Deputy State Superintendent Tom McCarthy speaks to Rep. Amanda Nedweski (R-Pleasant Prairie) after delivering testimony on AB 678. (Photo by Baylor Spears/Wisconsin Examiner)

Wisconsin school districts would be required to establish policies on appropriate communication between students and staff members before the next school year, under a bill that received a public hearing Thursday. 

The bill comes in reaction to a report from the Capital Times in November that found over 200 investigations into teacher licenses due to allegations of sexual misconduct or grooming from 2018 to 2023. Another bill coauthored by Nedweski, AB 677, making grooming a felony crime in Wisconsin received a public hearing earlier this week.

“Many of these cases begin with the erosion of professional boundaries when a school employee starts communicating with the students inappropriately often outside of school hours and without parent knowledge usually through the use of text messaging and social media,”  Nedweski told the Assembly Education Committee. “While the vast majority of school staff use these tools responsibly, a small number have exploited that access — sometimes leading to devastating consequences.”

AB 678 would require Wisconsin school boards to adopt a policy on appropriate communications between students and employees or volunteers in the school district.

“This bill preserves local control. It does not mandate a one-size-fits-all policy; instead it allows each school district to determine what communication policies work best for its own community,” Nedweski said.

The policies would need to include specific consequences for staff who violate the policy and specify that it applies to communications during and outside of school hours. The policy would need to include standards for appropriate content and methods of communication.

An amendment to the bill, which Nedweski said came at the request of the Wisconsin Department of Public Instruction (DPI) and other stakeholders, would require annual training for employees on identifying, preventing and reporting grooming and professional boundary violations. 

The Department of Public Instruction has worked with Nedweski on the legislation and supports it. 

“We think this is a good effort to get the conversation started,” Deputy State Superintendent Tom McCarthy said, noting the agency has been working on policy related to appropriate communication for over eight years. He said there are a lot of districts that are using technology for software that allows them to track communications. 

“There’s a bit of a dichotomy with this issue. We know that in order to educate kids we need to foster and build relationships with students and families, and so we do encourage appropriate communication in every school district,” McCarthy said, adding that the policy and training would be critical. “You will find some circumstances where you’re going to want communication and it might not be as neat and tidy as you’d expect it to be. There are always emergency circumstances where a teacher might need to call a student directly… so we want some policies to be flexible to address those areas.” 

Chris Kulow, director of government relations for the Wisconsin Association of School Boards (WASB), said the organization had some concerns about the language in the bill related to consequences. He testified for information only, noting the issue of communication between staff and students is not new to school districts. 

“Although recent news coverage and increased interest from state policymakers may make this appear to be a new issue, it is not new to schools. School boards have long recognized the need for policies addressing appropriate communication and professional boundaries between pupils and staff. Many districts have already adopted such policies,” Kulow said. “This bill may require some districts to update existing policies to reflect its specific language and to the extent it prompts boards to review and strengthen policies is beneficial.” 

Kulow said complying with the provision related to consequences as currently written would be challenging as violations can vary widely and require a wide range of responses. The organization wanted the provision removed, but said Nedweski wanted something related to be included in the bill. 

“Attempting to predetermine specific consequences for every specific scenario may be impractical and could complicate the disciplinary process,” Kulow said. “We suggested revising the language in the bill to read that ‘the school board shall include in the policy a range of consequences up to and including termination.’”

The bill currently only covers Wisconsin public schools, though Nedweski told Democratic lawmakers, who expressed concerns about the bill not including the state’s private voucher schools, that she is working on an amendment. 

“We need to protect all kids. This is such a growing problem. We’ve seen just an increase in inappropriate communication,” Nedweski said.

Democratic lawmakers, including Rep. Francesca Hong (D-Madison), also asked whether lawmakers would be open to including funding for school districts to support the implementation of the bill. 

Nedweski said she hasn’t had any requests for funding from schools or the DPI throughout the development of the bill.

“I think it’s a serious enough issue, a weighty enough issue, that all schools can find the resources to craft a policy and do some training to make sure they are protecting children,” Nedweski said, adding that DPI already has modules related to this type of training.

McCarthy said additional funding, including the release of $1 million set aside for the agency in the state budget, could help speed along the process. Those funds, which sit in a supplemental fund, can only be released by the Joint Finance Committee. He said without the funds the agency could potentially have to cut down on staff and other areas of its operations, which could affect how quickly work is done.

Under the bill in its current form, school boards would need to adopt a policy by July 1, 2026. 

McCarthy said DPI would like to see an amendment that would move the deadline for policy adoption to a later date, saying DPI may need a longer “runway” to ensure the agency has time to change and update policies and training if needed. He told the Wisconsin Examiner that some of the changes could be necessary if Nedweski’s grooming bill becomes law. 

Rich Judge, assistant state superintendent for the division of government and public affairs, also noted that school boards would need to have time to meet, develop and approve policies. 

Nedweski said in a written statement to the Examiner that she is taking the agency’s suggestion under consideration and is discussing potential dates. One potential date could be Sept. 1, 2026, she said. 

“If AB 678 is signed into law, the goal is for school districts to have these policies in place for the 2026–27 school year,” Nedweski said. She noted that some of the agency’s concerns are tied to her other bill. “This only underscores the importance of passing AB 677 and getting it signed into law promptly to ensure that districts across Wisconsin can take the necessary steps to better protect students in school.”

A federal agent grabs a demonstrator as they attempt to drive a truck through the area while protesters gather after ICE officers shot and killed a woman through her car window Wednesday, Jan. 7, 2026 near Portland Avenue and 34th Street. (Photo by Nicole Neri/Minnesota Reformer)

Minneapolis Public Schools canceled school on Thursday and Friday, citing safety concerns related to incidents involving Border Patrol* agents Wednesday.

Federal agents deployed tear gas at Roosevelt High School in Minneapolis Wednesday afternoon as students were being dismissed, hours after an ICE agent shot and killed a woman a few miles away, according to the teachers’ union.

The incident occurred hours after an ICE agent shot and killed 37-year-old Renee Good in the Powderhorn neighborhood of Minneapolis, sparking protests and a vigil that attracted thousands. 

