KUSD curriculum review recommends retaining Bridges K–5 math; teachers cite benefits and pacing concerns

Kenosha Unified School District staff reported to the Curriculum & Program Committee on a multi‑phase review of K–5 math materials and recommended continuing the Bridges curriculum while expanding supports for teachers and students.

Stacy Cortez and Wendy Tindall described the district’s curriculum review process, the teacher survey and EdReports alignment checks. They said about 217 teachers responded to the district survey and that roughly 80% preferred to retain Bridges, in part because it emphasizes conceptual understanding, visual models and routine practice such as Number Corner and workplaces.

Presenters acknowledged known challenges: lessons that teachers described as lengthy or over‑scripted, intense pacing that leaves limited time for reteaching, long assessments, and extra preparation and materials handling that can overwhelm new teachers. Staff said the newly released third edition of the curriculum addresses several concerns — shortened lessons, condensed assessments and better pacing guidance — and described ongoing lesson‑study work to support classroom implementation.

Committee members and parents raised equity and access concerns: how the curriculum transitions from elementary visual models to middle and high‑school expectations, support for students with reading or language difficulties, and options for students who need different pathways. Presenters said the district is planning professional learning for middle and high‑school teachers to align instruction vertically and is piloting lesson studies and targeted supports for multilingual learners and students with special needs.

No adoption vote was taken; presenters said the item will move through first and second readings at the board with follow‑up evaluation plans and professional learning.