Board sends K–5 math adoption back to curriculum committee after public and board concerns about Bridges materials

The Kenosha Unified School District board voted to refer the proposed adoption of K–5 instructional materials (the third‑edition transition of Bridges in Mathematics) to the curriculum committee for further review after extensive public comment and board discussion about student outcomes, teacher feedback and alignment to secondary expectations.

Coordinator Stacy Cortez presented the curriculum review process and teacher feedback at 00:26:00, saying teacher responses on EdReports gateways (focus/coherence, rigor, and teacher/student supports) were largely in the “meets expectations” range and that teachers expressed interest in continuing with the Bridges program and a transition kit to third edition. She described changes between the second and third editions as limited to minor scope and sequence adjustments (notably in first grade), streamlined teacher materials and equity‑focused examples.

Public comment, including a substantial statement from parent and math teacher Sam Ruchnick (00:10:10), expressed strong opposition to Bridges, arguing the program emphasizes conceptual abstractions at the expense of foundational arithmetic and leaves students unprepared for algebra and secondary math. Board members pressed administration on the data behind the recommendation: how many teachers participated in the survey, longitudinal student outcome comparisons, and readiness of students entering middle and high school.

Board member Todd Tierney moved to send the adoption decision to the curriculum committee so the committee could review teacher feedback, student outcome data (including cohort and longitudinal achievement), and broad stakeholder input; the motion was seconded and passed by voice vote. Several board members said they wanted the committee to include elementary and secondary teachers and invited administrators to provide detailed survey response counts and comparative achievement data. District staff also said some teachers are piloting third‑edition materials and that committee members could hear directly from teachers using the materials.

What was not decided: the board did not approve a final curriculum purchase or commit funding; the vote is procedural to allow closer study. The district estimated the purchase could require significant funding (the board discussed a potential spend in the mid‑hundreds of thousands but did not adopt a number).