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Board approves CKLA pilot after debate on content; preschool teachers recommend Frog Street curriculum
Summary
After discussion about controversial passages and publisher revisions, the Schuyler board approved purchasing CKLA K–5 pilot materials. Separately, preschool staff recommended Frog Street to align weekly lessons across classrooms; administrators also presented a draft policy to permit trained therapy animals in buildings under strict guidelines (no action taken).
The Schuyler Community Schools board approved a motion to purchase CKLA (Amplify) pilot materials for kindergarten through fifth grade after administrators described a process of vetting and local teacher involvement.
Administrators said district staff examined multiple options and consulted curriculum directors from Columbus, Lexington and Grand Island public schools that have used CKLA. The district will purchase teacher kits for pilot classrooms, schedule teacher visits to observed classrooms in other districts, and rely on a combination of MAP and early literacy data to compare pilot classrooms with those continuing to use the current program.
Board members pressed administrators about public concerns previously raised about some CKLA passages. Administrators said Amplify produced a third edition that removes certain religion‑related passages that had prompted feedback; the district shared a document summarizing key changes and offered to provide that change log to board members. Administrators emphasized that if the pilot or implementation proves problematic, the district could pause or return to other options rather than fully adopt CKLA without evidence of success.
Separately, preschool staff recommended adopting the Frog Street preschool curriculum to provide consistent, week‑by‑week lesson plans across four preschool classrooms. Presenters said Frog Street includes age‑appropriate literature and ties to English learner supports; the recommendation was informational and will be discussed further.
Administrators also introduced a draft policy to permit trained therapy animals (primarily dogs, and with narrow restrictions) to be present in buildings to support students’ emotional needs. The district said such animals would be approved by principals, meet certification and insurance requirements, have designated handlers, and would not replace service animals that are permitted under existing individualized plans. The therapy‑animal proposal was informational only and not before the board for a vote.
Administrators said teacher training and implementation supports (including ESU assistance) will accompany any pilot or curriculum changes, and that the district will monitor teacher and parent feedback as the pilot proceeds.
