HIGH-IMPACT TUTORING FOR SOME STUDENTS

SB0233

SENATE BILL 233

57th legislature - STATE OF NEW MEXICO - second session, 2026

INTRODUCED BY

Steve D. Lanier

AN ACT

RELATING TO PUBLIC SCHOOLS; REQUIRING ACADEMIC SUPPORT,
INTERVENTION AND HIGH-IMPACT TUTORING FOR STUDENTS WITH A
MATHEMATICS OR READING DEFICIENCY; ESTABLISHING REQUIREMENTS
FOR HIGH-IMPACT TUTORING.

BE IT ENACTED BY THE LEGISLATURE OF THE STATE OF NEW MEXICO:

SECTION 1.
A new section of the Public School Code is
enacted to read:

"[
NEW MATERIAL
] ACADEMIC SUPPORT FOR STUDENTS WITH READING
AND MATHEMATICS DEFICIENCIES--HIGH-IMPACT TUTORING.--

A. As used in this section:

(1) "high-quality tutor" means a person
licensed or approved by the department to provide high-impact
tutoring and includes current or retired licensed school
personnel, a private tutoring provider or a volunteer or
charitable organization;

(2) "mathematics deficiency" means a score in
the bottom quartile on a statewide assessment for mathematics
administered pursuant to the Assessment and Accountability Act;

(3) "reading deficiency" means a score in the
bottom quartile on a statewide assessment for reading and
language arts administered pursuant to the Assessment and
Accountability Act; and

(4) "student" means any school-age person who
is enrolled in fourth through eighth grade at a public school.

B. On or before the thirtieth day of each school
year, public schools shall review the statewide assessments
administered in the immediately preceding school year pursuant
to the Assessment and Accountability Act to identify students
who have mathematics or reading deficiencies. A public school
shall make high-impact tutoring available for each student
identified as having a mathematics or reading deficiency.

C. If a public school identifies a student as
having a mathematics or reading deficiency, the school shall
immediately notify the student's parent of the deficiency and
that the student will be provided with high-impact tutoring in
accordance with Subsection D of this section.

D. High-impact tutoring shall:

(1) begin within thirty days from the date on
which the student is identified as having a mathematics or
reading deficiency;

(2) be individualized and designed to meet the
student's specific needs and assist the student in achieving
proficiency in mathematics or reading;

(3) be delivered by a high-quality tutor;

(4) be delivered at least three times per week
in at least thirty-minute increments during the school day or
out of school for a minimum of ten weeks;

(5) be delivered at a ratio of no more than
four students for one high-quality tutor; and

(6) use high-quality instructional materials
that are aligned with the department's academic content and
performance standards for mathematics and reading and language
arts.

E. A parent whose student is receiving high-impact
tutoring shall be provided with a detailed explanation of the
student's high-impact tutoring plan, including the subject
matter and the schedule and duration of the high-impact
tutoring. A parent shall be provided with periodic written
progress reports for the student while high-impact tutoring is
provided and with information and guidance for the parent to
support the student's learning at home.

F. High-impact tutoring provided pursuant to this
section may be provided as, in lieu of or in addition to a
remediation or academic improvement program required by the
Assessment and Accountability Act."

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