Joeniece Jackson surveys food available at the Elver Park Neighborhood Center food pantry on Tuesday, Nov. 25. (Photo by Erik Gunn/Wisconsin Examiner)

The Elver Park Neighborhood Center on the far southwest side of Madison has long been a familiar and welcome source of help for Joeniece Jackson and her four children.

Her oldest, now 14, attended the center’s after-school programs from an early age, as have her other three kids. And Joeniece says she’s enjoyed volunteering as well, or bringing the children of friends who may need child care unexpectedly.

But in the last few years, the center has served another purpose as well — as a food pantry for families who need to stretch their family meal budgets.

“The food pantry has gotten us through some of our hard times,” Jackson says.

The Elver Park after-school program isn’t the only one doing double duty. Across Wisconsin, other after-school programs have added food pantry services to their offerings for families who may not be able to afford to keep their cupboards full.

“After-school programs have long been doing after-school meals and snacks for kids,” says Daniel Gage of the Wisconsin Out of School Time Alliance, a nonprofit that advocates on behalf of after-school programs. Food pantry programs are a newer addition to that work. “After-school programs tend to be a place where people come together as parents are coming to pick up their kids.”

The recent federal shutdown, when federal Supplemental Nutrition Assistance Payments were halted Nov. 1, exacerbated the need. With the shutdown finished and SNAP funds flowing again, that has eased off, but only slightly.

The Elver Park Neighborhood Center and its after-school program are run by the Wisconsin Youth Company. The agency operates two neighborhood centers in Madison along with school-based after-school programs in Dane County and  Waukesha County.

Elver Park’s food pantry began operating during the COVID-19 pandemic, when schools were closed and, for a time, the center’s after-school programs were on hold as well, according to Takela Harper, the assistant director of centers for Wisconsin Youth Company.

Originally the center partnered with the Madison Metropolitan School District to deliver food to school district families who needed it, Harper said. When schools and after-school programs reopened, the program converted to a store-style food pantry, where families come on Tuesdays and Thursdays to pick up donations of packaged as well as fresh foods.

At Elver Park, there’s been “a consistent flow” in traffic for the last couple of years, Harper says. But that doubled in October from the previous month, with about 30 to 50 families a week coming in for assistance.

In Nekoosa, located in Wood County in North Central Wisconsin, the Nekoosa School District launched a food pantry a year ago. The city has a population of about 2,500 and the school district an enrollment of just over 1,200.

Nikki Stearns organized the Nekoosa program while serving in Americorps with the local YMCA. Her Americorps assignment had her working with elementary school-age children, and she soon learned the extent of hunger in some of those kids.

“So many of my kids are hungry,” Stearns said. “I started bringing in snacks, and other teachers started bringing in snacks for students, too.”

A 2023 United Way report on ALICE families in the community — families on the edge and vulnerable to falling into poverty — documented how pervasive families are who cannot count on regular meals or an adequate supply of food .  

“In Nekoosa, 53% of our community is either living in poverty or one paycheck away,” Stearns says.

In the Nekoosa program, families who sign up receive a box of food each month. Some are also enrolled in FoodShare — Wisconsin’s name for the state’s SNAP benefits program. When SNAP payments stopped Nov. 1, however, the food pantry’s signups shot up.

Through September and October, the Nekoosa program served 38 people — eight to 10 families, Stearns said. That jumped to more than 50 in November after SNAP benefits stopped.

“The first day when SNAP benefits weren’t uploaded to people’s [electronic benefits] cards, I think I had 35 applications come in in one day,” Stearns said.
“Now we’re serving about 200 people.” Even with the resumption of SNAP after the end of the shutdown, the demand has not diminished significantly, she added.

The Nekoosa food pantry program had been housed with the YMCA after-school program, based at a middle school. In June, the school transferred the food pantry program to the operation of the YMCA, which moved it to share space with the Y’s child care program, where recipients pick up their monthly boxes of food.

Providing a monthly allotment of food proved to be the most practical way for the Nekoosa program to operate, Stearns said, because “I don’t always know what [food] donations we’ll get or how much funding we’ll have to support people.”

