Superintendent Dr. Robinson and a consultant from School Perceptions presented a new five-year strategic plan to the West Allis–West Milwaukee School Board Monday, centered on a district “portrait of a graduate” and four measurable board goals.

The plan outlines grade-band learning milestones from 4K through 12th grade, a portrait of graduate attributes (including academic skills, collaboration, voice and persistence), and four board goals with interim targets and inputs the board will use to measure progress.

Why it matters: The strategic plan is intended to provide a shared vision of student outcomes, a road map for aligning curriculum and supports across schools, and measurable targets the board and committees can use to track progress and adjust strategies over the next five years.

Process, data and portrait of a graduate
Derek Gottlieb, a consultant with School Perceptions, summarized stakeholder-engagement work completed earlier in 2025: a district survey with more than 1,200 responses, focus groups with parents, staff, students and community members, and a steering committee that included school and city representatives. Gottlieb said the data consistently elevated several priorities: recruit and retain high-quality staff, strengthen career- and technical-education (CTE) and life skills, and expand student mental-health supports. “Everyone converged on foundational academic competence, life-ready skills, communication, collaboration, empathy and self-direction,” he said.

Dr. Robinson said the district translated the findings into a five-trait portrait of a graduate and grade-level “road maps” that describe what students should know and be able to do by the end of each grade band (4K–K, 1–3, 4–5, 6–8, 9–10, 11–12). The road map blends academic benchmarks with social-emotional learning (SEL) expectations expressed in grade-appropriate terms.

Board goals and measurement
The plan includes four board-level goals the superintendent said will be tracked with interim metrics and inputs (coaching, interventions, curriculum implementation):
- Early literacy: Increase the percentage of third graders scoring proficient or advanced on the Wisconsin Forward exam in literacy (target moved from ~30.3% toward 45% over five years). The district will use interim FastBridge growth targets and classroom coaching as leading indicators.
- Mathematics: Raise the share of eighth graders earning proficient or advanced scores on the Forward exam from about 41% to 55% over five years; strategies include curriculum adoption, interventions and teacher coaching.
- College and career readiness: Increase the proportion of students participating in advanced coursework, industry-recognized credentials, dual-credit and work-based learning from roughly 21% toward a 45% participation target over five years — the district described multiple approaches to expand access and reduce barriers.
- Students with disabilities: Raise the percentage of students with IEPs demonstrating aggressive academic growth year over year (targets and instruments described in the KPI plan).

Governance, KPIs and accountability
Dr. Robinson told the board each board committee will receive key performance indicators (KPIs) tied to the plan and report quarterly. Carolyn (staff) demonstrated a KPI tracking template that the administration said would record progress in the fall, midyear and year-end reviews; the superintendent said the board and committees would use those checkpoints to “adjust the plan accordingly” if progress lagged.

Implementation timeline
Year 1 (2025–26): Build foundational academics; rollout the portrait of a graduate; begin universal SEL screening and curriculum alignment.
Year 2 (2026–27): Accelerate access and achievement: broaden academic opportunities and enrichment, and enhance interventions.
Years 3–5: Deepen impact and elevate experience, including staff-diversity targets, school-climate work, expanded CTE and dual-credit options, and measures to strengthen family engagement.

Board discussion and next steps
Board members asked how the plan spirals across grades and how the district would communicate progress to families; Dr. Robinson and Gottlieb said the road map is intentionally grade-banded and that the district plans direct communications, rollout events and website materials. The superintendent asked trustees to provide feedback and suggested approval be considered at an upcoming meeting; staff also committed to including KPIs in the district’s annual report and regular committee updates.

Ending: The board received the plan for review. Dr. Robinson said staff will return with updated KPI reporting templates and recommended action language for board consideration; committees will begin KPI tracking in the fall.