Summary:

 Senate Bill 242 (SB 242) adds to Public School code to enact the Advancing Science of Reading Act. SB 242 requires teacher licensing candidates to demonstrate competency in structured literacy and the science of reading. SB 242 requires the use of high-quality instructional materials for all student teaching and supervised field experiences. SB 242 disallows balanced literacy as a teaching method in public schools and state institutions. SB 242 provides for literacy coordinators. SB 242 provides monitoring and enforcement. 

Legislation Overview:

 SB 242 adds a new section to Public School code to enact the Advancing the Science of Reading Act (Act).
SECTION 1 provides that Sections 1 through 8 of this act may be cited as the Act.
SECTION 2 adds new section to provide Definitions as used in the Act.
SECTION 3 adds a new section providing additional requirements for teacher licensure for pre-kindergarten through third grade, kindergarten through eighth grade, fifth through ninth grade, sixth through twelfth grade or prekindergarten through twelfth grade special education, i
A. In addition to other licensing requirements, an applicant shall have successfully completed requirements as specified in this subsection in phonemic awareness and phonics; fluency, vocabulary and reading comprehension; and have a a minimum of 100 hours of supervised field experience in public school classrooms as specified. 
B. For alternative licensure, an applicant shall have the same requirements provided for applicants in Subsection A of this section, but the credit hours for structured literacy shall be completed during the first 12 months of the alternative program. 
C. To be licensed as a teacher in special education, in addition to other requirements, an applicant shall have successfully completed the credit hours and field experience as specified in this subsection.
D. All candidates seeking licensure in the grades listed above shall pass the required New Mexico teacher assessment for reading with an emphasis on the science of reading to demonstrate proficiency in the essential components of teaching reading. 
E. Education preparation programs shall ensure that candidates seeking initial standard or alternative licensure in the grades listed above meet the minimum course and credit hour requirements in the science of reading as provided in the Act.
SECTION 4 adds a new section to require use of scientifically based reading instruction. 
A. Pre-service teachers completing student teaching or supervised field experiences assigned in a classroom in a public school shall use high-quality instructional materials with alignment to a structured literacy approach and the state's literacy framework to provide scientifically based reading instruction using the science of reading. 
B. Balanced literacy shall not be used to teach reading in New Mexico public schools or state agencies or by anyone who receives state funding.
SECTION 5 adds a new section requiring high- quality instructional materials.
A. All reading instruction coursework for pre-kindergarten through twelfth grade in public schools and state agencies shall use high-quality instructional materials that meet the criteria specified in this subsection. 
B. Student teaching or field experience candidates in public schools are required to use high-quality instructional materials to plan reading instruction and teach lessons under the observation of trained teachers. 
SECTION 6 adds a new section to require literacy coordinators.
A. Literacy coordinators shall be employed at each state-approved teacher preparation program to oversee the implementation and ensure compliance with the Act. 
B. Literacy coordinators shall provide support as specified in this subsection. 
C. Sufficient funding shall be provided to support salary and administrative costs of literacy coordinator positions.
SECTION 7 adds a new section to provide monitoring and enforcement of the Act.
A. The department shall work with stakeholders to develop specific teacher preparation standards related to the components of the science of reading. 
B. The department shall monitor all educator preparation programs. Programs that fail to adhere to the science of reading shall be required to submit corrective action plans and may face the loss of state approval. 
C. As part of the state approval review process for educator preparation programs, each program shall provide evidence of its alignment with New Mexico's statutory and regulatory requirements for structured and systematic science of reading instruction. 
D. Initial approval and ongoing review shall include the information specified in this subsection.
E. The 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. 
F. 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. 
G. As part of their annual accountability report, educator preparation programs shall include information as specified.
SECTION 8 adds a new section to require parent notification for students who are not reading on grade level. 
A. Educator preparation programs shall ensure that teacher candidates are trained to identify when students are not reading at grade level, and candidates shall be prepared to provide appropriate interventions. Additionally, school districts and charter schools shall notify parents of the following: 
(1) twice per academic year, the parent of any kindergarten through third grade student shall receive notification on current reading performance; and 
(2) all parents of first grade students shall be notified in writing no later than 15 days after the dyslexia screener has been administered of any reading difficulty. The written notification shall include the information specified in this subsection.
B. The department shall design and provide school districts and charter schools with parent notification templates. 
SECTION 9 amends Public School Code in Educational Requirements for Licensure.
Subsection A is amended to  require a person seeking to be licensed as a teach in any grade level to have completed minimum requirements in the college of arts and sciences as specified in this subsection.
Subsection B is amended to provide that a person seeking an endorsement in language arts is required to have six semester hours in structured literacy and the science of reading is required for a teaching license in pre-kindergarten through eighth grade, special education or for secondary language arts endorsement and the required one hundred hours of supervised field experience in classrooms implementing the science of reading.
Subsection C inserts an exception for specific grades and special education licenses.
SECTION 10 amends Public School code in Level One Licensure, Subsection D(2) to delete the requirement for a teacher preparation program from a national accredited education institution.
Subsection D(3) deletes “teaching” to specify the science of reading.
SECTION 11 amends Alternative Level One License in Subsection A as follows:
Remove the exception provided in Subsection B of this section. 
The department shall issue an alternative level one license to a person who is at least eighteen years of age and who meets the requirements in this subsection with the following amendments:
Subsection A(4) requires an assessment of the candidate’s knowledge of the science of reading in the first in the first twelve months of an alternative program; 
Subsection A(5) is deleted. Subsection A(5) and (6) are inserted as follows:
(5) has completed six semester hours in structured literacy and the science of reading in the first twelve months of teaching pre-kindergarten through eighth grade, fifth through ninth grade, sixth through twelfth grade, special education in pre-kindergarten through twelfth grade or for secondary sixth through twelfth grade language arts endorsement and one hundred hours of supervised field experience in classrooms implementing the science of reading and the remaining minimum of six semester hours of instruction in teaching principles in a program approved by the department;
(6) within two years of beginning teaching, has completed a minimum of twelve semester hours in the first twelve months of teaching pre-kindergarten through third grade, kindergarten through eighth grade, fifth through ninth grade, sixth through twelfth grade, pre-kindergarten through twelfth grade special education or for sixth through twelfth grade language arts endorsement and one hundred hours of supervised field experience in classrooms implementing the science of reading and the remaining minimum of six semester hours of instruction in teaching principles in a program approved by the department; provided that six of the hours shall include instruction in the science of reading in a program approved by the department; or
SECTION 12 amends Definitions as used in the Instructional Material Law to insert Subsection A to provide a definition of core instructional material. 

Amendments:

 Senate Bill 242 is amended by the Senate Education Committee to adjust language as follows:
In SECTION 6 LITERACY COORDINATORS in Subsection B(5) the term “student teachers” is amended to read “pre-service teachers.
In SECTION 7 MONITORING AND ENFORCEMENT.— Subsection A is amended to remove the requirement that the department shall work with stakeholders. “Stakeholders” are deleted in this Subsection. Subsection B and C are amended to remove “educator” and insert “teacher”.
In  SECTION 8 PARENT NOTIFICATION FOR STUDENTS WHO ARE NOT READING ON GRADE LEVEL in Subsection A, “educator” is removed and “teacher” is inserted.
In SECTION 9  EDUCATIONAL REQUIREMENTS FOR LICENSURE.— Subsection C is amended to provide for licensure by reciprocity and alternative licensure. “Alternative licensure” is inserted.