Teachers advocate for Kingston Schools' Amplify CKLA curriculum amid parent engagement concerns

Kingston City Schools are poised to enhance their educational offerings following a compelling presentation from teachers advocating for the continuation of the Amplify CKLA curriculum during the Board of Education meeting on June 4, 2025. The curriculum, which has been piloted in several classrooms, has garnered enthusiastic support from educators who report significant improvements in student engagement and academic performance.

Jackie Nelson, a second-grade teacher with a decade of experience, highlighted the curriculum's effectiveness in fostering student excitement and critical thinking. She shared a poignant example of students making connections between historical figures, demonstrating the curriculum's ability to promote cross-disciplinary learning. Nelson emphasized that CKLA not only enriches vocabulary but also provides all students, regardless of background, with access to meaningful content.

Rhea Chexfield, another second-grade teacher, echoed these sentiments, noting that her students have shown considerable growth in various assessments since implementing CKLA. She expressed optimism about the program's potential for district-wide success as it becomes fully integrated.

The meeting also featured a statement from Jessica Miller, a first-grade teacher, who praised CKLA's inclusive approach, which allows students from diverse backgrounds to engage with high-quality material. Miller noted that the curriculum's rigorous vocabulary has led to students using advanced words in everyday conversations, further enhancing their learning experience.

However, the meeting was not without controversy. Parent Britta Riley raised concerns regarding the district's shared decision-making process, presenting a petition signed by over 100 parents. She criticized the administration for allegedly bypassing established protocols and limiting parental involvement in decision-making. Riley's remarks highlighted a growing demand for transparency and accountability within the district.

Andrea Lynn, another concerned parent, shared her frustrations about being excluded from the district leadership team, contradicting public statements made by district officials about parental inclusion. Her experience raised questions about the administration's commitment to genuine shared decision-making.

As Kingston City Schools consider the future of the CKLA curriculum, the board faces the dual challenge of enhancing educational outcomes while addressing parental concerns about governance and engagement. The discussions from this meeting underscore the community's commitment to fostering an inclusive and effective educational environment for all students.