During a recent government meeting, Hannah Irion Frey, the district's new literacy coach, presented an overview of the district's early literacy initiatives, emphasizing the importance of structured literacy and the implementation of the LETRS (Language Essentials for Teachers of Reading and Spelling) training program.

Frey, who transitioned from a third-grade teaching role to her current position, highlighted the district's commitment to enhancing reading instruction through professional development. Since the summer of 2022, 53 teachers across multiple schools have participated in LETRS training, with 31 completing the program. This training focuses on best practices for teaching reading, writing, and spelling, grounded in the science of reading.

She explained the distinction between the \"science of reading,\" which refers to the research underpinning effective literacy instruction, and \"structured literacy,\" which encompasses the specific content and instructional methods used in classrooms. Frey noted that the district has adopted new phonics curricula for kindergarten through fifth grade, allowing for a systematic approach to phonics instruction that is critical for literacy success.

Frey also introduced the Multi-Tiered Systems of Support (MTSS) framework being implemented at Kelly School, aimed at providing tailored support to students based on their literacy needs. The MTSS model categorizes students into tiers based on the level of intervention required, with the goal of ensuring that 95% of students meet grade-level expectations. Universal screening assessments are being utilized to identify students needing additional support, and targeted interventions are being provided through a \"walk to intervention\" model, allowing students to receive focused assistance from specialists and support staff.

The meeting underscored the district's proactive approach to literacy education, aiming to equip students with essential reading skills and ensure that all learners receive the support they need to succeed.