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NEW MEXICO PUBLIC EDUCATION DEPARTMENT
New Mexico Reads to Lead
Kindergarten through Grade 3 Reading Initiative
2015–2016 Request for Applications
Deadline for Submission:
April 24, 2015 at 5:00 p.m. MDT
Melinda Webster
Literacy Program Director
New Mexico Public Education Department
300 Don Gaspar Ave. Room 303
Santa Fe, NM 87501
Phone: 505-827-6567
Email: Melinda.Webster@state.nm.us
2015–2016 New Mexico Reads to Lead Request for Applications
General Information about the Initiative
Children who acquire a firm foundation in literacy in grades K–3 are not only prepared for future
academic success, but will possess the life-long gift of reading. New Mexico must prioritize
improved student reading achievement. The New Mexico Public Education Department (PED) was
allocated $15.0 million to promote an early reading initiative for fiscal year (FY) 16.
New Mexico’s early reading initiative, New Mexico Reads to Lead, will provide the following
expectations and supports as we prepare our children to become leaders in literacy:
1. Increase quality of reading instruction
2. Provide a screening assessment for use in planning data-driven instruction
3. Provide quality professional development for administrators, reading coaches, and
teachers
4. Ensure that districts/charter schools have a comprehensive plan for addressing literacy
instruction
5. Reach out to parents and families with free resources in English and Spanish to support
children’s reading at home
The $15.0 million early reading initiative funding includes:



$1.9 million to provide a common K–3 interim assessment for use in all elementary schools
to identify struggling readers as early as kindergarten
$2.4 million for professional development designed for teachers, coaches, and
administrators on how to use data to drive instruction and effectively intervene with
struggling readers and regional reading coaches including 14 regional reading coaches
$10.7 million for districts and charter schools to provide reading coaches and intervention
supports
Scope of Application Approval Process
The PED is seeking New Mexico school districts and charter schools to participate in a noncompetitive application process to receive funding to support the implementation of the New
Mexico Reads to Lead initiative. Funding will be provided for the following:
1. Reading coaches hired by the school district or charter school to provide job embedded
professional development for educators to improve instruction in reading and support
increased student achievement
2. Support for K–3 reading interventions, which may include hiring reading
interventionists by district or charter schools to provide interventions to students, or
purchase intervention instructional materials
3. Combination of reading coaches hired by the school district or charter school and
support for K–3 reading interventions
2
In addition, the PED will provide to districts and charter schools at no cost the DIBELS Next
and IDEL assessments for use by K–3 students. DIBELS Next benchmark and progress
monitoring measures are required for all kindergarten through third grade students in districts and
charter schools receiving Reads to Lead funding. While the IDEL assessment is also provided at
no cost to districts and charter schools, the use of IDEL is optional. Professional development will
be provided to the district/charter, at no cost, to inform teachers how to use the assessment
measures and interpret the resulting data to inform instruction.
This RFA can be accessed online at the PED website, at http://ped.state.nm.us/ped/rfps.html.
Eligible Applications
Eligibility is limited to New Mexico school districts and charter schools.
Sequence of Events
Action
1. Request for Applications
Reads to Lead Information Webinar
2 Registration link:
Responsibility
PED
Date
March 26, 2015
PED
April 2, 2015
2:30 – 3:30 p.m.
https://attendee.gotowebinar.com/register/3614626149986165505
3. Technical Assistance Window
PED
4. Application Submission Deadline
5. District/Charter School Awards
Applicants
PED
March 26–April
24, 2015
April 24, 2015
May 20, 2015
Application Outline
All of the items listed below must be submitted to PED as part of the RFA:
1. Budget: Each proposal must include a draft budget (template included). Budget activities
must align to increasing the quality of reading instruction and increasing student
achievement in reading for grades K–3 through implementation of the K–3 Comprehensive
Reading Plan. Districts and charter schools are encouraged to align the RFA Budget with
the Program Budget Questionnaire and Web EPSS.
2. K–3 Comprehensive Reading Plan Proposal Narrative: Districts and charter schools have
an opportunity through the development of the K–3 Reading Plan to align efforts in
improving literacy in grades K–3 across the district/charter school and communicate the
district/charter school’s goals, expectations, and supports to schools for the purpose of
improving student reading achievement in grades K–3.
