Berkeley County educators embrace LETRS training to enhance reading instruction

The Berkeley County Schools Board of Education meeting on June 2, 2025, focused on the implementation of the LETRS (Language Essentials for Teachers of Reading and Spelling) training program, which aims to enhance reading instruction across the district. This initiative is part of the state's Third Grade Success Act, which mandates that all educators working with young children receive training in the science of reading.

Luisona, a key speaker at the meeting, emphasized the importance of LETRS training, noting that previous training models had not effectively improved reading instruction in Berkeley County. She shared her personal experience with LETRS, stating that it provided her with a deeper understanding of reading instruction than her entire college education. The training focuses on evidence-based strategies that align with how the brain learns to read, moving away from outdated methods that rely on guessing words through context clues.

Currently, data indicates that only 34% of third graders in Berkeley County have a solid phonics background, highlighting a significant gap in reading proficiency. Luisona expressed concern that without proper instruction, many students may struggle with reading throughout their education. She advocated for the need to adopt scientifically backed teaching methods to support all learners, particularly those who require explicit instruction.

The board also discussed the financial commitment involved in the LETRS training, which includes compensation for teachers who complete the modules. Each teacher receives $500 for every four modules completed, totaling up to $2,000. This investment reflects the district's commitment to improving literacy instruction.

Erica Props, principal of Rosemont Elementary, and two of her teachers shared their positive experiences with the LETRS training, noting its transformative potential for literacy instruction. They highlighted the program's focus on bridging the gap between theoretical knowledge and practical application in the classroom.

The meeting concluded with a call to action for continued support of the LETRS program, as the district seeks to reshape reading instruction and ensure that every child has the opportunity to become a proficient reader. The board acknowledged the need for a strong core reading curriculum, which is currently lacking, and discussed plans for future reading program adoptions.