Roosevelt High School is home to the Spanish immersion program for Minneapolis Public Schools. The student population is around one-third African American and one-third Hispanic American, according to the district. 

The Minneapolis Federation of Educators Local 59 said in a statement a union member was detained by federal agents at the school but later released. 

“We will not tolerate ICE inhibiting our city’s youth from their constitutional right to attend school safely or inhibiting educators from doing their job,” the union’s executive board said in the statement. 

El Colegio High School, a nearby bilingual charter school, announced Wednesday that classes would be held online until further notice. 

*Correction: Due to incorrect information from the teachers union, a previous version of this article misstated which federal offcers were at the school. 

A homeless teen, holding a sign “Only 19, alone on the street,” asks for help in Manhattan in New York City. A report from the Covenant House and researchers at the University of California, Berkeley finds that schools and agencies could do more to intervene when youth struggle at home. (Photo by Spencer Platt/Getty Images)

Twenty-year-old Mikayla Foreman knows her experience is meaningful. Dealing with homelessness since 18 and currently living in a shelter, Foreman has managed to continue her academic journey, studying for exams this month in hopes of attaining a nursing degree.

But Foreman believes there were intervention points that could’ve prevented her from experiencing homelessness in the first place.

“If someone in school had understood what I was going through, things could’ve been very different,” she said in an interview with Stateline.

As more cities impose bans, fines or jail time for adults living on the streets, young people who have been homeless say they face unique problems that could have been addressed earlier. Through more than 400 interviews and survey responses, young people across the country recently told researchers how earlier guidance and intervention might have made a difference for them. The research suggests the country is missing its biggest opportunity to prevent youth homelessness — by intervening well before a young person reaches a shelter and years before they are chronically homeless.

The report, from Covenant House and the University of California, Berkeley, finds that the pathways into youth homelessness are different from those of adults experiencing temporary or chronic homelessness. A young person coming out to their family, or becoming pregnant, or experiencing untreated trauma can create conflicts that push them into homelessness. A lot of that doesn’t show up in current data.

The survey responses offer the nation’s schools and social services agencies the chance to get ahead of youth homelessness, researchers say, not only by intervening earlier, but also by pinpointing and responding to the diversity of needs among teenagers and young adults who might be close to losing their housing.

Advocates say there are multiple intervention points — in school, in child welfare organizations and inside family dynamics — where the worst outcomes can be avoided. States such as California, Florida, Hawaii, Oregon and Washington have explored some of those intervention points in policies that range from guaranteed income pilot programs to youth-specific rental assistance and campus housing protections.

Hawaii has made its youth drop-in and crisis-diversion program permanent, and Oregon and Washington have expanded rental assistance and education-centered supports for vulnerable youth. Florida now requires colleges to prioritize housing for homeless and foster students.

“With young people, we have opportunities to intervene much further upstream — in schools, in families, in child welfare — before anyone has to spend a single night on the streets. That’s simply not the case with older adults,” said David Howard, former senior vice president for Covenant House and a co-author of the new research, in an interview with Stateline.

“Even at 18, 20 or 24 [years old], young people are still developing,” Howard said. “Their vulnerabilities look very different from middle-aged adults, and the support systems they need are different too.”

One of the key points of intervention for potentially homeless youth is school. Public schools across the country have increasingly reported more homeless students since the COVID-19 pandemic.

And homelessness has many various regional factors outside of individual circumstances, such as climate-driven homelessness. More than 5,100 students in Florida, Georgia, North Carolina and South Carolina became homeless as a result of hurricanes Helene and Milton in 2024.

“Homelessness is multifaceted and lots of us slip through the cracks because the system isn’t designed for our reality,” said Foreman, a former Covenant House resident who helped conduct the new research.

Foreman’s insights and lived experience were included in the study, which showed that youth homelessness rarely begins with an eviction or job loss — frequent causes of homelessness among adults.

The top three reasons that young people experience homelessness for the first time, according to respondents, were being kicked out of their family homes, running away, and leaving an unsafe living situation such as one affected by domestic violence. Other instigators included being unable to afford housing, aging out of foster care, being kicked out of or running away from foster care, and moving away from gang violence.

However, respondents also had suggestions for ways government, schools and the community could help or prevent youth homelessness. They suggested youth-specific housing options, identifying and helping at-risk youth in health care settings, providing direct cash assistance and offering conflict resolution support within families.

Among the most common suggestions was to offer services that create long-lasting connections for young people.

“Strong relationships with non-parental adults, including mentors, teachers, service providers, and elders, were identified as especially important when family connections were strained or absent,” the report said.

The surveys and interviews also demonstrated that young people want mental health care tailored to their personal experience, said Benjamin Parry, a lead researcher on the report, speaking during a September webinar hosted by Point Source Youth, a nonprofit that works to end youth homelessness.

The research breaks out responses from a few specific groups — Indigenous, Latino, immigrant, LGBTQ+ people of color and pregnant or parenting youth — to understand their distinct needs, said Parry, a postdoctoral researcher at the University of California, Berkeley’s School of Public Health. “There’s so much nuance and specificity within these different groups.”

Indigenous youth, for example, often are dealing with the effects of intergenerational trauma and alcoholism that have been projected onto them, Parry said. Those young people have far different needs than pregnant or parenting youth, he noted.

“They are like, ‘I don’t know where my next paycheck’s going to come from, I don’t know how to put food in my baby’s stomach, I don’t have a support network or someone to go to for this advice,’” he said. “That specificity is exactly why we need to understand this better and do better to tailor our approaches and responses.”

Stateline reporter Robbie Sequeira can be reached at rsequeira@stateline.org.

Holstein milking cows at an Idaho dairy on July 20, 2012. (Photo by Kirsten Strough/U.S. Department of Agriculture.)

WASHINGTON — School cafeterias got a step closer to seeing whole milk again after the U.S. House passed a measure Monday to restore the dairy staple to school lunches. 

The bill unanimously passed the Senate back in November, and now heads to President Donald Trump’s desk. 

