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USD 253 highlights instructional‑coaching expansion and launches LETT ERS trainer cohort to support structured literacy
Summary
Instructional coaches described one‑per‑building coaching, mentoring cycles and a district cohort of 24 teachers enrolled in LETT ERS (Language Essentials for Teachers of Reading and Spelling) training; three coaches completed trainer training and will deliver in‑district sessions to help teachers meet forthcoming literacy licensure requirements.
District instructional coaches presented to the board on April 22 about the district’s instructional‑coaching model and a structured‑literacy rollout intended to strengthen K‑12 reading instruction.
Presenters said USD 253 now places an instructional coach in each building. Coaches listed schools they support and explained typical coaching cycles: first‑year teachers receive four full days of training plus classroom observations and at least twice‑monthly feedback; second‑year teachers receive two full days of training and monthly observation cycles. Coaches said the work supports teacher retention and promotes consistent instructional practices across grades.
Coaches described the district’s LETT ERS (Language Essentials for Teachers of Reading and Spelling) effort: three district coaches completed trainer‑of‑trainers certification and will deliver ongoing trainings and in‑district professional development. The first cohort includes 24 participants who complete self‑study work and periodic six‑hour in‑person sessions spaced across the year. Coaches said LETT ERS emphasizes the science of reading, Scarborough’s Rope, Ehri’s phases, explicit systematic instruction and practical classroom strategies for both early grades and remediation at secondary levels.
Survey excerpts read to the board highlighted teacher feedback: one elementary teacher wrote, “My coach was my lifeline during my first year of teaching. Their mentorship turned my biggest challenges into learning moments,” and a secondary teacher described coaching as a “support system” that helps translate research into classroom practice.
Coaches also noted complementary district initiatives such as SIOP (Sheltered Instruction Observation Protocol) and AVID (Advancement Via Individual Determination), and described plans to integrate LETT ERS components into new‑teacher training and summer curriculum work.
The board did not take a formal vote on the coaching presentation; the session was informational. Coaches said they will return with additional detail as the training and teacher cohorts progress.
