News : V-S Elementary Schools to Launch New Research-Based Literacy Curriculum

Vinton-Shellsburg Community School District is taking bold steps to improve reading outcomes for its elementary students by adopting a new, research-based literacy curriculum. Beginning in the fall of 2025, the district's elementary schools will implement Amplify Core Knowledge Language Arts (CKLA), a comprehensive program rooted in the latest reading science.

For decades, reading proficiency in the U.S. has remained relatively stagnant, and while our district performs above the national average, we believe our students are capable of much more. With proven, evidence-based instruction, nearly every child can learn to read proficiently by the end of third grade (National Reading Panel).

Currently, about 65-70% of Vinton-Shellsburg students meet reading proficiency benchmarks. The district is setting ambitious goals: reaching 80% proficiency within three years and 90% within five.

Amplify CKLA is designed to address how students learn to read and how the brain processes written language. The program incorporates systematic phonics instruction, vocabulary development, content knowledge building, and reading comprehension strategies.

"Reading isn't something we pick up naturally like speaking," said Elementary Curriculum Director and Principal Andrea Townsley. "It must be explicitly taught, starting with phonemic awareness and the connection between sounds and letters, a process called orthographic mapping. Amplify CKLA does exactly that, in a structured, evidence-backed way."

The curriculum has two key instructional components: foundational skills and knowledge building. In grades PreK-2, students will focus on phonics, decoding, and developing a robust vocabulary through rich stories and nonfiction texts in science, history, and literature. In grades 3-5, the focus will shift toward grammar, morphology, and comprehension of more complex texts.

Families will begin to notice some changes, particularly in how reading levels and assessments are used. Traditional reading levels (like AR scores) will be replaced with more meaningful measures such as oral reading fluency and phonics screeners. Students may bring home decodable texts rather than predictable or patterned books, and they'll be encouraged to sound out words rather than guess based on pictures or context.

Small group instruction, delivered during daily WIN (What I Need) time, will continue to be a cornerstone of the district's reading approach, allowing for targeted instruction based on individual student needs.

The new approach also means saying goodbye to outdated methods like the "three-cueing system," which encouraged students to guess words based on surrounding clues. Instead, students will be taught to rely on phonics, focusing on every letter and sound.

One of the key shifts in the district's approach is early intervention. "If we notice a student struggling with foundational reading skills, we won't take a 'wait and see' approach," said Townsley. "We'll act quickly to support them with research-based interventions."

Phonemic awareness will be emphasized in early grades but reinforced in older grades as needed. Third through fifth graders may also practice skills typically associated with younger students to ensure they have a solid reading foundation.

"We're committing to doing what works and moving away from what hasn't," said Townsley. "We want every student to be a confident, capable reader who can access the full promise of their education. This is an exciting time to be in education, and we want parents to join us on this journey."

To learn more about the curriculum, families are encouraged to explore this introductory video or visit the district's website for more information.

Parents can support their child's literacy development by asking questions like:

• What did you read about today?
• What did you find interesting or confusing?
• What did you learn from the story?
• How does this relate to your life?