1. A. As used in this section:

   1. (1) "high-quality instructional materials" means instructional materials that are:

      1. (a) research-based, culturally and linguistically relevant and designed to support equitable learning for all students;
      2. (b) aligned with the public education department's academic content and performance standards and benchmarks; and
      3. (c) included on the public education department's multiple list of instructional materials or otherwise approved by the department;
   2. (2) "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; and
   3. (3) "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 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.

2. B. Structured literacy is the primary approach to teaching foundational literacy skills for all learners, and public school students shall be taught to read using the science of reading and structured literacy. Literacy instruction for English language learners and students in bilingual or dual language programs shall:

   1. (1) include evidence-based practices for biliteracy, such as bilingual and dual language instructional models that develop literacy in English and students' home languages; and
   2. (2) incorporate differentiation and culturally and linguistically responsive instruction.

3. C. Each teacher preparation program shall offer courses and student teaching sufficient for level one licensure that:

   1. (1) includes science of reading and structured literacy;

   2. (2) for elementary teacher candidates, provides a minimum of one hundred hours of supervised field experience in public school classrooms implementing the science of reading and structured literacy, including:

      1. (a) planning and teaching reading lessons focused on phonemic awareness, phonics, fluency, vocabulary and comprehension; and
      2. (b) observing and applying scientifically based techniques for reading instruction under the supervision of a teacher trained in the science of reading; and
   3. (3) includes training and teaching teacher candidates to identify when students are not reading at grade level.
4. D. In collaboration with public post-secondary teacher preparation programs, the public education department shall develop specific teacher preparation standards related to the five components of the science of reading, including the knowledge and skills teachers need to support struggling readers and those with dyslexia as well as the knowledge and skills teachers need to support English language learners with biliteracy and oral language development and to provide literacy instruction in bilingual or dual language programs and similar settings.
5. E. As part of its review process, the public education department shall monitor all teacher preparation programs, and 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.
6. F. As part of the state approval review process for teacher 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, including requirements for supporting English language learners and for biliteracy instruction.

7. G. Initial approval and ongoing review shall include:

   1. (1) evaluation of coursework and field experiences to ensure that teacher candidates are prepared to implement evidence-based reading instruction practices aligned with the science of reading;
   2. (2) an assessment of faculty qualifications and professional development related to scientifically based methodologies for reading instruction;
   3. (3) documentation of how the program integrates state-adopted literacy standards, including explicit instruction in phonemic awareness, phonics, vocabulary development, fluency and comprehension;
   4. (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. (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.
8. 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.
9. 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.

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

    1. (1) a summary of program changes made to enhance science of reading instruction aligned to the standards;
    2. (2) data on teacher candidate performance in science of reading instruction-related coursework and clinical experiences; and
    3. (3) graduate impact data on student literacy outcomes, where available.

History: Laws 2025, ch. 149, § 1; 2026, ch. 54, § 1.

ANNOTATIONS

The 2026 amendment, effective July 1, 2026, revised the meaning of certain terms as used in this section; in Subsection A, Paragraph A(1), added subparagraph designation "(a)" and Subparagraphs A(1)(b) and A(1)(c), in Subparagraph A(1)(a), after the subparagraph designation, deleted "a comprehensive full course of", in Subparagraph A(2), after "research about reading" deleted "and issues related to reading and writing" and added the remainder of the subparagraph; and deleted former Paragraph A(3), which provided "'scientifically based reading instruction' means instruction grounded in empirical research, vocabulary and comprehension and the science of reading; and", and redesignated former Paragraph A(4) as Paragraph A(3), and in Paragraph A(3), after "syntax and semantics" added "and can be differentiated to meet the needs of individual students"; in Subsection B, in the introductory clause, after "all learners" added "and public school students shall be taught to read using the science of reading and structured literacy", and after "English language learners" added "and students in bilingual or dual language programs", added new paragraph designations "(1)" and "(2)", in Paragraph B(1), after "practices for" added "such as bilingual and dual language instructional models that develop literacy in English and students' home languages; and", and in Paragraph B(2), added "incorporate" preceding "differentiation", and after "responsive instruction" deleted "Public school students shall be taught to read using science of reading structured literacy and scientifically based reading instruction"; in Subsection C, Paragraphs C(1) and C(2), after "structured literacy" deleted "and scientifically based reading instruction", in Subparagraph C(2)(b), after "scientifically based" deleted "reading instruction", and after "techniques", added "for reading instruction"; in Subsection D, after "English language learners," added "with biliteracy and oral language development and to provide literacy instruction in bilingual or dual language programs and similar settings"; and in Subsection F, after "reading instruction," added "including requirements for supporting English language learners and for biliteracy instruction".