Teachers urge pause and support as MPS rolls out HMH literacy materials, citing training, pacing and platform failures

Milwaukee — Teachers at a Milwaukee School District committee meeting on Feb. 12 said the district’s rollout of its FY26 academic literacy plan and HMH version 3 materials has left many classrooms under-supported, inconsistent and overburdened.

Multiple K–12 teachers, including Amanda McElhoon and Monica Lopez, told the Student Achievement and School Innovation committee that while interactive features such as Classcraft have improved student engagement, platform access is inconsistent and HMH technical support has failed to resolve live problems. "Only one of my class periods can access Classcraft," Amanda McElhoon said, adding that when she contacted HMH support "they hung up on me." She called the disparity an "equity issue."

Union and school-based speakers pressed three overlapping concerns: the pace and volume of new expectations; a perceived mismatch between curriculum and district assessments; and inconsistent implementation across learning communities. Ingrid Walker Henry of the Milwaukee Teachers’ Education Association told the committee that repeated breakdowns in professional development and coordination had damaged teachers’ confidence, citing earlier meetings when teachers felt compelled to address gaps in PD planning.

Teachers described a compressed schedule of curricular demands — a 60‑minute foundational block plus a 90‑minute reading-and-writing block in some grades — with little clarity about what to remove to make room for added work. "We are building a house without a foundation," one teacher said about gaps in prerequisite skill instruction. Several bilingual and dual‑language teachers, including Carol Ramos and Luz Hernandez, said the prescribed pacing guide fails to account for multilingual instruction and split‑grade classrooms, and urged flexibility so teachers can prioritize depth over coverage.

Administration acknowledged the "bumpy" transition and said materials ordered for general education were delivered by December, while some special‑education and ESL teacher additions are still being shipped. Superintendent Brenda Cassellius and Office of Academics staff said they have been meeting with MTEA and will follow up with teachers and the vendor. Administration outlined practical next steps: three HMH walkthroughs tied to modeling, optional paid Saturday PD sessions (dates announced), additional coaching opportunities and planned summer enrichment.

Administrators also cited early PD survey results they say show improvement in teacher responses from November to January, with increases in respondents who "agree" or "strongly agree" that PD was tailored and useful. The district reported it hired six itinerant ESL teachers for schools that historically lacked ESL programs and that the Wisconsin Department of Public Instruction identified 33 schools eligible for early literacy coaching under Act 20.

Board members asked for clearer updates on who conducts walkthroughs, how teacher feedback is being captured and what criteria selected schools for coaching. Administration said academic superintendents will walk alongside principals, that HMH coaches are learning MPS classroom contexts, and that surveys and constituent contacts feed a district FAQ and follow-up process.

The committee did not take formal action on the literacy plan. Administration said it would return with updates and additional details on implementation supports and timelines.