The bipartisan effort — which passed the House by voice vote — came after whole milk was barred from school meal programs for more than a decade amid a broader push to curb childhood obesity. 

Under the bill, schools that participate in the U.S. Department of Agriculture’s National School Lunch Program would be allowed to offer “flavored and unflavored organic or nonorganic whole, reduced-fat, low-fat, and fat-free fluid milk and lactose free fluid milk” as well as “nondairy beverages that are nutritionally equivalent to fluid milk and meet the nutritional standards established by the Secretary.” 

The bill also would exempt milk fat from being considered saturated fat as it applies to schools’ “allowable average saturated fat content of a meal.” 

The measure allows parents and guardians, on top of physicians, to offer a written statement for their student to receive a nondairy milk substitute.  

GOP Sens. Roger Marshall of Kansas and Dave McCormick of Pennsylvania, along with Democratic Sens. Peter Welch of Vermont and John Fetterman of Pennsylvania, introduced the measure in the Senate in January. 

Republican Rep. Glenn “GT” Thompson of Pennsylvania and Democratic Rep. Kim Schrier of Washington state brought corresponding legislation in the House.

‘An essential building block’

During floor debate Monday, Thompson, who chairs the House Agriculture Committee, said the bill’s purpose is to “restore students’ access to a wide variety of milk options, ensuring students have the necessary nutrients to learn and to grow.” 

Thompson said “milk is an essential building block for a well-rounded and balanced diet, offering 13 essential nutrients and numerous health benefits,” but that “unfortunately, out-of-touch and outdated federal regulations have imposed restrictions on the types of milk students have access to in school meals.” 

Thompson pointed out that the bill “does not require any student to drink or any school to serve whole milk” and instead “simply gives schools the flexibility to serve a broader variety of milk in the school lunchroom.” 

But Rep. Bobby Scott, ranking member of the House Committee on Education and Workforce, voiced his opposition, saying that while the bill “does make some improvements to the whole milk debate with its inclusion of better options for students seeking non-dairy alternatives,” he remains “disappointed that the bill overall would make school meals less healthy.”

The Virginia Democrat said the bill “goes against the dairy industry’s stated commitment to ensure that students have access to the healthiest dairy options” consistent with USDA’s and the U.S. Department of Health and Human Services’ Dietary Guidelines for Americans.

Milk industry praise

The top five milk-producing states in 2023 were California, Wisconsin, Idaho, Texas and New York, according to the U.S. Department of Agriculture’s Economic Research Service.

Michael Dykes, president and CEO of the International Dairy Foods Association, celebrated House passage of the bill, which he dubbed a “defining victory for children’s health and for the dairy community that has fought for more than a decade to restore whole and 2% milk for our nation’s students.” 

Dykes urged Trump to sign the bill into law so that USDA “can begin working with state governments and school districts across the country to make this law a reality.” 

Reading Time: 3 minutes

This story was originally published by ProPublica.

Following public outcry, the U.S. Department of Education has restored funding for students who have both hearing and vision loss, about a month after cutting it.

But rather than sending the money directly to the four programs that are part of a national network helping students who are deaf and blind, a condition known as deafblindness, the department has instead rerouted the grants to a different organization that will provide funding for those vulnerable students.

The Trump administration targeted the programs in its attacks on diversity, equity and inclusion; a department spokesperson had cited concerns about “divisive concepts” and “fairness” in explaining the decision to withhold the funding.

ProPublica and other news organizations reported last month on the canceled grants to agencies that serve these students in Oregon, Washington and Wisconsin, as well as in five states that are part of a New England consortium.

Programs then appealed to the Education Department to retain their funding, but the appeals were denied. Last week, the National Center on Deafblindness, the parent organization of the agencies that were denied, told the four programs that the Education Department had provided it with additional grant money and the center was passing it on to them.

“This will enable families, schools, and early intervention programs to continue to … meet the unique needs of children who are deafblind,” according to the letter from the organization to the agencies, which was provided to ProPublica. Education Department officials did not respond to questions from ProPublica; automatic email replies cited the government shutdown.

When the funding was canceled, the programs were in the middle of a five-year grant that was expected to continue through September 2028. The funding from the center is only for one year.

“We don’t know what will happen” in future years, said Lisa McConachie of the Oregon DeafBlind Project, which serves 114 students in the state. McConachie said that with uncertain funding, her agency had to cancel a retreat this fall that had been organized for parents to swap medical equipment, share resources and learn about services to help students when they get older. She hopes to reschedule it for the spring.

“It is still a disruption to families,’’ she said. “It creates this mistrust, that you are gone and back and gone and back.”

Oregon’s grant application for its deafblind program, submitted in 2023, included a statement about its commitment to address “inequities, racism, bias” and the marginalization of disability groups, language that was encouraged by the Biden administration. It also attached the strategic plan for Portland Public Schools, where the Oregon DeafBlind Project is headquartered, that mentioned the establishment of a Center for Black Student Excellence — which is unrelated to the deafblind project. The Education Department’s letter said that those initiatives were “in conflict with agency policy and priorities.”

An advocate for deafblind students said he was happy to see the funding restored but called the department’s decision-making “amateurish” and disruptive to students and families. “It is mean-spirited to do this to families and kids and school systems at the beginning of the year when all of these things should be so smooth,” said Maurice Belote, co-chair of the National DeafBlind Coalition, which advocates for legislation that supports deafblind children and young adults.

Grants to the four agencies total about $1 million a year. The department started funding state-level programs to help deafblind students more than 40 years ago in response to the rubella epidemic in the late 1960s. Nationally, there are about 10,000 children and young adults, from infants to 21-year-olds, who are deafblind and more than 1,000 in the eight affected states, according to the National Center on Deafblindness.

While the population is small, it is among the most complex to serve; educators rely on the deafblindness programs for support and training.

ProPublica is a Pulitzer Prize-winning investigative newsroom. Sign up for The Big Story newsletter to receive stories like this one in your inbox.