3
The K–3 Reading Plan can also serve as a tool to share information regarding district/charter
school reading expectations and supports with parents and the community. Applications must
address, in narrative form, a response to the items listed below:
 District/Charter School Level Leadership
 School Level Leadership
 Professional Development
 Curriculum and Instruction
 Assessment System
K–3 Comprehensive Reading Plan Proposal Narrative:
The K–3 Comprehensive Reading Plan will ensure that:
A. Leadership at the district/charter and school level are guiding and supporting the initiative
B. Data analysis drives all decision-making
C. Professional development is targeted to individual teacher needs as determined by analysis
of student performance data
D. Measurable student achievement goals are established and clearly described
E. Appropriate evidence-based instructional materials and strategies are used to address
specific student needs
The K–3 Reading Plan should accurately depict and detail the role of administration (both
district/charter and building level), professional development, assessment, curriculum, and
instruction in the improvement of student learning.
The guidelines provided for districts/charter schools, schools, principals, and teachers within the
K–3 Reading Plan are aligned with the most important goals of the Response to Intervention (RtI)
approach. RtI is an organizational framework by which schools assess student needs, strategically
allocate resources, and design and deliver instruction to all students within the school. Key
elements of RtI involve:
A. providing strong classroom instruction for all students;
B. administering high quality assessments to monitor progress and identify students in need of
more powerful instruction; and
C. designing and delivering interventions that are responsive to student needs.
For
more
information
regarding
http://ped.state.nm.us/ped/RtI_index.html.
New
Mexico’s
RtI
Plan,
please
visit
4
I. District or Charter School Level Leadership
Many of the school buildings within a district look the same, but the needs of teachers and students
within those buildings are diverse. District and charter school level administrators must look at
schools on an individual basis and distribute resources based on students’ and teachers’ level of
need. To describe the district/charter school system for monitoring K–3 reading instruction that
differentiates school level services, please address the following:
1. What are your measurable district or charter school goals for student achievement in
reading for the 2015–16 school year described as a percentage increase from last year’s
scores?
2. a. What is your district or charter school’s student progression plan to ensure that
students are proficient readers by the end of grade 3? Describe the district or charter
school retention policy.
b. Provide data below outlining how many students in grades K–3 were retained in the
previous school years and the reason for retention.
2013–2014
2014–2015
(estimated)
Reason for Retention
# of Students
Retained Grade K
# of Students
Retained Grade 1
# of Students
Retained Grade 2
# of Students
Retained Grade 3
c. Describe how parents are notified of retention decisions.
3. How will the district ensure
a. systematic and explicit instruction aligned with the Common Core State Standards,
based on data; and
b. use of text-based vocabulary and comprehension instruction, with an emphasis on
complex text?
4. How will the district/charter school ensure fidelity of implementation of all reading
programs and strategies used at the school level and determine appropriate instructional
adjustments?
Fidelity of implementation is of utmost importance when using evidence-based programs. The
research evidence that most programs use to support the use of their program is based upon
strict adherence to a particular model. Failure to utilize the programs under the same conditions
as the original research will limit the success with the program.
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When implementing both programmatic interventions and research-based strategies, it is
extremely important to implement with fidelity. For programmatic interventions, this would
include fidelity to both the time and class size recommendations that the publisher used in
developing their evidence-base for the program. Given that there is no such thing as a “one
size fits all” program, common sense and teacher judgment through analysis of formal and
informal assessment should guide instructional adjustments to the program when it is
determined that the desired effect may not be occurring for individual students.
5. How will the district/charter school ensure that elementary schools provide a 90-minute
reading block for core reading instruction, embed literacy throughout the instructional
day, and provide additional time for intensive intervention?
6. How will the district facilitate improvement in and intensify supports for schools that are
not making academic improvements as determined by fidelity checks and student
performance data?
7. How and when will the district/charter school provide principals with the information
contained in the K–3 Reading Plan?
8. How will the district/charter school support increased family involvement in schools?
9. How will the efforts to improve reading instruction in grades K–3 be sustained next year
in grades 4–5?
10. How will the district or charter school provide leadership and support in defining the role
of the reading coach, if applicable, to school administration, teachers, reading
interventionists, and reading coaches?
