Educator LETRS Spotlight
With registration now open for Cohort 3 of the Kentucky Reading Academies LETRS Professional Learning, the Division of Early Literacy is highlighting educators who are currently participating to share the impact the program has had on their teaching and students’ learning.
Maria Wyatt, Kindergarten Teacher at Walton Verona Elementary in Walton Verona Independent Schools, participated in the LETRS for Educators professional learning opportunity.
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“Completing the bridge-to-practice activities and getting to see the action firsthand with case study students has been eye-opening these past two years. This second year, I have implemented so many things from the beginning of the school year. My current group of students has grown immensely in reading and writing. Learning new phonics rules, orthographic mapping of high-frequency words, and using sound walls and manipulatives have helped us have a higher group of readers than in years past. I have been so impressed with the ability our students decode now. I’m so proud of all their progress and mine too!”
- Maria Wyatt, Kindergarten Teacher
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New Resource Available: Implementing Kentucky’s Read to Succeed Act within an MTSS Framework Guidance Document
We are excited to announce the release of the Implementing Kentucky’s Read to Succeed Act within an MTSS Framework guidance document, now available for educators across Kentucky.
This comprehensive guide is designed to help educators understand how the key components of the Read to Succeed Act align with Kentucky’s Multi-Tiered System of Supports (KyMTSS) framework. By integrating these components, educators can more effectively use resources to improve literacy outcomes for all students.
Understanding the Read to Succeed Act and KyMTSS
The goal of Senate Bill 9 (2022), the Read to Succeed Act, is to support evidence-based early literacy practices throughout the commonwealth by investing in teachers to increase student success in reading, while KyMTSS promotes the integration of systems-level approaches and state/district/school initiatives under one comprehensive framework to more efficiently use resources while focusing on improving outcomes for every student.
Key Elements of the Guidance Document
The Kentucky Department of Education (KDE) has identified six essential elements for the implementation, improvement and sustainability of an effective multi-tiered system of supports. The Implementing Kentucky’s Read to Succeed Act within an MTSS Framework guidance document is organized around these six elements:
- Tiered Delivery System with a Continuum of Supports;
- Collaborative Problem-Solving Teams;
- Data-Based Decision Making with Comprehensive Screening & Assessment;
- Evidence-Based Instruction, Interventions and Supports;
- Family, School & Community Partnerships; and
- Equitable Access & Opportunity.
Each section of the document provides detailed information about the implementation of Read to Succeed within the KyMTSS essential element. Additionally, it includes supporting resources and policy connections.
Just getting back to the DEL Newsletter after summer break? No problem!
You can access the Early Literacy Newsletter Archive at the bottom of this page or use the links below to go straight to some of our most popular recent stories:
District LETRS Spotlight Series:
Accelerated Intervention in Reading Required for Students in Grade 4 Beginning in 2024-2025
Reading Improvement Plan Form Available in Infinite Campus
ICYMI: TWO NEW Resources Available to Support Evidence-Based Early Literacy Instruction
Text-Based Writing Across Disciplines may Support Teachers in Connecting Reading and Writing Instruction when Implementing HQIRs
Missed the Inaugural Kentucky Reads to Succeed Summer Conference?
 Watch the highlight reel here and stay tuned for information about the 2025 conference coming soon on the Kentucky Reading Academies webpage.
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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