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Jefferson teachers credit LETRS training and PLCs as first-grade reading fluency jumps
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Summary
Jefferson Elementary staff told the Faribault school board they’ve shifted instruction with LETRS training and PLC work, reporting higher first‑grade fluency rates and describing classroom practices they call “Read the Rainbow.” Board members praised the results and asked about parent response and sustainability.
Jefferson Elementary principal Nick Jerns and first‑grade teachers presented the school’s instructional changes to the Faribault Public School District board on April 20, saying a two‑year LETRS (science‑of‑reading) training program and professional learning communities (PLCs) have driven classroom changes that are improving early reading outcomes.
“We’ve been taking part in professional development around professional learning communities … and trainings for the science of reading,” principal Nick Jerns said, describing the district‑led coaching and PLC work that aligned phonics instruction and classroom practice. Instructional coach Amanda Seager explained the reading‑brain research behind the work: “Learning to read is not a natural process … and so it has to be taught,” she said, adding that first‑grade instruction should devote about half of literacy time to phonics and phonemic awareness.
First‑grade teachers described a classroom structure they call “Read the Rainbow,” a station/rotation system that prioritizes targeted phonics practice, small‑group instruction and independent work. Sarah Peterson and Aaron Harmon said the team uses multiple formative measures and weekly PLC meetings to adjust instruction for individual students. Teachers reported recent progress‑monitoring fluency rates rising from an average increase of about 3.61 words per minute in the first half of the year to roughly 5.85 words per minute in more recent monitoring.
Board members praised the work. Director Cassie Steeves said she’d seen evidence in classrooms and highlighted the role of coaching and collaboration. Principal Jerns noted strong parent response: teachers received celebratory messages and families brought treats after early benchmarking results were shared.
The presentation closed with board members asking about scaling and continuity; presenters said coaching, PLC routines and continued use of LETRS‑aligned practices will guide expansion to upper elementary grades.
The board did not take formal action on the presentation; it moved on to the meeting’s agenda items.