The Nekoosa program was launched as part of a Wisconsin Partnership Program grant that the University of Wisconsin School of Medicine and Public Health made to the Marshfield Clinic. With the $500,000 grant, the clinic was able to fund seven projects across the state’s northern half to address food insecurity.

“When students are fed and have those basic needs met, with food as one of those basic needs, they certainly can learn and focus so much more,” says Jill Niemczyk, a health educator with the Marshfield Clinic’s Center for Community Health Advancement who has been coordinating the program.

Other projects included a food pantry expansion, a teen meal program, gardening projects and a variety of nutrition education and community engagement programs.

“Each one of our seven sites is doing something a little bit different,” Niemczyk says.

The grant is now in its second year. In the third and final year, she says, attention will turn to assisting the various recipients as they look at how to establish ongoing community support and build on what they have been doing.

Even with SNAP benefits restored with temporary legislation to fund the federal government through January, Stearns expects the need to address hunger and food insecurity to persist.

“I think a lot of people are feeling like the food crisis is addressed” because the shutdown ended, Stearns says. “But a lot of us in food security are nervous about January. There’s a pretty big need to focus on people being fed — students are going to school hungry, whether there’s FoodShare or not.”

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The Lyndon Baines Johnson Department of Education Building pictured in November 2024. (Photo by Shauneen Miranda/States Newsroom)

WASHINGTON — A coalition suing to block President Donald Trump’s efforts to dismantle the U.S. Department of Education expanded its lawsuit Tuesday to include objections to recent interagency agreements to shift the department’s responsibilities to other Cabinet-level agencies.

The alliance of unions and school districts also added a major disability rights advocacy group to its ranks in the amended complaint that detailed how the department’s Nov. 18 announcement of six interagency agreements could harm students.

The agreements to transfer several Education responsibilities to four other departments drew swift backlash from Democratic officials, labor unions and advocacy groups, who questioned the legality of the transfers and expressed concerns over the harms that would be imposed on students, families and schools as a result. 

“Scattering Department of Education programs among agencies with no expertise in education or lacking key agency infrastructure will reduce the efficiency and effectiveness of these programs and will prevent the type of synergy that Congress intended to achieve by consolidating federal education activities in one cabinet level agency,” the coalition, represented by the legal advocacy group Democracy Forward, wrote in the amended complaint. 

The expanded suit asks for declaratory and injunctive relief against what it describes as the administration’s “unlawful effort to dismantle the Department of Education,” pointing to the interagency agreements, mass layoffs at the department earlier this year and implementation of an executive order that called on Education Secretary Linda McMahon to facilitate the closure of her own department.  

The Education Department clarified in fact sheets related to the agreements  with the departments of Labor, Interior, Health and Human Services and State that it would “maintain all statutory responsibilities and will continue its oversight of these programs.”

Axing the Education Department

Trump has sought to take an axe to the 46-year-old department, saying he wants to send education “back to the states.” Much of the funding and oversight of schools already occurs at the state and local levels.

The original lawsuit, filed in March in Massachusetts federal court, was brought by the American Federation of Teachers, its Massachusetts chapter, AFSCME Council 93, the American Association of University Professors, the Service Employees International Union and two school districts in Massachusetts. 

The Tuesday filing adds The Arc of the United States, an advocacy group for people with intellectual and developmental disabilities, as a plaintiff. 

Earlier this year, the case was consolidated with another March lawsuit from Democratic attorneys general in Arizona, California, Colorado, Connecticut, Delaware, the District of Columbia, Hawaii, Illinois, Maine, Maryland, Massachusetts, Michigan, Minnesota, Nevada, New York, New Jersey, Oregon, Rhode Island, Vermont, Washington state and Wisconsin.  

“It’s no surprise that blue states and unions care more about preserving the DC bureaucracy than about giving parents, students, and teachers more control over education and improving the efficient delivery of funds and services,” Madi Biedermann, a spokesperson for the department, said in a statement shared with States Newsroom.

Supreme Court temporarily greenlit Trump plan

In May, a federal judge in Massachusetts granted a preliminary injunction in the consolidated case, blocking the administration’s efforts, including a reduction in force effort at the agency that gutted more than 1,300 employees, Trump’s executive order calling on McMahon to facilitate the closure of her own department and a directive to transfer some services to other federal agencies.

