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Urbana SD 116 introduces new K–12 English language arts curriculum and support roles
Summary
District curriculum staff described newly purchased ELA materials (Amplify CKLA and Camino's for elementary, Into Literature/BRIDAL/Read180 for secondary), linked assessment tools (MCLASS and Boost), and new implementation supports including coaches and curriculum implementation teachers to support classroom rollout.
Jesse Bradford briefed the board on a multi‑level rollout of a new English‑language arts curriculum for Urbana School District 116. Bradford said the district purchased Amplify CKLA (CKLA) for English instruction and Camino's for the Spanish dual‑language program at Yankee Ridge; secondary materials include Into Literature, the BRIDAL online writing tools and Read 180 for tier‑2 intervention.
Bradford described the curricular structure: a knowledge strand (comprehension, vocabulary and writing) that builds year‑to‑year and a skills strand (phonics, phonological awareness and decoding) beginning in kindergarten. She highlighted the MCLASS universal screener (used for dyslexia screening and to group students for targeted instruction) and the Boost student app, which individualizes practice and links to MCLASS results. Bradford said teachers received summer and ongoing professional development and that the district added dedicated coaching positions: a CKLA coach (Becca Pate) in elementary buildings, a Camino's coach at Yankee Ridge, curriculum implementation teachers in each building, tier‑1 intensive teachers to co‑teach, and a substitute‑mentor role to support long‑term substitutes.
Board members asked about unit length and daily instructional time. Bradford said K–2 knowledge time is roughly 60 minutes daily, third grade and upper‑elementary grades receive more instructional time for the knowledge strand, and pausing‑point days are built into units for reteaching as needed. (Note: the transcript contains both 90‑minute and 120‑minute references when the presenter described third‑grade time; the presenter emphasized that third grade receives substantially more time than K–2.) Bradford said teachers can differentiate within the materials for multilingual learners and special‑education students and that the district will phase in extra resources, such as physical novels, as teachers gain comfort with the new curriculum.
Bradford reviewed secondary implementation: Into Literature (grades 6–9), BRIDAL (online writing for grades 6–12 to be expanded later), and Read 180 as an intervention (grades 6–10). Coaches from HMH and district coaches will support teachers, and the district has scheduled continued PD and observation feedback throughout the year.
Next steps: continued coaching and PD, progress checks using MCLASS data and Boost usage, and a planned follow‑up presentation on dual‑language assessment for multilingual learners.
