KSDE early literacy team outlines structured literacy, dyslexia work and LETRS training

Kansas State Board of Education members received a detailed briefing April 9 from KSDE’s early literacy and dyslexia team on structured literacy, the science of reading, LETRS professional development and related state initiatives such as the dyslexia handbook and universal screening protocols.

Why it matters: KSDE staff and teacher-leaders said structured literacy and evidence-based screening are central to raising reading outcomes across grades, reducing later special-education placements and preventing reading-related behavior problems. The agency described work to align accreditation, assessments and professional learning so that educators and administrators consistently implement evidence-based reading instruction.

What presenters told the board: Dr. Laurie Curtis (KSDE) and teacher-leader consultants Amy Bybee and Jerry Powers outlined how Kansas has embedded structured literacy into its school improvement model and KESA fundamentals. They summarized Scarborough’s “reading rope” model (word recognition + language comprehension) and described how 40–50% of students require systematic, code-based instruction to achieve reading automaticity; another 10–15% need intensive support. The team also described developmental language disorder (DLD) and its overlap with dyslexia; DLD has substantial prevalence and can affect reading and math outcomes.

KSDE listed current and planned supports:

- LETRS (Language Essentials for Teachers of Reading and Spelling) facilitator training and state-supported professional development for teachers and administrators. - Required dyslexia training modules for new teachers and annual structured-literacy training. - A dyslexia screening protocol (updated to include ninth-grade screening) and a dyslexia handbook for districts. - Structured-literacy instructional guides, a components checklist for classroom observation, and a statewide literacy lifeline to advise teachers.

Board discussion: Members asked about supports for older students, special-education staff who may lack early-reading training, technology-supported prescriptive reading programs, and services for students at the Kansas School for the Deaf. KSDE staff said districts can contract for targeted programs, that some programs (Opportunity Project in Wichita) have published long-term positive outcomes, and that KSDE is coordinating with special-education leadership to expand professional development for middle and secondary special-education staff. The presenters also noted that evidence-based materials and intentional assessment are necessary for teachers to plan targeted instruction.

Quotes in context: Dr. Laurie Curtis: “When you look at the school improvement model, we provide literacy instruction PK through 12 aligned to the science of reading to ensure teachers and administrators are well trained and knowledgeable in the elements and implementation of structured literacy.” Jerry Powers: “I was drawn towards seeing the students who struggle and the pain… and what we can do to help those students.”

Ending: KSDE told the board the state has put in place multiple components of a statewide literacy strategy and noted continuing work with educator-preparation programs, service centers and district leaders to expand coaching, assessments, and the LETRS facilitator cadre.