Literacy task force recommends Amplify CKLA for K–5; middle school to continue study

The Burlington Literacy Leadership Task Force recommended Amplify CKLA as the district's preferred K'5 core English-language-arts program and outlined a phased implementation plan focused on heavy teacher supports and professional development.

The recommendation follows a year-long selection process that used EdReports and CURATE review lenses, site visits, and an educator survey that ran through Feb. 11. The task force reported a close split in overall preference among staff but said classroom teachers in K'2 generally favored Amplify CKLA; members described the decision as a consensus recommendation rather than a formal vote.

Dr. Gail Levett, a remote presenter on the task force process, said the group prioritized programs that combined structured, sequential phonics instruction with grade-level content knowledge: "The use of a comprehensive ELA program can allow for alignment across grade levels." Task force members said CKLA's foundational-skills scope and the program's newest (third) edition influenced the recommendation.

Task force members and administrators emphasized that CKLA requires substantial schedule changes to be implemented with fidelity. The presenters said kindergarten through third grade would need a two-hour daily literacy block for the program's phonics and foundational-skills components to be taught as designed. "You cannot do 90 minutes. You cannot do 60 minutes for it to be done how it needs to be done," a presenter said during the update.

Implementation planning will focus on staffing, pacing guides written over the summer by teacher leaders, stipends for participants, and multi-year professional development centered on the science of reading. The task force also recommended a phased approach for middle school: middle school staff asked for an additional year to evaluate options and professional development needs before committing to a single core program.

The task force expects to deliver a draft report to the School Committee on March 11; it also said materials and pilot access would be available in April and May for teachers to begin trialing curriculum components. The district will continue to use existing progress-monitoring tools (DIBELS and i-Ready) to track students and to determine targeted tiered interventions.

Administrators and task force members said site visits to districts that have implemented CKLA were influential in shaping the recommendation and that teachers' enthusiasm for observed student outcomes contributed to consensus. No formal School Committee adoption vote was recorded at the meeting.

Next steps include finalizing the task force report, developing success criteria for rollout, specifying professional development timelines and costs, and presenting the recommendation at a future meeting for the Committee's consideration.