Berkeley County expands LETRS training and explores interim reading curriculum after state delay

BERKELEY COUNTY, W.Va. — Berkeley County Schools officials told the Board of Education on June 2 that the district is expanding teacher training in LETRS — the state-funded science-of-reading program — and is considering a two-year districtwide pilot of a research-aligned reading curriculum while the state delays its scheduled ELA adoption.

District leaders said the LETRS training is intensive and lasts roughly two years (eight modules). District staff described a stipend structure tied to module completion and said the state is covering the training fees while the district provides local stipends for teachers who complete modules. The district reported 62 educators in the first cohort and 63 signed for the next cohort.

Board members were told why the district is pursuing LETRS: it shifts classroom practice from “cueing” strategies toward explicit, phonics-based instruction backed by brain-science research, with the stated goal of increasing foundational reading skills that should be secure by third grade.

“LETRS doesn’t just tell you how to teach reading. It helps you to understand what to teach, why it matters, and when to teach,” a staff presenter told the board during the instructional update. Erica Props, principal of Rosemont Elementary School, said the training had “provided us with the professional development to deepen our understanding of the science of reading” and urged wider participation.

District officials also outlined next steps after learning the West Virginia Department of Education postponed the statewide reading-adoption timetable by a year. Superintendent Dr. Sachs and other administrators told the board they plan to pilot one or more research‑aligned core reading programs (names discussed included Curriculum Associates’ new offering and CKLA) across multiple schools and consider a districtwide, two‑year commitment to ensure instructional consistency until the state adoption occurs.

Officials described additional supports tied to LETRS: administrators and teachers who complete modules will receive stipends (district staff said the structure is $500 per four‑module block, for a total district stipend of up to $2,000 per teacher over the two‑year program), the state is funding the training itself, and the district is planning local implementation supports such as coaching and monitoring.

Teachers who have begun LETRS reported early classroom results. “If they make a mistake, I’m able to explain to them how to fix it,” one classroom teacher said, adding that even early units had changed how she diagnoses and corrects student errors.

Why it matters: third-grade reading outcomes are a commonly used early indicator of long-term academic success. District officials said recent diagnostic data show about 34 percent of third graders lack a solid phonics foundation; staff characterized LETRS as a tool to change instructional practice so more students reach grade-level reading.

What’s next: administrators said they will bring a more detailed proposal to the board at an upcoming literacy workshop, including a plan for pilot schools, estimated costs, and implementation supports. The board scheduled a literacy-focused workshop for June 10 to review materials and next steps.