District expands LETRS training; early-childhood cohort completes units and in-person sessions
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Summary
District staff updated the board on LETRS professional learning for teachers, reporting paid participation, an early-childhood cohort of 25 staff, scheduled in-person trainings, and supports for bilingual classrooms.
District staff presented an update on the LETRS (Language Essentials for Teachers of Reading and Spelling) professional learning program and described early-childhood participation and training activities.
The presenter said LETRS is part of the district’s broader Tier 1 professional learning strategy to support classroom instruction and teachers are compensated for participation. The presenter noted the program aligns with the “science of reading” literature and supports a transition to structured literacy and improved practices for English learners.
Melissa Castellano, identified as the district’s early childhood coordinator, said 25 early-childhood and TK/kindergarten staff participated in an early-childhood LETRS cohort that began in November and will continue through March. The cohort covers four units: early literacy foundations; oral language and rich connections; phonological foundations; and print knowledge. Castellano described hands-on elements such as journal writing, classroom practice, cohort “Saturday” sessions and work with authors during in-person training.
Presenters said in-person training dates included a session on Jan. 18 and additional Saturday trainings; one session included author Lucy Harpalson, and staff tied units together on a March session. The presenter said teachers use the online modules and the print teacher manual, and the program includes classroom practice assignments in which teachers select students to apply new strategies.
Board members asked whether LETRS includes Spanish audio or instruction for bilingual learners. Castellano and the presenter said there are Spanish audio directions for some materials and that the training is for teachers, including DLI (dual-language immersion) TK teachers; presenters noted phonics instruction differs across languages and that the program provides background and strategies for teachers working with Spanish-speaking students. The presenters said the training addresses assessment and instructional strategies for early-literacy skills.
The presenters also referenced related literacy supports used at some campuses, such as materials from the 95 Percent Group and Morphe Magic for morphology and vocabulary instruction.
