Walton-Verona Schools: LETRS Paves the Way for Literacy Transformation
In a bold move to revolutionize reading instruction, many of the teachers in the Walton-Verona school system have committed to the comprehensive Language Essentials for Teachers of Reading and Spelling (LETRS) training. This 2 year course takes educators on a deep dive into how the brain learns to read. When you speak with the teachers involved in this rigorous learning, transformation is the word that keeps bubbling to the surface.
Jen Cook, a district level instructional leader and incoming elementary principal, spoke of the red flag that alerted district officials to the need for transformative change in literacy instruction. When analyzing data, they noticed that the number of students requiring literacy intervention was much higher than the 20% that they expected it to be. They knew they couldn’t effectively intervene for so many students and that their first priority needed to be strengthening their Tier 1 instruction for all students.
The district committed to new, evidence based instructional resources, but they didn’t stop there. Understanding that even the best program is only as good as the teacher who is implementing it, district leaders encouraged Walton-Verona teachers to enroll in the LETRS training through the Kentucky Reading Academies. Many teachers stepped forward, eager to do whatever it took to improve literacy outcomes for their students. Speaking proudly of these driven educators, Cook explained, “Not only were they implementing best structured literacy practices with the new literacy program, but because of LETRS, they were learning the ‘why’, which made them highly effective.”
At the very beginning of the LETRS course of study, teachers are given this quote from co-author Louisa Moats: “Informed teachers are our best insurance against reading failure. While programs are very helpful tools, programs don’t teach; teachers do.” This piece of wisdom resonated with several of the Walton-Verona teachers. They reported that the knowledge they gained from LETRS helped them implement their literacy resource more effectively while assessing and targeting the needs of individual students. In regard to their new approach to literacy, Cook shared, " We know the gaps grow bigger as they progress through the grade levels. We're preventing some of the reading struggles before they happen."
Teachers were excited to share how the LETRS training first transformed their understanding of how the brain learns to read. Many reported that their instruction is now more intentional and targeted. Second grade teacher Kristin Bach shared that having a better understanding of the reading brain has helped her to be more conscientious about how she spends her instructional time, “It helped me to be more critical of my practices. There isn’t time to waste in a school day, so everything we are doing must count.”
 Second graders in Ms. Bach's class practice identifying topic sentences in paragraphs during a CKLA knowledge building lesson.
The transformation then moved beyond theory, equipping teachers with practical strategies they could implement in the classroom. They reported a shift towards explicit instruction in many literacy skills, weaving phonemic awareness, phonics, vocabulary and knowledge building in a unified and intentional way. Tabitha Gaines, a first grade teacher, compared her previous approach to playing whack-a-mole because she felt like she could never get ahead of the needs of her students. Now with a strong foundational skills instructional resource alongside her new learning from LETRS, she explained that having the scope and sequence to chart a path for her students has made her instruction much more cohesive.
 In Ms. Gaines's first grade classroom, students tap the sounds in words to aid in encoding (spelling) words with /er/.
Perhaps the most important transformation happened in the arena of student success and reading achievement. The teachers shared stories of students who are feeling successful instead of frustrated. New assessment practices are helping teachers to hone in on the specific learning gaps that exist and enabling them to target needs so every student makes progress. Reading Intervention Teacher Amy Hincks tells a story of a student who came into the school struggling to read at all, but who is now soaring because of the knowledge and abilities of his highly trained teachers. “He is one major highlight,” shared Hincks. “There are MANY, but he is one that really shines to me.”
 Ms. Hinck, an interventionist at Walton-Verona, focuses the student’s attention to vowel team "oa" as they decode words with this pattern.
The Walton-Verona school system's commitment to LETRS training highlights a crucial shift in literacy instruction. By prioritizing teacher knowledge alongside strong instructional resources, they are not just improving outcomes for their students today, but paving the way for a future where all children can experience the joy and power of reading. Their success story serves as an inspiration for other districts seeking to revolutionize their own approach to literacy. Although it’s a significant course to work through and complete, Kristen Bach sums up her feelings about the LETRS opportunity with these words, “It’s one of the most beneficial things I’ve ever done. My only regret is that I didn’t get to do it sooner.”
ICYMI: NEW Resource Available: Literacy At a Glance Collection
 The NEW Literacy At a Glance Collection is a collection of resources (1) defining some of the most critical components of literacy, (2) providing instructional recommendations related to each component, and (3) communicating how each component aligns with the Kentucky Academic Standards for Reading and Writing. The collection currently includes six components:
Phonemic Awareness At a Glance
Phonics At a Glance
Fluency At a Glance
Vocabulary At a Glance
Comprehension At a Glance
Building Knowledge At a Glance
OPEN THROUGH AUGUST! Registration for the Kentucky Reading Academies: Cohort 3 of LETRS Professional Learning
Kentucky Reading Academies are for educators who teach reading or work with K-5 students in Kentucky public schools (e.g., general and special education teachers, reading specialists, administrators, and those who teach English Learners (EL) or in Title 1 schools).
Registration for Phase 3 of the Kentucky Reading Academies opened May 1, 2024 and will remain open through August 30, 2024.
LETRS for Educators Cohort 3 Registration: This course is recommended for K-5 teachers, interventionists, reading specialists and anyone providing reading instruction or intervention supports to early readers.
LETRS for Administrators Cohort 3 Registration: This course is recommended for district leaders, building administrators and instructional coaches.
Please NOTE: Cohort 1 and Cohort 2 participants will not need to register for Cohort 3, as they are already enrolled in the professional learning.
Find out more about the Kentucky Reading Academies on the Kentucky Reading Academies webpage.
For questions about the Kentucky Reading Academies, please email KDE Director of Early Literacy Christie Biggerstaff.
Early Literacy Newsletter Archive
Did you miss last week's Early Literacy Newsletter? You can access all previous editions of the newsletter on the Early Literacy webpage.
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