A federal appeals court upheld that order in June, prompting the administration to ask the Supreme Court to intervene. 

The nation’s highest court in July temporarily suspended the lower courts’ orders, allowing the administration to proceed, for now, with those dismantling efforts.  

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• Eve Galanter created the Wisconsin Civics Games as a way to get high school students civically engaged.
  
• The quiz-show style contest first held in 2019 has been coordinated by the Wisconsin Newspaper Association, and has grown annually. 
  
• The competition has gotten to be such a large endeavor that WNA leaders asked the Universities of Wisconsin to take the reins. 
  
• The contest fits with the university system’s strategic plan, and Galanter is excited to see how the games expand in the coming years. 

It’s been nearly a decade since Eve Galanter, a retired teacher and reporter in Madison, read the news story that led her to start a statewide competition to get high schoolers excited about government. 

Galanter, now 84, had just read a Wisconsin State Journal article headlined “All three school board incumbents running unopposed.”

“I looked at that and I thought, ‘Are they really doing such a fabulous job, or is no one interested? Does no one have any idea what might be involved in being on a school board or a city council or a village or town board?”

Running unopposed is a modern norm in some Wisconsin public offices. Across the state’s 10 most populous counties, less than a quarter of races for county board supervisor were contested in 2020, according to an analysis by the Wisconsin Policy Forum.

Studies show a growing number of people in the United States and across the world can’t answer basic questions about how the government works. U.S. schools cut back on civics education decades ago. In Wisconsin, students can graduate high school without taking a single course on the subject, though they must pass a civics test.

For two years Galanter mulled ways to get more Wisconsinites interested in running for local office. She settled on a quiz game where high school students across the state would test their knowledge of democracy and rights for the chance to win college scholarships.  

“If people understood how government worked, then surely they would be more interested in public service as a future occupation,” said Galanter, who served on the Madison City Council, ran former U.S. Sen. Herb Kohl’s Madison office and used to open all her public presentations with the same line: “I’m from the government, and I’m here to help.”

In 2018, she pitched her idea to the Wisconsin Newspaper Association, a membership organization of the state’s papers, figuring their publications could get the word out across the state.

The association agreed, and the Wisconsin Civics Games were born. Soon staff were making plans for regional playoffs and a state final at the Capitol where members of the winning team would each receive $2,000 in scholarships. 

Since then, teams from 76 high schools have competed, and interest continues to grow. This year’s regional playoffs, held in April, drew 205 students — twice as many as the first year. 

The competition has grown so much, in fact, that it’s too big for the five staff members of the Wisconsin Newspaper Association to handle. They’re now handing the reins to the Universities of Wisconsin, which has sponsored the event since its inception.

“It needs to continue to grow, but … it’s a really big project,” said Beth Bennett, executive director of the association. “We just needed to find a home for it where somebody could take it to the next level.” 

The games will be overseen by the university system’s Wisconsin Institute for Citizenship and Civil Dialogue, which will soon become the Office of Civic Engagement, said Universities of Wisconsin President Jay Rothman. Separately, that office will host civic education workshops for teachers across the state over the next three years, funded by a $1.1 million grant through the U.S. Department of Education’s American History & Civics Seminars program.

“This is consistent with our strategic plan focusing on freedom of expression, civil dialogue and really having students learn more about civics, which is important to our state and our nation,” Rothman said of taking the lead on the games. “So we are really excited about this opportunity.”

‘A republic, if you can keep it’

In preparation for the first Wisconsin Civics Games, Galanter pulled out a legal pad and began jotting questions. “What are the five freedoms identified in the First Amendment of the U.S. Constitution?” “In 1982, Wisconsin was the first state to outlaw what type of discrimination?”

By the time she was done, she had over 100. 

Then she called school principals across the state to urge them to field teams. She contacted presidents of University of Wisconsin campuses to ask them to host playoffs. 

When students began registering, she looked up their local legislators to encourage them to congratulate the constituents and send them a Wisconsin Blue Book. She even wrote to Supreme Court Justice Sonia Sotomayor to ask her to speak at the finals.

