Superintendent Recommends Corrective Action Modifications for 2003-2004
(Santa Fe, NM)—State
Superintendent of Public Instruction Michael J. Davis today announced
his recommended modifications for the state’s 14 corrective action schools. “Overall, instructional efficiencies have been
demonstrated after less than one year of corrective action activities.
My recommendations for next year are designed to ensure continued instructional
“These efficiencies are possible because of
the dedication of both local and state-level educators to continuous
educational improvements for our students.
Generally, our corrective action monitors found dedicated principals
and teachers, well-behaved students and well-managed schools,” he said.
State Superintendent Davis said
that continued improvement is needed in all the corrective action schools
in the areas of curricular alignment and literacy programs.
He cautioned that “the statewide data from this year’s TerraNova
testing have not yet been analyzed, so it is too soon to address ratings
or overall gains in student achievement in the corrective action schools.”
schools’ local boards were directed to submit recommended modifications
to their local corrective action plans to him by June 30, 2003, with the caveat that
the recommendations may need to be modified based upon the 2003-2004
ratings to be announced in August and an analysis of each school’s student
assessment data. His recommendations
include the following:
- Establish a common school-wide literacy
block for all identified elementary schools. This should occur at the same time for
all classes and be implemented for a minimum of 90 minutes.
- Establish a structured literacy program
for all identified elementary and middle schools. The program should include language development,
reading and writing across the curriculum. Teachers, principals and monitors should
be able to easily identify the components.
- Eliminate Sustained Silent Reading
(SSR), Drop Everything and Read (DEAR) or Round-Robin oral reading. Replace with active, teacher-directed choral
reading or partnered reading to increase fluency and allow for maximum
- Require, with the exception of sick
leave and personal days negotiated in contract agreements, teachers
to be in attendance and engaged in instruction.
Teacher attendance should be recorded and reported to the school’s
parents, local boards of education and SDE monitors.
- Require coaches to adhere to the same
requirements. “SDE monitors
found that middle school teachers who also coached were absent from
their instructional assignments on a regular basis. Quality and consistent instruction must
be the schools’ and districts’ highest priority,” State Superintendent
- Embedded professional development –
specifically relevant, on-the-job and immediate assistance to teachers
– should be provided. Embedded
professional development, including coaching, modeling, master teacher
visits and observations, should be increased. Teachers can receive additional off-campus
professional development before and/or after school or on weekends.
And teachers should be compensated in accordance with district
- Some, but not all, corrective action
schools have bilingual programs.
Districts choose to apply for bilingual program funding. If approved, these programs must adhere
to the services specified in the application. In corrective action schools, the bilingual
program must have two equally strong components, namely first language
development for initial and continued academic success and English
language development to ensure proficiency. “The SDE will continue to support bilingual
programs in corrective action schools when the programs demonstrate
equally strong components. If
program strength is not evident, we will require immediate program
revisions,” he said.
- Continue the condition regarding working
with tribal departments of education and include specific language
in the corrective action plans that these partnerships must specifically
address the exchange of information and/or curriculum on language
Booker T. Washington Elementary
(Las Cruces), Santo Domingo Elementary (Santo Domingo), Zuni Middle (Zuni), Whittier
Elementary and Washington Middle (Albuquerque) and David
Skeet Elementary, JFK Middle and Thoreau Middle (Gallup)
- All general recommendations.
Church Rock Elementary (Gallup)
- Continue the extended school year and
inter-sessions for at-risk students.
Mesa Elementary and Tse’Bit’ai Middle
(Central Consolidated Schools)
- Continue to work with Division of Diné
Education to strengthen and improve the bilingual programs, including
the incorporation of the Navajo Nation’s Language and Culture Standards.
Align the school calendar with community events.
Laguna-Acoma Middle (Grants-Cibola County Schools)
- Continue to work with the Laguna and
Acoma Tribal Departments of Education regarding language revitalization
Lowell Elementary (Albuquerque)
- Establish a common school-wide literacy
block. The block should occur
at the same time for all classes and be implemented for a minimum
of 90 minutes.
Polk Middle (Albuquerque)
- A final recommendation on Polk Middle
will be made after the Albuquerque Public Schools submits modifications
to its corrective action plan for the school. State Superintendent Davis
requested modifications on April 4.
An outstanding issue is the appointment of a new principal.
By action of the New Mexico State Board of
Education (SBE), the schools have until the spring of 2004 to meet standards
or qualify for an extension of school improvement.
The SBE retains continuing jurisdiction over all matters of corrective
action. At any time the state
superintendent determines progress is not occurring, a proposed notice
of suspension can be issued. “Our
mission is to assist the schools in keeping their focus on the implementation
of their corrective action plans and instruction,” he said.
State Superintendent Davis
thanked Toni Nolan-Trujillo, the state’s special master for corrective
action, for her service. Nolan-Trujillo
has assumed a new position as the Eunice superintendent.