BY LOS ALAMOS DYSLEXIA ADVOCATES
The Los Alamos Dyslexia Advocates (LADA) parent group is a coalition advocating for the one in five students in Los Alamos with dyslexia to receive proper screening and equitable access to intervention and remediation using structured literacy with fidelity. LADA offers support and information to the Los Alamos community and can be reached at losalamos-da@googlegroups.com.
LADA recently invited each LAPS school board candidate to answer four questions that are relevant to the LADA mission. Each candidate was informed that their response would be published and were provided the following context: “The most recent data available on NM Vistas (https://www.nmvistas.org), which publishes school performance data, shows that only 69% of Los Alamos Public School students are proficient at reading, with significantly lower percentages for subpopulations like Black/Hispanic students (~55% each), economically disadvantaged students (42%), and students with disabilities (26%).”
Response from District 1 candidate Stephanie Galvez:
1) How can the district better support teachers to improve literacy in LAPS?
Galvez: The district should equip teachers with targeted training in evidence-based literacy practices, especially structured literacy methods proven effective for all students, including those with dyslexia. Providing ongoing professional development, coaching, and access to research-aligned resources will strengthen teachers’ confidence and effectiveness. In addition, the district should prioritize smaller class sizes or literacy intervention staff so teachers can give more individualized support.
2) How can the district better support the needs of students with literacy deficits in LAPS?
Galvez: Students struggling with literacy require early identification and timely, structured interventions. This means screening all students regularly, offering multi-tiered systems of support, and ensuring interventionists are trained in methods like explicit phonics instruction. The district can also expand access to specialized tools and assistive technology to give students multiple ways to learn and demonstrate understanding. Collaboration with families and specialists is critical to closing literacy gaps early.
3) How do you view the role of the school board in providing accountability to the district with respect to literacy or academic success?
Galvez: The school board’s role is to set clear expectations and measurable goals for literacy growth and academic achievement, then hold the administration accountable for results. This includes regularly reviewing data, asking tough questions, and ensuring that budgets prioritize proven instructional practices. The board should also advocate for transparency by making progress data available to parents and the community so trust and accountability are maintained.
4) How do you view the role of parents as stakeholders and advocates?
Galvez: Parents are essential partners in supporting literacy and student success. The district should foster open, two-way communication, provide families with tools to support reading at home, and ensure parents are included in intervention planning when their child struggles. Parents also serve as strong advocates for high standards, safe schools, and accountability — their voices must be welcomed and valued in decision-making.
Response from District 1 candidate Margie Serrato:
1) How can the district better support teachers to improve literacy in LAPS?
Serrato: Based on my understanding, the district uses a state-mandated professional learning program that teaches evidence-based literacy instruction and is aligned with the Science of Reading. Language Essentials for Teachers of Reading and Spelling (LETRS), which is accredited by the International Dyslexia Association, “equips educators to teach students by delivering differentiated literacy instruction to students of all abilities”. And, according to the current Strategic Plan, 100% of LAPS teachers are expected to use this curriculum with fidelity.
In order to support teachers to improve literacy by using this state-mandated program, the district can provide resources towards training in line with the commitment to Goal One: Academic Excellence. I learned that our district compensates teachers for that time, which is not the case in other districts. However, there may be other ways in which continued professional development can be further supported beyond compensation. For example, there may be opportunities for peer-to-peer teacher observation and spaces for teachers to share successful strategies or seek peer support. I also learned, based on conversations with a few teachers, that there is tension between fidelity to curriculum and teacher creativity and autonomy, which is important to address.
Without a deeper understanding of the nuance of this existing curriculum, specifics on what the teachers find helpful or restrictive, and the data on how the curriculum impacts our diverse students, I cannot offer my own assessment at this time. What I can say, based on my experience as an education consultant in public schools, is that a comprehensive review is as necessary as having deeper conversations with various stakeholders, in order to collectively move forward in ways that support our teachers in improving literacy in our schools.
2) How can the district better support the needs of students with literacy deficits in LAPS?
Serrato: Our teachers use the LETRS program’s assessment components to monitor students’ progress and provide appropriate intervention for their students. The Board has made a commitment to have a reading specialist in every elementary school, to support students and to coach teachers. But, besides this, my knowledge about the current support of the needs of students with literacy deficits is limited. What I do know is that each of our students has their own unique learning needs, and all of them deserve the attention and support that we can offer.