For a reading coach to be effective, the role of the coach must be clear to school
administration, teachers, and the coach. The role of the coach is to provide job-embedded
professional development and coaching for teachers. Coaches should only be working with
small groups of students when they are modeling for teachers. Coaching activities typically
include:
 Whole faculty professional development
 Small group professional development planning
 Modeling lessons
 Coaching
 Coach-teacher conferences
 Student assessment
 Data reporting
 Data analysis meetings
 Knowledge building
 Managing reading materials
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The PED has developed the New Mexico Reading Coach Model detailing the role of the coach
and reading coach qualifications and skills and abilities for effective coaching. The coach model
document is provided in Appendix II.
State-funded reading coaches must complete a monthly coach log submitted to PED in a format
provided by PED detailing how time is allocated in providing professional development and
other coaching activities.
11. How will the district/charter school monitor the implementation and effectiveness of the
New Mexico Reading Coach Model and assure communication between the district/charter
school, school administration, and the reading coach, if applicable, throughout the year to
address areas of concern?
12. How will Reads to Lead funding resources be distributed based on students’ and teachers’
level of need? In addition, for districts with schools in Priority status for a third year/
Grade of F for a third year, describe how these schools will utilize Reads to Lead funding
to connect to the reading Opportunity Moving Forward/Action Step identified in the Triannual Site Visit process.
II. School Level Leadership
A key factor to an individual school’s success is the building leadership. The principal sets the
tone as the school’s instructional leader, reinforcing the positive and convincing the students,
parents, and teachers that all children can learn and improve academically. In essence, the school
principal has the potential to have a great impact on student learning through his or her support of
teachers and coaches. In order for principals to become instructional leaders, it is imperative that
they understand the literacy challenges of the populations of students whom they serve.
The reading/literacy coach is vital in the process of providing job embedded professional
development at the school level. To describe the process for monitoring and improving reading
instruction at the school level, including the role of the principal and the reading coach, please
address the following:
1. How will principals ensure that state-funded reading coaches and interventionists attend
professional development opportunities provided by the PED?
2. How are Reading Leadership Teams used to create capacity of reading knowledge within
the school and focus on literacy concerns across the school?
(The principal, reading coach, mentor reading teachers, content area teachers, and other
principal appointees should serve on this team which should meet at least once a month.)
3. How will the principal ensure that the reading coach, if applicable, is not used as a reading
resource teacher, a substitute, administrator, or in any other capacity that takes them
away from being a full time professional development resource for teachers? (Coaches
should not be the teacher of record, nor provide pull out instruction outside the context of
providing professional development for teachers.)
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4. How will the principal monitor teacher implementation of lesson plans and collection and
utilization of assessment data, including progress monitoring data, to determine
intervention and support needs of students?
5. How will assessment data be communicated to and between teachers? How often will this
occur?
(Examples may include: data study teams, weekly grade level meetings, and vertical team
meetings.)
6. How will the principal ensure that time is provided for teachers to meet weekly for
professional development opportunities that may include, but are not limited to grade
group meetings, additional training, visiting model classrooms, and one on one coaching
sessions?
7. What process will be used by the principal to monitor implementation of the K–3 Reading
Plan, which may include weekly reading walkthroughs conducted by administrators?
How will feedback be provided based on monitoring?
8. How and when will the principal and reading coach (if applicable) provide teachers with
the information contained in the K–3 Reading Plan?
9. How will principals establish themselves as literacy leaders in their schools?
10. How will principals increase family involvement in their schools?
III. Professional Development
Professional development for all teachers, coaches and administrators must be provided to ensure
that all educators in the district or charter school are grounded in the essential components of
reading instruction including oral language, phonological awareness, phonics, vocabulary,
comprehension, and fluency. Providers of professional development (internal and external) must
base training in reading instruction on evidence-based reading research in alignment with the
Common Core Language Arts and Literacy Standards. Professional development options must be
provided to address the following:
A. Fidelity of implementation of all instructional materials, all reading programs, and
strategies based on evidence-based reading research, including early intervention,
classroom reading materials, and accelerated programs. Intensive intervention should
also be addressed.
B. Instruction in the use of screening, diagnostic, and classroom-based progress
monitoring assessments, as well as other procedures that effectively identify students
who may be at risk of reading failure or who are experiencing reading difficulties.
C. A body of knowledge grounded in evidence-based reading research and must be in
alignment with the guidelines from the Learning Forward (formerly the National Staff
Development Council). Professional development must be individualized based on
student performance data–rather than a “one size fits all” model.
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All teachers, paraprofessionals and substitutes, and even mentors can benefit from differentiated
professional development—providing more information for less experienced teachers and
advanced activities for those who are at a mentor level.