Students with hearing and vision loss get funding back despite Trump’s anti-DEI campaign is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 4 minutes

Milwaukee Public Schools has rolled out a new emergency protocol designed to standardize and simplify responses to emergencies.  

Staff, families, students and the broader community were tragically reminded of the need for such protocol when, just weeks ago, a gunman opened fire during a student Mass at a Minneapolis school, killing two children and injuring more than a dozen others. 

Shannon Jones, MPS director of school safety and security, said shooting incidents like these prompt staff to reflect and assess.

“I think after every incident that has happened nationwide, actually worldwide, we kind of look at where we are and try to take in consideration the ‘what ifs,’” Jones said. “Overall, it’s about the safety of the kids.” 

What’s new?

On Sept. 2, the first day of the school year at most MPS schools, students were introduced to the Standard Response Protocol, said Kevin Hafemann, emergency operations manager for the district. 

The protocol was developed by the “I Love U Guys” Foundation, a national nonprofit that provides free safety resources to schools. 

Posters explaining each response are displayed in classrooms at MPS’ roughly 150 schools. 

Those responses are: Hold, Secure, Lockdown, Evacuate and Shelter. 

Five emergency responses

Here’s what each response entails for students and teachers. 

• Hold: Students remain in their room or area, while hallways are kept clear. While holding, normal activities can continue. 
• Secure: Teachers lock outside doors to protect people inside buildings. Although awareness should be heightened, normal activities can continue. 
• Lockdown: Teachers clear hallways, lock doors to individual rooms and turn off the lights. Students hide and keep quiet. 
• Evacuate: Students move to an announced location, leaving personal items if necessary. 
• Shelter: Depending on the hazard announced by the teacher, students respond with the relevant strategy. For example, if there’s an earthquake, students should drop, cover and hold.

Easier in an actual emergency

“The neat thing about the SRP (Standard Response Protocol), it’s very simple. There’s only five, so it’s an all-hazards approach,” Hafemann said. 

The posters replaced a much more detailed flipbook. 

“This is where we came from,” Hafemann said, holding up the flipbook. “Very great, excellent information. But during a crisis, you lose your fine motor skills. You’re not going to have time when you’re scared to be able to read what to do.” 

Many community partners were involved in bringing the new protocol to MPS, Hafemann said. This includes the Milwaukee Police Department and the Milwaukee Fire Department.

Fire Chief Aaron Lipski said the collaboration has helped MPS avoid “reinventing a wheel on something that might not work in the real world.”   

For example, he said, it’s important for staff to know that during a fire, one of the safest areas of a building is the stairwell. 

“Through good incident command and communication with folks at the building, that gives us time for them to go, ‘Hey, we got a kid in a motorized wheelchair on the west stairwell, third floor.’ That becomes a major priority for us,” Lipski said. 

Some emergency protocol details cannot be shared publicly for safety reasons, but families are informed whenever changes directly affect school procedures, said Missy Zombor, president of the Milwaukee Board of School Directors.  

What’s the same?

Although the Standard Response Protocol is new for the district, it is part of the district’s ongoing Emergency Operations Plan.

The plan is an overarching safety framework mandated by state law, requiring school districts to coordinate prevention, mitigation, response and recovery efforts across the district. 

A range of emergency drills are also mandated: monthly fire drills; at least two tornado or hazard drills annually; one “school violence” or “lockdown” drill annually. 

MPS also conducts defibrillator drills and, for younger students, bus evacuation drills each year.

What steps can be taken now?

Families should review the Standard Response Protocol poster with their schoolchildren, Hafemann said. 

“Just have those discussions with children about these and that they’re aware of what to do,” he said.

Lipski advised reviewing “the basic stuff” as well. 

“They probably do well to review basic ‘stranger danger’ stuff,” he said. “Yes, we want you to follow instructions that your teachers are telling you, but if you need to leave the building because there’s an emergency and you get separated, make sure you find an adult that you are familiar with.”

As children get a little bit older, Lipski added, it would be helpful for them to get CPR training and some basic first aid. 

“It just reinforces that, ‘Hey, you know what – helping people is a thing you can do,’” Lipski said.

For more information

Families can update their contact information in the online Parent Portal to effectively use SchoolMessenger, the district’s emergency communication tool.

If families have safety and security-related questions, students can reach out to their respective teachers first, while parents can contact Jones or Stephen Davis, media relations manager for MPS, Davis said. 

Jones can be reached at 414-345-6637. 

Davis can be reached at 414-475-8675 and davis2@milwaukee.k12.wi.us.

MPS also provides some opportunities for input from families through school-based councils, district surveys, board meetings and community listening sessions, Zombor said. 

The Wisconsin Department of Justice maintains a statewide portal for reporting safety concerns. People can also call the tipline at 800-697-8761.

Families and students can access key safety and security documents on the MPS website.

---

Jonathan Aguilar is a visual journalist at Milwaukee Neighborhood News Service who is supported through a partnership between CatchLight Local and Report for America.

Milwaukee Public Schools rolls out new emergency protocol is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 3 minutes

Rochelle Nagorski thought her son was all set to go to Burdick, his neighborhood elementary school, this year. 

“I got an email stating that he was enrolled, but we weren’t getting anything stating who his teacher was,” she said.

Nagorski later learned Burdick, 4348 S. Griffin Ave., Milwaukee, was at capacity and that her son was placed on the school’s waitlist.  

“Why wouldn’t he get into his neighborhood school? It’s literally two and a half blocks from our house.”

She is not alone. Others also have reported similar challenges. 

Steve Davis, media relations manager at Milwaukee Public Schools, explained in an email to NNS that the school district is working to make sure not to exceed maximum class sizes at schools. 

“This means more schools are at capacity and cannot accept new students, even if it is a family’s neighborhood school,” Davis wrote.

Capacity and other issues related to the enrollment process have forced Nagorski and others to scramble to find alternatives.

Frustration with central services

Citlali Torres said she already had enough on her plate after her uncle, Vincent Torres, was killed in front of his home this summer. Then, someone stole her wallet with her ID. 

While she dealt with those challenges, she decided to enroll her 4-year-old daughter at Morgandale Elementary, 3635 S. 17th St. 