3) How do you view the role of the school board in providing accountability to the district with respect to literacy or academic success?
Serrato: In the process of this candidacy, I have received numerous clarifications about what the actual role of the School Board is. And it is important that we all have clarity about that role. That is, the role of the School Board is “to govern a public school district by setting policy, developing the annual budget, hiring and evaluating the superintendent, and establishing the district’s overall vision and goals for student success”. Its role, contrary to general understanding, is not operational. That operational role lies specifically with the Superintendent and school administrators.
I believe that the Strategic Plan that we currently have in place is strong. In order to stay focused on that collective Vision for our schools, it is imperative to nurture good relationships and meaningful conversations throughout our district. For the School Board, a good relationship with the Superintendent is foundational in understanding current challenges and successes, asking questions to bridge understanding between parents’ and teachers’ perspectives, and being able to proactively address concerns as they arise.
4) How do you view the role of parents as stakeholders and advocates?
Serrato: As a parent, being engaged with our kids’ learning, their teachers, and their schools is unquestionably important. Our presence with our kids–whether reading them a book, having attentive conversation, or engaging them in play–communicates to them that we are invested in their growth. Showing interest in what our kids learn, how they are developing, and asking about how they experience their learning environment teaches them that we care about their education.
Advocating for our kids can be a challenge for numerous reasons. Yet, their educational success is highly dependent on our ability to be a voice for our kids’ needs, because they do not have the skills to advocate for themselves. When we advocate for them, they learn by example that it is important to ask for what they need from the people who are entrusted with their learning. That is a lesson that will last them for a lifetime.
Response from District 2 candidate Tamara “Tammy” Hinckley:
1) How can the district better support teachers to improve literacy in LAPS?
Hinckley: LAPS needs quality reading and/or reading interventionist teachers in order to improve literacy. This is a multi-level issue. The district has invested in providing reading instruction to the teachers. Teachers are required to complete Language Essentials for Teachers of Reading and Spelling (LETRS) training. This should be continued, along with the stipends provided. Teachers also need time to complete these training sessions. Quality substitutes are needed in the district so that teachers are able to take the time they need.
Along with quality teachers is the need to retain these teachers. The cost of housing in Los Alamos is detrimental to keeping teachers. I believe that the time has come for the district to investigate the feasibility of providing teacher housing. The district owns lots of real estate within Los Alamos county. Perhaps the district could enter into an agreement with LANL and Los Alamos County to create some teacher housing.
2) How can the district better support the needs of students with literacy deficits in LAPS?
Hinckley: The earlier that literacy deficits can be identified, the sooner students can receive additional and/or specialized reading instruction. I do not know what early reading assessments are offered by district, or at what age these assessments are given. I believe that the district needs to fully investigate the various assessments available and put forth the finances needed to purchase the best. All other academic subjects rely on reading, so it is essential to get literacy deficits identified early.
Early elementary classrooms also need more personnel to support the varied reading needs within a class. I know the state sets requirements for student to teacher ratios needed before additional personnel are allowed. I think the district should look at hiring specialized reading educational assistants who rotate throughout the lower elementary classrooms, instead of the more general educational assistants.
3) How do you view the role of the school board in providing accountability to the district with respect to literacy or academic success?
Hinckley: The school board has one main job, the hiring of (and if necessary firing) the superintendent. The actual operations and functioning of the school district is the responsibility of the superintendent. However, I believe the school board is responsible for monitoring and questioning academic success. The board was very involved in writing the new Strategic Plan. As such, the board has a responsibility to verify that acceptable progress is being made towards the stated goals. The school board should be involved in questioning what is being done to achieve the goals and be able to offer suggestions. However, the school board would need to take the time needed to research best practices in reading instruction so that we are informed, and not just questioning the experts (the teachers).
4) How do you view the role of parents as stakeholders and advocates?
Hinckley: It is essential for the parents to advocate for their children. They know their child the best and see first hand the successes and struggles their child has. I remember a situation from years ago. At the time, I was the science teacher within a 5th grade team of teachers. The other two teachers taught math and writing, and we each taught Social Studies and reading to our homeroom. Years later, a parent shared her concerns with the math instruction her child had received. I was shocked and upset because I had never heard any of her concerns while her child was in 5th grade. At that point I realized the importance of parents advocating for their children.
