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Department outlines early‑literacy strategy: coaching, LETRS and a state literacy plan
Summary
DOE officials said early‑literacy work will be central to the secretary's agenda. The department described a statewide literacy plan, professional learning (LETRS), literacy coaches and supports for K‑3 reading, as well as secondary literacy work for grades 4–8.
Department director Kathy Kelly and Secretary Cindy Martin described Delaware's approach to early literacy and professional learning during the hearing, emphasizing statewide coherence and investment in teacher supports.
Kelly, director of curriculum, instruction and professional development, laid out the department’s work to align recent literacy legislation, the state literacy plan and professional learning. She said the department is blending remaining ESSER funds, state literacy plan funds and literacy coaching funds to create a training and coaching ecosystem and cited the Language Essentials for Teachers of Reading and Spelling (LETRS) training, literacy leadership academies, and the development of literacy coaches as core strategies. “We have been strategic in blending and braiding remaining federal ESSER funds, state literacy plan funds, and state literacy coaching funds to create a strong ecosystem to support literacy in the state,” Kelly said.
Kelly and Secretary Martin emphasized that early literacy goals are connected to long‑term student success and to workforce pathways; the department is also creating family guides and a Delaware Early Literacy Playbook to support implementation at district and building levels. Kelly said training is being provided both for elementary and secondary educators so that older students who missed early instruction during the pandemic can receive aligned interventions. Secretary Martin described literacy as broader than decoding — including numeracy, science and digital literacies — and called a focus on leading indicators and classroom‑based assessment essential to track progress earlier than statewide summative tests.
The committee did not vote on any items; staff offered to provide additional materials outlining the literacy plan's timeline and the professional‑development budget.
