District adopts Amplify CKLA curriculum and expanded intervention tools to address elementary literacy gaps

Carson City 'District leaders described a multi-year shift in elementary reading curriculum to Amplify Core Knowledge Language Arts (CKLA) and related intervention tools designed to align with the science of reading. Pam Copperthwaite, the district literacy coordinator, said the district selected Amplify CKLA because it is "aligned with the science" and is more structured and explicit than the previous adoption. "Amplify is structured. It's explicit for our teachers so that our teachers can be explicit with our students," she said. The program integrates daily writing, assesses the five pillars of literacy and includes knowledge-building modules. Why it matters: District presenters cited research showing that students who are proficient readers by Grade 1 have a much higher probability of remaining proficient; students who are not proficient early face persistent challenges. Officials said the previous adoption (HMH) proved less explicit and that COVID-era disruptions worsened gaps for some cohorts. Rollout and supports: The district will pilot Amplify's aligned intervention software (MClass) across schools to streamline universal screening and give teachers immediate, actionable data. Teachers and coaches will receive training and on-site coaching, and the district is expanding LETRS (Language Essentials for Teachers of Reading and Spelling) professional development; 38 teachers are in year two of LETRS and 20 more will begin year one. Contract and timeline: The curriculum purchase is for a seven-year contract, district staff said. The plan includes differentiated on-site coaching, classroom observation by Amplify trainers, and parent-facing communications in English and Spanish tied to each instructional unit. Support for secondary students: Trustees asked about older students who missed foundational instruction during pandemic years. District leaders said middle and high schools have intervention periods built into the schedule to identify and support students who remain below grade-level reading standards. Ending: Board members praised the initiative and the district's investment in teacher training, noting the goal of improving long-term academic and life outcomes for students.