English|Español

Strategic Plan Goal 2 – Progress Update

As we enter the fifth year of our Strategic Plan, CCSD59 is making strong progress on the second of our four district goals: creating an inclusive learning environment where every student feels supported, challenged, and connected.This work isn’t just about big ideas; it’s about what happens every day in our schools. It means meeting each student’s needs, helping them grow, and making sure they, and our staff, feel like they truly belong. These goals come to life through three main focus areas that guide our work. 

Meeting Every Student Where They Are

Every student should get the right support at the right time. Thanks to our data- and equity-focused support system, we’re seeing real results. For students identified as needing extra intervention:

• 92% of reading needs met
• 95% of math needs met
• 100% of behavior support needs met

The ability to provide students these services comes from investing in effective programs and strategies:

• Strong math and literacy programs
• Intervention specialists are available where they’re needed most
• A system that helps staff track and coordinate support

We’ve also continued to update and modify our Multi-Tiered System of Supports (MTSS), which helps us give each student the right support and instruction based on their individual needs – whether through general education, intervention, special education, or Talent Development Program. In addition, since the start of this Strategic Plan, elementary schools have dedicated What I Need (WIN) time and junior high schools have Seminar periods, both focusing on academics, social-emotional support, and more.

These aren’t just programs; they’re important tools that help students succeed from the start.

Supporting the Whole Child and the Whole Staff

Students learn best when they feel safe, supported, and well. That’s why we focus on mental health, social-emotional learning (SEL), and physical well-being for both students and staff.

This includes a sense of belonging and as of this year, we’ve seen an increase across both groups: 

• Students report a sense of belonging in the 90th percentile nationally, which means our students score themselves as ‘well or better than’ 90% of students who completed the Panorama survey.
• Staff report an 11-point increase in their own sense of belonging since 2021, now in the 70th–80th percentile nationally

These increases can be attributed to:

• A new social-emotional learning curriculum across all schools
• Social-emotional learning trained staff in classrooms
• More behavior interventionists
• Staff training in building a strong sense of community
• Developing Behavior Reference Guides that provide staff with clear strategies for supporting safe, productive learning environments.
• Teacher and student co-developed Classroom Climate and Management Plans that create positive learning environments
• Focused summer learning on wellness, safety, and classroom strategies

Suspensions have dropped significantly from 159 in 2021 to 65 in 2025, and we’ve added more mental health and wellness services, including mobile health, teletherapy, and stronger PE programs.

Dr. Katie Ahsell, Assistant Superintendent of Student Services and Support notes, “With students, families, and staff working together, we are determining the underlying needs and responding with supports and interventions that help our students grow.”

Listening, Engaging, and Leading Together

Inclusion also means ensuring everyone has a voice. We want students, families, and staff to be part of the conversation and the solutions – and we’ve listened through:

• Expanded teacher leadership opportunities
• Committees focused on social-emotional learning, safety, and innovation
• Teacher and leader input to develop the CCSD59 Instructional Framework, which brings more clarity to the curriculum and offers guidance on strong teaching practices
• Additional extracurricular offerings to match student interests
• Strengthened collaboration through job-alike groups and shared leadership time
• Annual surveys and regular feedback sessions

Looking Ahead

Creating an inclusive learning environment isn’t a one-time goal; it’s a journey that grows with our students, staff, and community.

“Every student deserves to feel a sense of belonging and possibility every day they walk into our schools,” said Superintendent Terri Bresnahan. “That’s what this goal is all about, ensuring that our systems, our staff, and our culture lift up every learner.”

Thanks to our dedicated educators, supportive families, and strong community partnerships, we’re continuing to make a difference for our students.