“Morgandale is a great school. I went there all the way from K4 to eighth grade,” Torres said.

She tried to enroll her daughter but was told she needed to wait for the year to start to see if the school had space. 

Once the school year started, Torres called MPS central services but was told a picture of her ID wasn’t enough to enroll her. She needed a physical ID card, which was stolen along with her wallet. 

Torres said the staff at Morgandale have been helpful and supportive, but she has struggled to get help from central services.

“All I want is for, you know, to get my daughter enrolled in school.” 

Nagorski also had trouble with central services. When she called, the employee told her she should have put other schools on the list in case her son didn’t get into Burdick.

Nagorski didn’t know it was possible for her neighborhood school to fill up, so she only put Burdick on the list. 

Staff at central services said she’d have to come to the office and enroll her child in another school. Nagorski, who is on medical leave from ankle surgery, asked if there was another option but was told there was none. 

The district has since reached out to her to schedule a home visit.  

Scrambling for alternatives

Since her son was waitlisted, Nagorski has considered whether to re-enroll him in Wisconsin Virtual Academy, where he went last semester. She said online learning didn’t work well for him – she noticed him become disengaged – but it’s better than nothing. 

“I’d rather get them on online learning so he’s at least got some kind of schooling going on and get some kind of structure,” she said.

Nagorski said she wished the district notified her sooner that her son was on the waitlist at Burdick. 

“If I would have been notified a week prior to school starting, even if he was on a waitlist,” she said. “Give me something to work with.” 

Torres was finally able to enroll her daughter in school after NNS connected her with Davis. 

She began classes on Sept. 10 at Morgandale. 

How to enroll your student

Davis said parents will get the fastest service by coming in person to the central services office at 5225 W. Vliet St. 

Parents can apply to enroll their students by checking out this online portal. 

For families who can’t come in person or navigate the online portal, Davis said they can call 414-475-8159 and ask a canvasser to visit. 

The district requires identification when enrolling your student. If you don’t have a government-issued ID card, call the number above. 

According to Davis, one way to help avoid parents’ school of choice reaching maximum capacity is by applying during the regular enrollment period. 

“We appreciate that full classes and schools may present challenges for families,” Davis wrote in an email to NNS. “We do hope they can understand that a classroom filled above its maximum capacity can present a challenging experience for all the students, their families and the teacher.”

Parents face challenges navigating the Milwaukee Public Schools enrollment process is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 5 minutes

This story was originally published by ProPublica.

The U.S. Department of Education has pulled funding for programs in eight states aimed at supporting students who have both hearing and vision loss, a move that could affect some of the country’s most vulnerable students.

The programs are considered vital in those states but represent only a little over $1 million a year in federal money. Nonetheless, they got caught in the Trump administration’s attacks on diversity, equity and inclusion, with an Education Department spokesperson citing concerns about “divisive concepts” and “fairness” in acknowledging the decision to withhold the funding.

The funding, which was expected to continue through September 2028, will stop at the end of the month, according to letters from the Education Department to local officials that were obtained by ProPublica. The government gave the programs seven days to ask officials to reconsider the decision.

The programs, part of a national network of organizations for every state, provide training and resources to help families and educators support students who are deaf and blind, a condition known as deafblindness that affects the ability to process both auditory and visual information. Those students often have significant communication challenges and need specialized services and schooling. (Education Week first reported that the department had canceled grants related to special education.)

Nationally, there are about 10,000 children and young adults, from infants to 21-year-olds, who are deafblind and more than 1,000 in the eight affected states, according to the National Center on Deafblindness. The programs targeted by the Education Department are in Wisconsin, Oregon and Washington, as well as in New England, which is served by a consortium for Massachusetts, Maine, Connecticut, New Hampshire and Vermont.

“How low can you go?” said Maurice Belote, co-chair of the National DeafBlind Coalition, which advocates for legislation that supports deafblind children and young adults. “How can you do this to children?”

In Oregon, the 2023 grant application for the deafblind program there included a statement about its commitment to address “inequities, racism, bias” and the marginalization of disability groups. It also attached the strategic plan for Portland Public Schools, where the Oregon DeafBlind Project is headquartered, that mentioned the establishment of a Center for Black Student Excellence — which is unrelated to the deafblind project. The Education Department’s letter said that those initiatives were “in conflict with agency policy and priorities.”

The director of the Wisconsin Deafblind Technical Assistance Project received a similar letter from the Education Department that said its work was at odds with the federal government’s new focus on “merit.” The letter noted that the Wisconsin Department of Public Instruction, which oversees the project, had a policy of ensuring that women, minorities and disabled veterans would be included in the hiring process.

The Education Department also was concerned about other words in the application, said Adrian Klenz, who works with deafblind adults in the state. He said he has talked with state officials about the discontinuation of the grant.

“I was told that apparently the administration is going through past grants and two words were flagged: One was transition and one was privilege,” Klenz said. “Transition — transitioning from childhood to adulthood. Privilege came up because a parent wrote a glowing review of staff that said what a privilege it was to work with them.” ProPublica obtained a copy of the grant application and confirmed that those words were included.

In a statement, Education Department Press Secretary Savannah Newhouse told ProPublica that the administration “is no longer allowing taxpayer dollars to go out the door on autopilot — we are evaluating every federal grant to ensure they are in line with the Administration’s policy of prioritizing merit, fairness, and excellence in education.”

Newhouse said the Education Department renewed more than 500 special education grants that fund services under the Individuals with Disabilities Education Act. She said the agency decided not to renew fewer than 35.

“Many of these use overt race preferences or perpetuate divisive concepts and stereotypes, which no student should be exposed to,” she said, adding that the funds will be put toward other programs.

The department started funding state-level programs to help deafblind students more than 40 years ago in response to the rubella epidemic in the late 1960s. While the population is small, it is among the most complex to serve; educators rely on the deafblindness programs for support and training.

Deafblind programs help educators learn the most effective ways to teach reading and connect families with state and local resources. The programs also tally the number of students across the country who are affected by deafblindness.

