) suggested daily reading activities;

(4) specific strategies and games to build literacy skills;

and (5) information about how to monitor progress." SECTION 6.

A new section of the Public School Code, Section 22-15G-5 NMSA 1978, is enacted to read:

"22-15G-5.

TRAINING FOR TEACHERS AND ADMINISTRATORS-- LITERACY INSTRUCTIONAL COACHES.-- A.

School districts and charter schools shall train teachers who teach reading and site administrators on how to administer the provisions of the High-Quality Literacy SB 37 Page 11 Instruction Act.

The training shall also cover how to provide differentiated core instruction and other interventions for students with a reading difficulty and how to use evidence-based practices for English language learners, biliteracy, differentiation, culturally and linguistically responsive instruction and instructional leadership for bilingual and dual language programs.

B.

Beginning in the 2027-2028 school year, the department shall assign a literacy instructional coach to public elementary schools that have an average reading proficiency in the bottom quartile for reading proficiency in the state.

C.

A literacy instructional coach assigned to a public elementary school shall work with that school for three consecutive school years, regardless of the school's improvements in reading proficiency, and shall have the primary duty of supporting teachers with literacy instruction.

Subject to the availability of funding, a literacy instructional coach may be placed full-time at one elementary school or may split time between multiple schools.

D.

A literacy instructional coach shall be a certified academic language therapist or have the following qualifications:

(1) a valid level two or level three teaching license;

SB 37 Page 12 (2) a bachelor's degree in education and advanced coursework or professional development in the science of reading, multisensory language instruction or other advanced training approved by the department;

(3) a reading endorsement or certification or eligibility for a reading endorsement or certification;

(4) additional qualifications required by department rule;

and (5) for a department-designated school with a significant English language learner enrollment, training and experience in biliteracy or English language development." SECTION 7.

EFFECTIVE DATE.--The effective date of the provisions of this act is July 1, 2026.

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