1. Describe the district/charter school K–3 reading professional development that will be
provided for the 2015–2016 school year. Include a description of how follow-up to the
professional development will be provided to teachers.
IV. Curriculum and Instruction
Research shows that children benefit from reading instruction that includes an appropriate balance
of explicit and systematic instruction in skills and strategies and opportunities to apply those skills
and strategies in text.
Schools must offer classroom instruction in reading in a dedicated block of time of at least 90
minutes duration. An initial lesson from the core basal reading program usually requires 30–40
minutes per day of the 90 minute reading block. For the remainder of the block, the teacher should
then differentiate instruction focusing on individual student needs. In addition to, or as an
extension of the 90 minute reading block, the classroom teacher, special education teacher, or
reading resource teacher will provide intensive intervention to children as determined by progress
monitoring and other forms of assessment.
Intensive intervention includes:
a. research-based reading instruction that has been proven to accelerate progress of students
exhibiting a reading deficiency;
b. differentiated instruction based on student assessment data to meet students’ specific reading
needs;
c. explicit and systematic reading development in phonemic awareness, phonics, fluency,
vocabulary, and comprehension, with more extensive opportunities for guided practice, error
correction and feedback; and
d. the integration of social studies, science, and mathematics text reading, text discussion, and
writing in response to reading.
1. List and describe all research-based instructional materials in the chart provided used to
provide Tier One, Tier Two, and Tier Three reading instruction. Include a description
of how the materials will be integrated into the overall instructional design.
(For more information regarding New Mexico’s RtI Plan, please visit
http://ped.state.nm.us/ped/RtI_index.html.)
a. Core Basal Reading Programs (CRP) Core Basal Reading Programs are the instructional
tools used to provide high quality instruction in K–5 classrooms. The CRP correlates to
all New Mexico Common Core Language Arts and Literacy Standards and includes
instructional content based on six essential components of reading instruction: oral
language, phonological awareness, phonics, fluency, vocabulary, and comprehension. The
CRP contains instructional design components including explicit instructional strategies,
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coordinated instructional sequences, ample practice opportunities, aligned student
materials, and assessment to guide instruction.
b. Intervention Reading Programs Intervention Reading Programs are intended for flexible
use as part of differentiated instruction or in more intensive interventions to meet student
learning needs in specific areas (oral language, phonological awareness, phonics, fluency,
vocabulary, and comprehension).
c. Educational Technology Educational technology is intended for additional support in
reading. Educational technology without a teacher-led instructional component should be
listed and described here. Educational technology must supplement and not supplant
instruction by a highly qualified instructor. Educational technology that has an
instructional component should be listed and described under Intervention Reading
Programs.
Tier One
Tier Two
Tier Three
Reading Instructional Materials
Program(s):
Grade
K
Description:
Program(s):
Grade
1
Description:
Program(s):
Grade
2
Description:
Program(s):
Grade
3



Description:
Tier One: Core instruction and differentiation provided for all students. This tier is
about high-quality teaching using differentiated instruction and data-based targeted
interventions to ensure learning for all students. The Tier One approach is proactive,
preventative, and provides interventions at the earliest point possible when academic or
behavioral difficulties first arise. In New Mexico, the goal is for the vast majority of
students to respond successfully to high-yield instructional strategies and differentiated
instruction in Tier One.
Tier Two: Supplemental, strategic and individualized support provided for at-risk
(struggling or significantly advanced) students for whom Tier One instruction and
targeted interventions prove insufficient.
Tier Three: Special education and related services provided for students with identified
disabilities under the Federal Individuals with Disabilities Education Act (IDEA) and
the state criteria for gifted students.
10
2. How will all students receive high-quality, explicit, and systematic reading instruction
according to their needs during the 90-minute reading block?
(Teachers will need to incorporate texts of varying levels of complexity into their literacy
instruction, providing various instructional opportunities for students to read, write, discuss, and
listen to text for different specific purposes.)
3. How will students targeted for intensive intervention receive services? Include an
explanation of how instruction will be modified for students who have not responded to
a specific reading intervention delivered with fidelity with the initial intensity (time and
group size) provided.
4. How will reading instruction be designed to intrinsically motivate students to become
successful readers?