Disability advocates, who promote inclusion for people in their communities with disabilities, said they are struggling to reconcile how they can now be under attack for language about inclusion.

What’s more, under Joe Biden, who was president when the grant applications were submitted, language about diversity and inclusion efforts was required. The department at the time noted that “deafBlind children have complex needs and are among the most diverse groups of learners served” using federal special-education funds.

“We were required by the Biden administration to write a statement around equity,” said Lisa McConachie, of the Oregon DeafBlind Project, which serves 114 students in the state.

She said the Trump administration’s view of DEI is different from how inclusion is thought of by disability advocates. “Our passion and our mission is around advocacy for inclusion for kids with disabilities,” she said. “Students in special education are often marginalized in their schools. Students in special education are often excluded.”

Lanya Elsa, who lives in Washington and has two sons served by the state’s deafblind program, said the organization has provided strategies for her son’s educators over the years and has helped her connect with other families. She also is the former director of the Idaho program.

Elsa said that while the funding loss may seem small, “those vulnerable students have nothing else. It is devastating.”

The Education Department notified Wisconsin earlier this month that funding for its deafblind program as well as a separate federal grant to recruit special-education teachers was being discontinued. Officials there plan to appeal, according to the Wisconsin Department of Public Instruction.

About 170 deafblind students in Wisconsin are served by that grant, which funds assistive technology tools, coaching, family support and professional training across the state. And the recruitment of special-education teachers was begun to address a severe shortage.

“Make no mistake, losing these funds will directly impact our ability to serve some of our most vulnerable kids,” Wisconsin Superintendent of Public Instruction Jill Underly said in a written statement. “Losing these dollars at this point in the year will be devastating for the kids who need these supports the most.”

In Oregon, the impact will be felt soon. McConachie said about 20 families had signed up for a parent retreat next month to swap medical equipment, share resources and learn about services to help students when they get older.

“Gathering those families together is a lifeline for them,” she said. “These families are vulnerable and so are the kids.”

Without funding, the weekend will now be canceled. “The impact can’t be undone,” she said. “The disruption will be harmful for many years to come.”

ProPublica is a Pulitzer Prize-winning investigative newsroom. Sign up for The Big Story newsletter to receive stories like this one in your inbox.

Programs for students with hearing and vision loss harmed by Trump’s anti-diversity push is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 3 minutes

When Kristen Payne learned her child’s classmate at the Golda Meir Lower Campus tested positive for lead poisoning earlier this year, she said Milwaukee Public Schools had underestimated the amount of lead dust in the school. 

“We have come to find out that Golda Meir had one of the highest levels of lead dust of any of the schools tested,” said Payne, founder of the advocacy group Lead Safe Schools MKE. 

After MPS replaced the windows at Golda Meir in the 1990s, she said, district officials thought they eliminated a major hazard. But after starting remediation work earlier this year, they realized the problem was worse than they thought, she said. 

Payne said the experience broke her trust with the district. She’s one of several advocates calling for MPS to be more transparent with its lead action plan. 

As the school year approaches, lead safety groups want the district to share more documentation, open up about the money being spent on the plan and keep an eye on subcontractors doing remediation. 

Advocates urge transparency

As of Aug. 29, the Milwaukee Health Department had cleared 39 MPS schools, meaning lead hazards have been removed and it is safe for children to return. 

The district has posted full health department clearance reports for six schools and interim clearance reports for three schools, including Golda Meir. 

An interim clearance report means all indoor lead hazards have been addressed, even if there are still lead hazards outside, said Caroline Reinwald, marketing, communications and public information officer for the Milwaukee Health Department. 

“Some schools receive interim clearance reports because completing all exterior work can take months or even years,” Reinwald wrote. “In these cases, the buildings are still considered safe to occupy.” 

As of Aug. 29, the district had sent letters to families at 28 schools saying the Health Department cleared their school for occupancy, yet few of the full clearance reports are available online. 

“Trust is not going to be rebuilt if they continue to withhold information,” Payne said. “There’s many of us who aren’t clear or sure that truly these schools are safe.”

Richard Diaz is the co-founder of Coalition On Lead Emergency, which works to prevent and respond to lead poisoning in Milwaukee. 

He said he wants to know how much money MPS is spending on abatement efforts and how long the cleanup keeps students safe from lead exposure. 

Lead hazards can reappear after abatement, so the district will need to monitor schools for future lead risks, according to the Milwaukee Health Department clearance reports. New lead hazards can also appear as the building deteriorates, the reports read. 

“Because these aren’t full-fledged abatements, these are, you know, kind of just Band-Aids on a solution that will need to be addressed in years to come,” Diaz said. 

Contractor concerns

JCP Construction, the company MPS hired to assist with lead remediation, started the work with about 150 painters, but about 30 painters have since left due to difficult work conditions and high temperatures, MPS Interim Chief Operating Officer Mike Turza said in the July 31 school board meeting. 

Turza said JCP Construction hired Illinois-based Independence Painting to fill the void, a decision that raised concerns among advocates and the International Union of Painters and Allied Trades. The district currently has 172 painters working across buildings.

Andy Buck, political affairs director with the painters’ union, said safety is a big concern. He said people want to know and ensure contractors doing lead remediation have the necessary qualifications.

“How’s that being documented?” Buck asked.

MPS media relations manager Stephen Davis said the district holds the contractor, JCP Construction, accountable for ensuring subcontractors are compliant with state regulations and licenses. 

When the public raised concerns about out-of-state contractors like Independence Painting, the district worked with JCP to ensure it had all the necessary qualifications, Davis said.

There are generally no restrictions on the use of contractors from outside the area or state, but the district mandates that any staff meet the qualifications of state and building code requirements, Davis said.

Payne said the situation is another example of why she struggles to trust the district. Like Buck, she wants to see the documented qualifications of the subcontractors. 

During the July 31 school board meeting, Turza said a district staff member was always monitoring each worksite and that certified lead stabilization staff or Wisconsin Department of Health Services workers were always present. 

“It’s not clear to me who is correct,” Payne said. “I would want to see actual data on that before coming to any conclusion.”