“Her scheduler said that she was busy for the next several years,” Galanter said with a laugh, but the Justice agreed to send a letter congratulating the contestants.

“I strongly believe that the future of our nation depends upon your ability to practice democratic principles as thoughtful, informed citizens and public servants,” Sotomayor wrote. 

Sotomayor went on to recount the story of Benjamin Franklin leaving the Constitutional Convention in 1787, where he had just helped draft the new U.S. Constitution. 

“Benjamin Franklin was asked what sort of government he and his fellow framers had created. Dr. Franklin famously replied, ‘A republic, if you can keep it.’ By working to expand your civic knowledge in preparation for this tournament, you have begun the important undertaking of keeping our republic strong and vibrant,” Sotomayor wrote.

Galanter knew the games were a success when she overheard a comment from a participant at one of the regional playoffs that first year.

“One of the students said, ‘I’m going to go home and tell my parents about this,’” Galanter recalled. “I just thought that was the most wonderful thing: that they were so excited and wanted to share this opportunity.” 

The need for civics education persists today, though studies suggest Americans may be getting more knowledgeable. Each year, the Annenberg Public Policy Center at the University of Pennsylvania asks Americans about the Constitution and the government. In 2022, just 47% could name all three branches of the U.S. government and a full 25% couldn’t name one. Three years later, 70% of Americans could name all three, and just 13% couldn’t name one.

New home, same games

Galanter recently filled a box with the materials and questions she’d prepared for past games and sent it off to Rothman.

“I am so excited that the Universities of Wisconsin will be taking the games to yet a higher level,” Galanter told Wisconsin Watch. She hopes the fact that the universities already have connections with high schools statewide will mean more students will hear about “the opportunities to undertake keeping our republic strong and vibrant.”

The behind-the-scenes shuffling won’t change things for contestants. Teams interested in the 2026 games can register for free through March 1 to compete and receive study materials. Regional playoffs will be held online April 8-9, and the finals, which are open to the public, will be held on May 1. For more information, visit wnanews.com/wisconsin-civics-games.

But while no changes are planned for the 2026 games, at least one could be coming in the future. When the games returned in 2022 after a two-year hiatus during the COVID-19 pandemic, the regional playoffs moved online. Rothman hopes they might eventually return to UW campuses. 

“I’m sure, as things go along, we will look for ways to continue to improve and upgrade the competition, but it’s a terrific competition today,” said Rothman, who attended the finals in May. 

“You see the engagement of those high school students, and you talk to them and you find out what their future plans are and the amount of work that they have put in, along with their faculty advisors,” Rothman said. 

“You can see it in those students’ eyes: They’re going to be active and engaged in their communities going forward, and that’s good for all of us.”

How a Madison woman’s question sparked a growing statewide civics contest 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.

A U.S. Department of Education regulation slated to take effect in July 2026 would give the secretary broad discretion to decide which organizations qualify for a program to forgive student loans for borrowers that enter public service. (Getty Images)

WASHINGTON — A new U.S. Department of Education regulation to narrow eligibility for a key student debt relief program for public service workers has drawn strong opposition from advocates who argue the regulation is an attempt to target organizations whose missions do not align with President Donald Trump’s agenda. 

Under a final rule slated to take effect in July, employers that participate in “unlawful activities such that they have a substantial illegal purpose” would be excluded from the Public Service Loan Forgiveness program, which is meant to encourage college graduates to pursue careers in public service.

The language of the final rule, which focuses on issues such as gender-affirming care and illegal immigration, has also raised concerns it meant to enforce the Trump administration’s priorities.

At least three lawsuits from Democratic attorneys general, cities, labor unions and nonprofit advocacy groups argue that the regulation is overly vague and exceeds the department’s authority. 

The rule would hurt not only the institutions that benefit from the program, but the public service workers themselves, Winston Berkman-Breen, legal director at the advocacy group Protect Borrowers, told States Newsroom.

“It’s not just about the macro effect of whether these organizations, including governments, will be able to do the work they do,” he said. “It’s also the individual financial health and security of borrowers and their households that will be really, really detrimentally affected by this rule, and we’re already sort of seeing that happen.” 