5. All students should have regular access to grade level appropriate text. How are texts
reviewed and selected for complexity? How are ‘stretch texts’ provided and appropriately
used in all grades, particularly in reading intervention?
6. How will writing in response to reading be incorporated across the curriculum as an
aid to comprehension?
V. Assessment System
Districts and charter schools receiving New Mexico Reads to Lead funds must use DIBELS Next
as the PED-provided K–3 literacy assessment for all kindergarten through grade three students in
all schools within the district or charter school. DIBELS Next is available at no cost to districts
and charter schools.
Assessment Terms
a. Formative Assessment: A process by which teachers utilize formal and informal assessment
of student progress to monitor and adjust teaching to the level at which students are
comprehending instruction. The goal is to improve teaching and learning.
b. Interim Assessment: An interim assessment is administered three times per year – beginning,
middle, and end of year. The goal of these tools is to measure the progress a student is
making over the course of the year. If a student is struggling, the data provided by the interim
assessment can be used to determine intervention to support our students and prepare them for
success. Often, progress monitoring measures are used between the benchmarks to determine
if interventions are successful. Best practice is the use of one literacy interim assessment
per grade including in-depth use of the data to drive instruction.
c. Summative Assessment: Formal assessments administered at the end of a unit, course, or
year to determine a student’s proficiency level of the tested standards.
1. Describe the district/charter school process to utilize DIBELS Next K–3 assessment data
from screening/progress monitoring and other forms of assessment to determine specific
reading instructional needs and interventions for students in grades K–3. Include an
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explanation of how instruction will be modified for students who have not responded to a
specific reading intervention delivered with fidelity with the initial intensity (time and group
size) provided.
2. Please describe any other district-wide or charter school assessments used with
kindergarten through third grade students in the district or charter school for 2015–16
in the chart below:
Name of
Assessment
Targeted
Audience
Type of
Assessment
(formative, interim,
or summative)
Frequency
How does the
assessment provide
information not
already known about
student skills?
VI. Proposed Budget for Use of New Mexico Reads to Lead Funds: FY 16
The New Mexico Reads to Lead funding distribution is based upon size of district/charter as
found in Appendix I.
Estimated Expenditures
# of FTEs
(if applicable)
Dollar Total
Percentage of Total
Reads to Lead
Budget
K–3 Reading Coach position(s)
funded by New Mexico Reads to
Lead initiative
K–3 Reading Interventionist
position(s) funded by New Mexico
Reads to Lead initiative
K–3 Reading Intervention
Instructional Materials
K–3 Reading Professional
Development
Other
Total Proposed Budget Amount:
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VII. PED Rubric for District/Charter Application Feedback
Applications will be read through a PED review process. Feedback on application will be provided
through communication with the district/charter school and PED. All applicant districts and
charters will receive New Mexico Reads to Lead funding based on the distribution amounts by size
of district or charter included within this RFA.
Rubric:
0 = Information not included
1 = Information is included but lacks some specificity or relevance
2 = Information is included, accurate, and pertinent
Requirements for New Mexico Reads to Lead K–3
Reading Initiative
0
1
2
1. K–3 Reading Plan Narrative: District/Charter
School Leadership provides a description of the
district/charter school system for monitoring and
improving K–3 reading instruction, including
measurable district/charter school goals for student
achievement in reading with all narrative questions
completely addressed
2. K–3 Reading Plan Narrative: School Leadership
provides a description of the process for monitoring
and improving K–3 reading instruction at the school
level with all narrative questions completely
addressed
3. K–3 Reading Plan Narrative: Professional
Development provides professional development in
reading for teachers and administrators aligned with
the Common Core State Standards and follow up
professional development
4. K–3 Reading Plan Narrative: Curriculum and
Instruction provides description of the Core Basal
Reading Programs, Intervention Reading Programs,
Educational Technology Programs, and assessments
used district-wide/charter school, including how the
programs will be integrated into the overall
instructional design and how assessment results will
be used to guide instruction with all narrative
questions completely addressed
5. K–3 Reading Plan Narrative: Assessment K–3
provides description of how assessment results will
be used to guide instruction
6. Budget Worksheet shows appropriateness of the
budget in relation to the proposed activities
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Application Deadline: April 24, 2015
Signed applications are due to PED on April 24, 2015, by 5:00 p.m. Mountain Standard Time.
Please submit your applications through Web EPSS which may be accessed at
http://webepss.ped.state.nm.us/Security/Login.aspx?ReturnUrl=%2fDefault.aspx.
