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District to provide LETRS science‑of‑reading training; staff to support Seal of Literacy requirements
Summary
District curriculum leaders presented a rollout plan to give teachers access to LETRS (Science of Reading) professional development and local facilitator training so teachers can meet state Seal of Literacy requirements beginning in 2028.
District curriculum staff reviewed the state’s literacy requirements and the district’s planned response to Senate Bill 438 and related KSDE guidance. The presentation explained the district will offer LETRS (Language Essentials for Teachers of Reading and Spelling) training to staff and will train local facilitators to lead in‑person learning days.
Lori (Curriculum, Instruction and Assessment) explained the difference between the research base called the “science of reading” and a specific curriculum. She described the Scarborough Reading Rope framework and the “simple view of reading” (word recognition × language comprehension = reading comprehension) and explained why structured literacy practices are part of the district’s plan.
The district’s plan includes: - Offering LETRS in-person learning days for K–6 classroom teachers, special-education teachers, Title teachers and identified ELA teachers; secondary ELA staff will attend in-person sessions and may elect the full LETRS sequence. Preschool staff will use a LETRS Early Childhood online course. - Training two local certified LETRS facilitators (district teachers who have completed LETRS) this summer; those facilitators will lead in‑district sessions and provide coaching. - Supporting participating teachers with substitute coverage and facilitated cohorts that walk through online modules and bridge-to-practice activities.
District staff said the full LETRS pathway is typically a two‑year process: participants complete volume 1 in year one and volume 2 in year two. Staff noted other pathways can deliver the state Seal of Literacy (including approved college coursework), but the district’s approach focuses on local delivery and reducing teacher cost barriers.
Ending: Board members expressed support for proactively training staff and appreciated administrators and teacher-leaders who are already in LETRS training.
