KUSD presents midyear district-improvement progress: Act 20, professional learning and tier‑3 interventions emphasized

Kenosha Unified School District staff presented a midyear review of the district improvement plan and told a curriculum committee that the academic strategy focuses on increasing student proficiency in reading and math by 12 percentage points by spring 2027.

Wendy (presenter), leading the midyear review, said the district’s academic goal is intentionally aggressive and emphasized it is a three‑year objective. "By spring of 2027, we will increase the percentage of students scoring, meeting or advanced in reading and math by 12% as measured by the Forward and ACT," she told the committee.

Nut graf: The presentation outlined three main strategies: (1) ensuring high‑quality, grade‑level instruction through targeted professional learning and classroom-level content rounds; (2) implementing multilevel systems of support with a districtwide tier‑3 intervention program; and (3) strengthening school culture and family/community engagement to increase instructional time and student access.

Professional learning and Act 20: Elementary professional development has prioritized early literacy, including required modules tied to state requirements (referred to as Act 20). Staff described a multi‑year professional learning plan that includes in‑person sessions, online modules (Cox Campus), and partnership work with CESA 6. Stacy Cortez, elementary math and science coordinator, and other presenters described seven instructional practice shifts for early literacy (phonology, concepts of print, phonics, oral language, fluency, read‑aloud and related practices) that are being emphasized in classrooms and coaching.

Content rounds and classroom coaching: District staff described “content rounds” as school‑level classroom visits where teams observe instruction, debrief with teachers and identify next steps tied to each school’s improvement plan. The secondary program complements content rounds with instructional rounds, where administrators and coaches collect focused data on a school’s problem of practice and engagement measures.

Tier‑3 interventions: Jody Cascio and other staff said KUSD has implemented a systemwide tier‑3 intervention program at elementary, middle and high school levels. The district reported more than 1,000 students currently receive tier‑3 services; 75 students have been exited from tier‑3 this year after meeting goals, and 167 students were moved to updated, more rigorous plans after making progress. Presenters noted the tier‑3 system relies on school teams (psychologists, counselors, interventionists, principals) to identify students and target intensive instruction with programs such as SIPs, Rise Up, Rhyme Magic, LLI and Bridges.

Secondary alignment and student feedback: Secondary staff said professional learning is differentiated for school contexts and aligned to a local definition of “high‑quality instruction” that emphasizes inclusive learning communities, student ownership and authentic learning. Secondary staff said they use a national student survey tool called Elevate to collect student feedback on learning conditions and to shape professional learning.

Culture and family engagement: Laura Stone and Yolanda Jackson Lewis described a three‑year plan to build consistent building‑level behavior expectations and embed family engagement into schools. The district has 11 culture coaches assigned to schools by need, runs family programs (more than 1,500 parents engaged across programs) and is implementing ParentSquare as a district communications platform. The district also plans community “conversations” this spring to gather family feedback.

Implementation notes: Presenters emphasized the work is midyear of year one of a three‑year plan and that changes in practice take sustained time. Staff said some adjustments — for example, redesigning summer school and middle‑grade instruction — will be necessary to support cohorts of students moving through grades under Act 20 requirements.

Ending: Committee members asked questions about how early literacy work will be sustained into middle and high school and how the tier‑3 system operates in constrained high‑school schedules. Staff said interventionists and school teams will continue to provide remediation and that the district is adapting schedules and programs over time.