In addition to submitting the Reads to Lead application via the Web EPSS, please mail ONLY the
Contact and Certification Sheet with original signature to:
New Mexico Public Education Department
Literacy and Early Childhood Bureau
Attn: Consuela Barraza, Room G5
300 Don Gaspar Avenue
Santa Fe, NM 87501
Technical Assistance Window
The PED will provide technical assistance beginning March 26, 2015 through April 24, 2015,
during which time districts/charter schools may request clarification or additional information on
any items within the RFA. Districts/charter schools may call between the times of 8:00 a.m. and
5:00 p.m. Mountain Standard Time. Requests for information may be made to Melinda Webster
via email at melinda.webster@state.nm.us or (505)-827-6567.
Application Acceptance
A school district or charter school must submit an application response to this request in order to
receive New Mexico Reads to Lead funding.
Applications will be read and evaluated through a PED review process. Applications that receive
scores of 0 or 1 on any section of the rubric will need to be completed or clarified through
communication with the district or charter school and the PED.
All district and charter applicants will receive New Mexico Reads to Lead funding based on the
distribution amounts by size of district or charter included within this RFA.
Application Checklist
_____ K–3 Comprehensive Reading Plan Proposal Narrative
_____ Budget
_____ Contact and Certification Sheet
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Reads to Lead Contact and Certification Sheet
RFA Preparer
Name:
Title:
Phone:
Email
District/Charter School
Elementary Reading Contact
Name:
Title:
Phone:
Email
District Superintendent/Charter Administrator
Name:
Title:
Phone:
Email
District/Charter School Finance Officer
Name:
Title:
Phone:
Email
I certify that I have been authorized by the administration of my district or charter school to submit
a response to this RFA. To the best of my knowledge, information submitted in this application is
true and correct.
Signature: ___________________________________________________________
Title: _______________________________________Date: ___________________
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Appendix I: 2015–2016 New Mexico Reads to Lead Funding Distribution
The Reads to Lead distribution process is the same as the prior two years and is based on
collaboration with district leaders to fund based on K-3 MEM.
DISTRICT/CHARTER
2015–2016 READS TO LEAD
ELIGIBLE ALLOCATION
ALAMOGORDO
$162,500.00
ALBUQUERQUE
$1,060,500.00
ALICE KING COMMUNITY SCHOOL
$50,000.00
CHRISTINE DUNCANS COMMUNITY
$50,000.00
CORRALES INTERNATIONAL
$50,000.00
EL CAMINO REAL
$50,000.00
MONTESSORI OF THE RIO GRANDE
$50,000.00
MOUNTAIN MAHOGANY
$50,000.00
ANIMAS
$50,000.00
ARTESIA
$130,000.00
AZTEC
$130,000.00
MOSAIC ADADEMY CHARTER
$50,000.00
BELEN
$130,000.00
BERNALILLO
$130,000.00
BLOOMFIELD
$130,000.00
CAPITAN
CARLSBAD
JEFFERSON MONT. ACAD.
CARRIZOZO
$50,000.00
$162,500.00
$50,000.00
$50,000.00
CENTRAL CONS.
$162,500.00
CHAMA VALLEY
$50,000.00
CIMARRON
$50,000.00
CLAYTON
$50,000.00
CLOUDCROFT
$50,000.00
CLOVIS
$162,500.00
COBRE CONS.
