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District and College of Idaho present literacy 'science of reading' work and new assessment challenges
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Summary
College of Idaho and Caldwell School District staff described literacy partnerships, diagnostic tutoring programs and recent adoption of a new state assessment platform (referred to in the meeting as Emera/Amira). Presenters highlighted early gains from targeted instruction and implementation issues with the speech‑interactive AI scoring system.
District leaders and academic partners briefed the Caldwell School Board on literacy work and this year’s switch to the state’s new reading assessment platform during the April 13 meeting.
Dr. Sally Brown of the College of Idaho described the Literacy Learning Lab, a partnership that places college tutors in K‑4 classrooms to provide paid, evidence‑based reading tutoring and train preservice teachers. Brown said the district has shown “incredible growth in just one year” on growth measures and that the lab and other partnerships (Reading Corps, SMART coaching) are helping teachers deliver research‑based instruction informed by the 'science of reading.'
Superintendent Dr. French and staff explained the district’s transition from Istation to the state’s new platform (referred to in the meeting as Emera/Amira). They said the new assessment is more speech‑interactive and uses AI scoring for oral reading samples, which has implementation effects: compatible Chromebook microphones are required, some younger students need adult prompting, and the platform currently provides broader, less detailed reports than Istation. Staff said delayed, less diagnostic reporting this pilot year means they cannot produce the same monthly class‑level snapshots as before and are treating 2025‑26 as a baseline year while they work with the vendor to secure more granular diagnostic exports.
Trustees asked about assessment length, administration conditions and equity for students with articulation or English‑language challenges. District staff noted paper‑pencil or nonverbal assessment options exist when needed and described teacher workflows to review recorded oral readings and correct AI mis‑scorings. Dr. Brown said the College of Idaho is analyzing growth data and will present preliminary findings May 1 at a student research conference.
Board members did not take policy action at this agenda item; it was an informational presentation with follow‑up planned for diagnostics and calibration of the new assessment platform.