As a past teacher within the district, I always felt that I was in a partnership with the parents and their child. The educational system alone can not meet the needs of all the students. Parents need to be willing to work with the schools and teachers. As I stated above, this includes parents advocating for their children, but it also involves teachers and parents working and collaborating together. It involves both sides being willing to listen, brainstorm together, and create a learning plan for the student. I always viewed both the students and the parents as my “customers” or stakeholders.
Response from District 2 candidate Antonio R. Jaurigue:
1) How can the district better support teachers to improve literacy in LAPS?
Jaurigue: I believe the best way to support teachers to improve literacy in LAPS can be approached from different concurrent initiatives. I believe we can and should continue to offer training in structured literacy programs such as the Orton-Gillingham, LETRS, or other evidence-based approaches.
We can also as a district support teachers by continuing our previous push to attain funding for a reading interventionist at every school. This was a resolution that we adopted in my time on the board that continues to need support on the state and legislative level.
Finally, I think we can respect teachers’ time, by balancing the needs of all students with the time needs of the educators to meet those needs. This includes allowing time for specific instruction or intervention.
2) How can the district better support the needs of students with literacy deficits in LAPS?
Jaurigue: I think the number one thing we can do to support students with dyslexia or other literacy concerns is to screen and identify potential issues early.
Students also can be supported with flexible accommodations such as audio books if needed to follow along, speech to text, or extra time. This also coincides with continuing to build a culture of acceptance and understanding that values strengths and growth, not just test scores.
3) How do you view the role of the school board in providing accountability to the district with respect to literacy or academic success?
Jaurigue: As mentioned, the board can ensure proven methods are employed. However, the board should also hold themselves and district leadership accountable that all teachers are training and tracking progress in meaningful ways (not only standardized tests). School Boards can also ensure that resources reach the classrooms that support these goals. I touched on the resolution that we passed in my time that ensures a reading interventionist would be funded for every school site. This is one push we can continue as a school board to fund locally until it is funded on a statewide level.
4) How do you view the role of parents as stakeholders and advocates?
Jaurigue: I know that parents are the biggest advocates for their children, and that means that they should be partners in addressing any issues with literacy, not outsiders. Parents have first hand knowledge of their child’s struggles, as well as their strengths and those should be noted and respected with any available accommodation. Also, schools should be transparent on what is working and what isn’t. In my experience, transparency allows for a greater level of trust. This also leads to a more honest dialogue that can shore up support from home as well as in the classroom.
Response from District 2 candidate Jasmine Stephens:
1) How can the district better support teachers to improve literacy?
Stephens: The most impactful way we can support teachers is by ensuring they have access to high-quality professional development in literacy instruction. Teachers need ongoing training, not just one-time workshops, along with opportunities to collaborate and share effective practices with each other. Equally important is giving them the tools such as curriculum resources, assessments that provide meaningful feedback, and classroom support like reading intervention specialists. By reducing unnecessary administrative burdens, we can also allow teachers to dedicate more time to planning and delivering effective lessons centered around literacy.
2) How can the district better support the needs of students with literacy deficits?
Stephens: Early identification and intervention are critical for any type of developmental delay. Our school district should invest in literacy programs that provide targeted, small-group or one-on-one lessons tailored to the students’ needs. This includes staffing of reading specialists, interventionists, and/or support personnel. Beyond the classroom, we can also engage families by providing them with strategies to reinforce reading at home, bridging school and family support. Most importantly, these interventions must be delivered consistently, with progress monitored regularly to adjust strategies as students grow.
3) How do you view the role of the school board in providing accountability to the district with respect to literacy or academic success?
Stephens: The school board’s role is to set clear expectations, adopt best practice policies, and monitor data on student outcomes. Accountability should not mean micromanagement but rather ensuring that the schools have the resources, leadership, and systems in place to deliver results that best serve the students. We must look at data, ask the right questions, and hold ourselves accountable for closing the gaps. At the same time, the board should support a culture that celebrates growth and improvement, not just compliance with benchmarks.
4) How do you view the role of parents as stakeholders and advocates?
Stephens: Parents are essential to the success of every child. They bring valuable insight into their children’s strengths and challenges while offering the support that their child needs at home. The district needs to prioritize open communication with all parents, offering resources to help them with literacy at home, and to create opportunities for parent voices in all decision-making. When parents, teachers, and administrators work together, we build a stronger foundation for student success.