$97,500.00
CORONA
$50,000.00
CUBA
$50,000.00
DEMING
$162,500.00
DES MOINES
$50,000.00
DEXTER
$97,500.00
DORA
$50,000.00
DULCE
$50,000.00
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DISTRICT/CHARTER
ELIDA
ESPAÑOLA
2015–2016 READS TO LEAD
ELIGIBLE ALLOCATION
$50,000.00
$130,000.00
CARINOS DE LOS NINOS
$22,000.00
ESTANCIA
$50,000.00
EUNICE
$50,000.00
FARMINGTON
$195,000.00
FLOYD
$50,000.00
FT. SUMNER
$50,000.00
GADSDEN
$195,000.00
GALLUP
$195,000.00
GRADY
$50,000.00
GRANTS
$130,000.00
HAGERMAN
$50,000.00
HATCH
$97,500.00
HOBBS
$195,000.00
HONDO
$50,000.00
HOUSE
$50,000.00
JAL
$50,000.00
JEMEZ MOUNTAIN
$50,000.00
LINDRITH AREA HERITAGE
JEMEZ VALLEY
SAN DIEGO RIVERSIDE CHARTER
LAKE ARTHUR
LAS CRUCES
$22,000.00
$50,000.00
$22,000.00
$50,000.00
$260,000.00
LAS VEGAS CITY
$97,500.00
LOGAN
$50,000.00
LORDSBURG
$50,000.00
LOS ALAMOS
$130,000.00
LOS LUNAS
$162,500.00
LOVING
$50,000.00
LOVINGTON
$130,000.00
MAGDALENA
$50,000.00
MAXWELL
$50,000.00
MELROSE
$50,000.00
MESA VISTA
$50,000.00
MORA
$50,000.00
MORIARTY
$97,500.00
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DISTRICT/CHARTER
2015–2016 READS TO LEAD
ELIGIBLE ALLOCATION
MOSQUERO
$50,000.00
MOUNTAINAIR
$50,000.00
PECOS
$50,000.00
PEÑASCO
$50,000.00
POJOAQUE
$97,500.00
PORTALES
$130,000.00
QUEMADO
$50,000.00
QUESTA
$50,000.00
ROOTS & WINGS
$22,000.00
RATON
$97,500.00
RESERVE
$50,000.00
RIO RANCHO
$260,000.00
ROSWELL
$195,000.00
ROY
$50,000.00
RUIDOSO
$97,500.00
SAN JON
$50,000.00
SANTA FE
TURQUOISE TRAIL
SANTA ROSA
SILVER CITY CONS.
SOCORRO
COTTONWOOD CHARTER
$195,000.00
$50,000.00
$50,000.00
$130,000.00
$97,500.00
$50,000.00
SPRINGER
$50,000.00
TAOS
$97,500.00
ANANSI CHARTER
$50,000.00
TAOS MUNCIPAL CHARTER
$50,000.00
TATUM
$50,000.00
TEXICO
$50,000.00
TRUTH OR CONSEQ.
$97,500.00
TUCUMCARI
$97,500.00
TULAROSA
$50,000.00
VAUGHN
$50,000.00
WAGON MOUND
$50,000.00
WEST LAS VEGAS
$97,500.00
RIO GALLINAS CHARTER SCHOOL
ZUNI
$22,000.00
$97,500.00
18
DISTRICT/CHARTER
STATE CHARTERS
ALBUQUERQUE SCHOOL OF EXCELLENCE
ST. CHAR (APS)
ALBUQUERQUE SIGN LANGUAGE ST.
CHARTER (APS)
CIEN AGUAS INTERNATIONAL ST. CHARTER
(APS)
2015–2016 READS TO LEAD
ELIGIBLE ALLOCATION
$22,000.00
$22,000.00
$50,000.00
CORAL COMMUNITY (APS)
$50,000.00
DREAM DINE' (Central)
$22,000.00
ESTANCIA VALLEY (MORIARTY)
HORIZON ACADEMY WEST ST. CHARTER
(APS)
INT'L SCHOOL MESA DEL SOL ST. CHARTER
(APS)
$50,000.00
J. PAUL TAYLOR ACADEMY (LAS CRUCES)
$50,000.00
LA JICARITA
$22,000.00
LA PROMESA ST. CHARTER (APS)
$50,000.00
LA TIERRA MONTESSORI (ESPANOLA)
$22,000.00
MCCURDY CHARTER SCHOOL (ESPANOLA)
MONTESSORI ELEMENTARY ST. CHARTER
(APS)
NEW MEXICO INTERNATIONAL SCHOOL
(APS)
NORTH VALLEY ACADEMY ST. CHARTER
(APS)
$50,000.00
RED RIVER VALLEY (QUESTA)
$22,000.00
SAGE MONTESSORI CHARTER (APS)
SANDOVAL ACADEMY OF BILINGUAL
EDUCATION
TAOS INTEGRATED SCHOOL OF ARTS ST.
(TAOS)
$50,000.00
TAOS INTERNATIONAL SCHOOL (TAOS)
$22,000.00
UPLIFT COMMUNITY SCHOOL (APS)
WILLIAM W & JOSEPHINE DORN CHARTER
(APS)
$50,000.00
STATEWIDE
$97,500.00
$50,000.00
$50,000.00
$50,000.00
$50,000.00
$50,000.00
$50,000.00
$22,000.00
$10,654,000.00
19
Appendix II.