What’s next

The first day of class for most Milwaukee Public Schools was Sept. 2. As of Aug. 29, there were still 11 schools that had not been cleared by the Milwaukee Health Department. 

Remediation efforts are ongoing with clearance of all schools expected by the start of the school year, according to the district’s most recent lead action plan report.

You can check on the progress of lead remediation efforts on this website. 

Jonathan Aguilar is a visual journalist at Milwaukee Neighborhood News Service who is supported through a partnership between CatchLight Local and Report for America.  

Advocates want more transparency in Milwaukee Public Schools lead action plan is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 5 minutes

Jesús Daniel Ruiz Villamil wanted to be proactive, so before he started his junior year at Milwaukee’s South Division High School, he asked his counselors about courses beyond normal high school classes. 

They suggested dual enrollment, where Ruiz Villamil could get college credit for taking university-level courses like Latin American and Caribbean studies and advanced Spanish taught by his high school teachers.

Now a sophomore at the University of Wisconsin-Milwaukee, Ruiz Villamil credits the dual enrollment classes he took at South Division for the success he’s experienced so far in college. 

“I think those college classes … helped me to improve my writing and reading skills to be prepared for my English classes, psychology classes and political science classes,” he said.

Dual enrollment gives students the opportunity to earn college credit while still in high school. South Division is one of several Milwaukee Public Schools that offer dual enrollment in the school – MPS teachers teach college classes in the classroom.

MPS high school students at any school can also take advantage of dual enrollment on a college campus – where students can earn high school and college credit at the same time for taking college classes – through the district’s M-Cubed partnership with UWM and the Milwaukee Area Technical College. 

Participation in dual enrollment is growing in Wisconsin, but Milwaukee lags behind many other districts in the state, a Wisconsin Policy Forum report found. 

In Milwaukee Public Schools, 2.8% of high school students participated in dual enrollment, the study found using 2023-2024 state report card data. The report card data is based off enrollment data from the previous school year. 

In Oak Creek-Franklin Joint School District, the rate is 47%, while at Racine Unified, the dual enrollment participation rate is 40%.

Concerns with state funding

Vicki Bott, UWM outreach program manager, said she thinks dual enrollment could grow at MPS, but limits in state funding force schools to weigh the benefits of increasing access with other pressing district needs.

The district covers nearly the entire cost of programs like M-Cubed or in-classroom courses like those at South Division, MPS postsecondary engagement coordinator Hannah Ingram said. Wisconsin does not give school districts funding to help cover these dual enrollment costs. 

For each UWM course that a high school teacher teaches, MPS pays $330 per student at no cost to the student. For this coming school year, the district is paying a little over $3,200 per student to participate in the M-Cubed program, Ingram said.

“It’s too much of a burden on school districts and high schools, so that’s where we’ve got some inequity,” Bott said. “If it’s a matter of like, you know, repainting to prevent lead poisoning or providing tuition for dual enrollment, they’re going to choose the lead poisoning prevention.”

Other hurdles

Some schools don’t have dual enrollment courses inside the classroom because no teachers have the necessary qualifications to teach a college-level course, MPS career and technical education manager Eric Radomski said. Teachers also don’t get incentives to teach dual enrollment courses. 

South Division can offer several courses in the high school because several teachers already had the necessary qualifications, including master’s degrees, Principal José Trejo said. 

Trejo said not many South Division students participate in M-Cubed. He said students tend to just participate in the courses within the high school.

Most dual enrollment courses across Wisconsin are similar to South Division’s program, where high school teachers get credentialed to teach courses for college credit in the classroom, Wisconsin Policy Forum researcher and report author Don Cramer said. 

South Division is one of 10 MPS schools that offer classes through UWM in the high school, Ingram said. Radomski said 15 high schools have career and technical education classes, eight of which offer dual enrollment career and technical education courses. 

Despite the financial constraints, Radomski said, “We have seen a gradual trend in the right direction with more and more (career and technical education) teachers offering dual enrollment courses over the past several years.”  

The district adds about one to two career and technical education dual enrollment courses in the high school each year, he said. 

Different schools, different priorities

Another reason dual enrollment access varies, according to Ingram, is because some MPS schools choose to prioritize other programs over dual enrollment in the classroom, like Advanced Placement, International Baccalaureate, the Rising Phoenix program through the University of Wisconsin-Green Bay, or Early College Credit Program and Start College Now, Wisconsin’s two dual enrollment programs. 

At Pulaski High School, for example, three students dual-enrolled during the 2022-2023 school year, but 84% of students completed AP or IB courses. 

Not all students who take AP courses take the exam, and not everyone who takes the exam receives college credit. Students need to take and score high enough on an AP exam to earn college credit. 

AP exams are graded on a scale of one to five. Students typically need to score three or higher depending on the course and the requirements of the university to which the student is transferring. Students can check what AP scores their prospective college accepts using the College Board’s AP credit policy search.

Radomski said despite the benefits of advanced courses like AP and IB, a lot of MPS students see greater success in dual enrollment courses because they need to pass an entire class to receive college credit, not just a test. 

“We have over a 75% pass rate, for example, in Career Tech Ed, but the number is not nearly that high for students getting a three or four on their (AP) test in order to get that credit,” Radomski said. 

Ruiz Villamil said the rigor of AP courses helped him prepare for college classes, but he preferred dual enrollment. He said he failed two AP exams and didn’t earn credit despite taking the classes for a year. 

Helping students find their path

At South Division, principal Trejo has seen dual enrollment courses help students gain better clarity about what they want to do after graduation. With this clarity, Trejo said, students can avoid pursuing a college degree only to realize they don’t like it.

“It’s a really good experience in terms of understanding ‘maybe that’s not what I want to do’ and it’s OK,” Trejo said. “But at least you found that out early enough so that you’re not spending so much money in college.”

For example, students interested in becoming a teacher can learn how they like working in a classroom by taking college-level education classes and participating in an internship at an MPS school — an opportunity Trejo said students might not have if they didn’t start their education career until college. 

