On Monday, October 6, the League will host a candidate forum from 7 to 9 p.m. in the new gym at Piñon School on Sherwood Blvd. in White Rock.  We have invited the candidates for the three offices, which include School Board Districts 1 and 2, UNMLA Advisory Board, and Mirador Public Improvement District Board.  Come at 6:30 PM for cookies and conversation.    

From the Los Alamos Reporter

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.