New Mexico Reading Coach Model
A reading coach (K–3) must:
1. be an effective content teacher at the Grades K–3;
2. hold an Instructional Level II or III license, and have a minimum of three years of effective
teaching practice, as evidenced by performance evaluations scored at least at satisfactory
and by increased student achievement;
3. hold a TESOL Endorsement if working in a school with a high concentration of ELL
students; and
4. submit to a fingerprint-based background check if not already employed by the
district/charter school.
Candidates will demonstrate their abilities in and understanding of:
I. Content
A. Implementing New Mexico Content Standards and Benchmarks, and an awareness
of the New Mexico K–3 Common Core Standards.
B. Demonstrating knowledge of adult learning theory and sound professional
development practices as identified by the Learning Forward (formerly the National
Staff Development Council).
II. Reading Coach Skills and Abilities
A. For individual coaching of teachers, the coach will know and be able to:
1. describe key elements of various coaching approaches, their strengths, and
underlying conceptual frameworks;
2. recognize the factors that may create barriers to effective coaching (lack of
understanding of role, lack of teacher buy-in, school leadership, etc.) and
develop approaches for addressing these factors;
3. conduct cycles which include pre-conferring, observing, analysis of data, and
conferring with the teacher;
4. analyze instructional practice and provide meaningful and timely feedback to
educators;
5. plan collaboratively with educators for the continuation, modification, or
addition of specific skills and strategies in response to feedback and data;
6. model in the classroom as a means of providing specific demonstration of
specific instructional techniques, strategies, or approaches;
7. co-teach in the classroom as a means of providing support and guidance to
teachers in the context of modeling and coaching;
8. demonstrate an understanding of needs of adult learners in making decisions
about working with colleagues in schools; and
9. reflect on their own work and use that reflection to improve coaching.
B. For group coaching, the coach will know and be able to:
1. lead group meetings in ways that facilitate group discussion, shared leadership
and accomplishment of goals (process and content are appropriate for the
task);
20
C.
D.
E.
F.
G.
2. plan, implement, and evaluate professional development in the content areas
that take into account adult learning principles;
3. reflect on own work and use that reflection to improve coaching; and
4. recognize the factors that may create barriers to effective coaching (lack of
understanding of role, lack of teacher buy-in, school leadership, etc.) and
develop approaches for addressing these factors.
Lead student data review meetings with teachers and write a reflection of each
meeting describing the data, data presentation, teacher responses and reflections on
successes and plans for improvement.
Lead an informal book or article teacher discussion group.
Conduct a professional development session for teachers.
Conduct a professional development session for a paraprofessional group.
Conduct a parent workshop for the school.
III. Instructional Practices
Reading Coaches will demonstrate their abilities in and understanding of:
A. Coaching educators in the effective delivery of research-based instruction
appropriate to the content area.
B. Coaching educators in the use of educational technology and its integration into
instructional practice.
C. Coaching educators in becoming independent, reflective practitioners.
D. Coaching educators in instructional planning through standards-aligned systems.
E. Coaching educators in the appropriate selection and implementation of instructional
materials and assessment tools.
F. Coaching educators in instructional strategies for special needs, English language
learners, gifted, and other subgroups.
G. Coaching educators in formal and informal assessment and decision making to
improve instructional practice.
H. Coaching educators in culturally responsive pedagogy.
I. Coaching educators in classroom management.
IV. Assessment
Reading Coaches will demonstrate their abilities in and understanding of:
A. Using assessment data from multiple measures, especially from formative
assessments, to guide instruction and make decisions about coaching.
B. Monitoring the results of interventions and altering instruction accordingly.
C. Using multiple assessments (authentic, screening, diagnostic, formative,
benchmark, and summative) that are developmentally appropriate.
D. Demonstrating effective use(s) of technology in student assessment measures and
data analysis.
E. Using multiple assessment strategies that effectively measure student mastery of the
curriculum in more than one way.
F. Designing assessments that target academic standards and assessment anchor
content standards in subject areas.
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V. Organizational Leadership and School Change
Reading Coaches will know and be able to:
A. Understand the school change literature that speaks to the importance of schools as
communities of learners.
B. Exhibit effective interpersonal skills that reflect respect for others and
understanding of the importance of collegial interactions for promoting student
learning.
22