Ruiz Villamil said his dual enrollment courses helped expose him to new pathways of study. 

“That’s one of the reasons that I’m doing a Spanish minor, probably major,” Ruiz Villamil said. “Nowadays, I can look back to it and appreciate that I took those classes.”

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Jonathan Aguilar is a visual journalist at Milwaukee Neighborhood News Service who is supported through a partnership between CatchLight Local and Report for America.

Dual enrollment helps Milwaukee Public Schools students prepare for college success. Why are participation rates low? is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: < 1 minute

Wisconsin doesn’t require daily exercise for students.

Physical education must be given weekly to students in kindergarten through sixth grade and, for older middle school students, with “sufficient frequency and instructional time to meet the objectives outlined in the district’s curriculum plan.”

High school students must follow a curriculum “designed to build lifelong fitness habits.”

In 2024, GOP lawmakers as part of a child obesity task force introduced legislation to require 180 minutes of weekly “physical activity” for K-8 students. One lawmaker said the aim was to require movement, such as playing tennis, rather than teaching tennis.

The bill passed the Assembly but not the Senate.

On July 27, former Gov. Scott Walker called for a 60-minute daily exercise minimum.

In 2022-23, 18.4% of Wisconsin children ages 6-17 were obese, the 16th highest rate in the U.S.

Childhood obesity that lasts into adulthood can result in conditions such as diabetes, liver disease and high blood pressure.

This fact brief is responsive to conversations such as this one.

Sources

• Wisconsin Department of Public Instruction: Email
• Wisconsin Department of Public Instruction: Email
• Speaker's Task Force on Childhood Obesity: Scope Summary
• Wisconsin Legislature: 2023 Assembly Bill 1016
• WPR: New bill requires Wisconsin students get 3 hours of movement per week
• Wisconsin Legislature: Assembly Bill 1016 actions
• Robert Wood Johnson Foundation: State of Childhood Obesity
• American Academy of Pediatrics: Childhood Obesity: A Complex Disease
• KFF: Obesity Rates Among Children: A Closer Look at Implications for Children Covered by Medicaid
• Johns Hopkins University Child & Adolescent Health Measurement Initiative: Child and Family Health Measures: Wisconsin

Does Wisconsin require daily exercise for K-12 students? is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.

Reading Time: 3 minutes

The Trump administration is releasing billions of dollars in withheld grants for schools, the Education Department said Friday, ending weeks of uncertainty for educators around the country who rely on the money for English language instruction, adult literacy and other programs.

President Donald Trump’s administration had suspended more than $6 billion in funding on July 1, as part of a review to ensure spending aligned with the White House’s priorities.

While the majority of funding on hold was for K-12 education, federal dollars make up a greater share of the adult education budgets.

The withheld funding included $715 million nationwide for adult education and literacy programs, which help adults complete high school, learn English and improve their literacy skills, among other services. In Wisconsin, adult education providers and technical college leaders lamented the funding freeze earlier this month in interviews with Wisconsin Watch. In a state where 340,000 adults lack a high school diploma, they said the nearly $7 million in adult education funds promised to Wisconsin were crucial in efforts to bolster a thin workforce, and they warned canceled funding would prompt layoffs and program scale-backs.

The Wisconsin Technical College System applauded the Trump administration’s announcement on Friday.

“The system is glad the administration has decided to release the funds previously approved by Congress to fund adult education in Wisconsin,” Director of Strategic Advancement Katy Pettersen said in a statement. “The system and our colleges remain committed to providing education for all students, including those who are seeking adult education to help them find family supporting careers.”

The funding freeze had been challenged by several lawsuits as educators, Congress members from both parties and others called for the administration to release the money. Congress had appropriated the money in a bill signed this year by Trump.

Wisconsin Attorney General Josh Kaul, a Democrat, was among leaders in 24 states suing the Trump administration over the frozen funds. 

Last week, the Education Department said it would release $1.3 billion of the money for after-school and summer programming. Without the money, school districts and nonprofits such as the YMCA and Boys and Girls Club of America had said they would have to close or scale back educational offerings this fall.

The Office of Management and Budget had completed its review of the programs and will begin sending the money to states next week, the Education Department said.

A group of 10 Republican senators on July 16 sent a letter imploring the administration to allow the frozen education money to be sent to states, saying the withheld money supported programs and services that are critical to local communities.

“The programs are ones that enjoy long-standing, bipartisan support,” U.S. Sen. Shelley Moore Capito, R-W.Va., said Friday. She pointed to after-school and summer programs that allow parents to work while their children learn and classes that help adults gain new skills — contributing to local economies.

In withholding the funds, the Office of Management and Budget had said some of the programs supported a “radical leftwing agenda.”

“We share your concern,” the GOP senators had written. “However, we do not believe that is happening with these funds.”

School superintendents had warned they would have to eliminate academic services without the money. On Friday, AASA, an association of superintendents, thanked members of Congress for pressing to release the money.

The uncertainty around the funding was an unnecessary distraction for schools, said U.S. Sen. Patty Murray, D-Wash.

“Instead of spending the last many weeks figuring out how to improve after-school options and get our kids’ reading and math scores up, because of President Trump, communities across the country have been forced to spend their time cutting back on tutoring options and sorting out how many teachers they will have to lay off,” Murray said.

The grants that were under review included $2 billion in grants for teachers’ professional development and efforts to reduce class size; $1.3 billion for after-school and summer learning programs; $1 billion for academic enrichment grants, often used for science and math education and accelerated learning; $890 million for students who are learning English; $376 million to educate the children of migrant workers; and $715 million to teach adults how to read.

Miranda Dunlap of Wisconsin Watch reports on pathways to success in northeast Wisconsin, working in partnership with Open Campus.

Wisconsin Watch is a nonprofit and nonpartisan newsroom. Subscribe to our newsletters to get our investigative stories and Friday news roundup. This story is published in partnership with The Associated Press.

Trump’s Education Department says it will unfreeze billions in grant money for schools is a post from Wisconsin Watch, a non-profit investigative news site covering Wisconsin since 2009. Please consider making a contribution to support our journalism.