The organization is representing a coalition of cities, nonprofit advocacy groups and labor unions in one of the lawsuits over the regulation. 

Here’s a closer look at the policy and what it would mean for borrowers and employers: 

What is Public Service Loan Forgiveness?

Congress created the Public Service Loan Forgiveness program, or PSLF, in 2007 via the College Cost Reduction and Access Act to incentivize people to take on public service careers. 

PSLF forgives the remaining student debt for borrowers after they make 120 qualifying monthly payments while working for an eligible employer. 

How will the regulation work? 

The department’s final rule — which stems from a March executive order — is only forward-looking, meaning workers would not lose any credit earned prior to the July 1, 2026, effective date. 

Under the policy, the Education secretary can determine “by a preponderance of the evidence” that an employer has taken part in “illegal activities such that the organization has a substantial illegal purpose.” 

Affected employers can either reapply to serve as a qualifying employer after 10 years or try to regain eligibility in a quicker timeframe if they enter into a “corrective action plan” that needs the secretary’s approval. 

The activities that could disqualify employers, according to the department, include: 

• “Aiding and abetting” illegal immigration or “illegal discrimination”
• Providing gender-affirming care
• Supporting terrorism or “engaging in violence for the purpose of obstructing or influencing” federal government policy
• Trafficking children across states “for purposes of emancipation from their lawful parents”
• Violating state laws

What’s the debate about?

Though the administration has framed the rule as an effort to punish “criminal activity,” advocates and Democratic officials see it as a way to target organizations that are not aligned with the administration’s goals.

“The bases for the disqualification that are in the final rule for the secretary of Education are pretty clearly just proxies for being engaged in activities that this administration doesn’t agree with or that don’t align with its agenda,” Berkman-Breen said.

He pointed to supporting immigrant communities, gender-affirming care, transgender rights, diverse hiring, teaching an accurate portrayal of racial history in this country and the right to peaceful protest as examples. 

Berkman-Breen said these activities are “very clearly things that this administration in other parts of the government has already attacked in civil society and in the states and local communities, but they’re now bringing that sort of attack into the Public Service Loan Forgiveness program.”

In response to a request for comment, the department shared a statement from Under Secretary of Education Nicholas Kent, who said “it is unconscionable that the plaintiffs are standing up for” what he describes as “criminal activity.” 

“This is a commonsense reform that will stop taxpayer dollars from subsidizing organizations involved in terrorism, child trafficking, and transgender procedures that are doing irreversible harm to children,” he said. “The final rule is crystal clear: the Department will enforce it neutrally, without consideration of the employer’s mission, ideology, or the population they serve.”

How will employers be affected? 

Michele Zampini, associate vice president for federal policy and advocacy at the Institute for College Access & Success, said the final rule will divert nonprofits’ ability to focus on their mission and impede their ability to keep staff on and attract new workers.

The final rule “will have the effect of putting a lot of nonprofits doing a lot of really important work in their communities in a defensive position, whether they’re being preemptively defensive to try and avoid running afoul of the administration, or whether they’re already kind of in a position where the administration has identified them as a target,” she said. 

Zampini, whose group aims to advance affordability, accountability and equity in higher education, added that the program was crucial in attracting talent to service-oriented work. 

“PSLF is a big part of what … enables people to take on what may be lower-paying jobs in exchange for being able to manage their debt over time,” she said. “If people don’t have that option, or even if they feel like they don’t have that option or are afraid they won’t have that option, it becomes a lot harder to kind of attract people to those roles.” 

What legal challenges have come out against the policy? 

The administration is already facing a handful of lawsuits over the final rule, with critics urging federal courts to vacate the policy and deem it “unlawful.”

The challengers include a slew of cities, labor unions and nonprofit advocacy groups who filed suit in a Massachusetts federal court Nov. 3. 

Another lawsuit was brought the same day in the same federal court from Democratic attorneys general in Arizona, California, Colorado, Connecticut, Delaware, the District of Columbia, Hawaii, Illinois, Maine, Maryland, Massachusetts, Michigan, Minnesota, Nevada, New Jersey, New Mexico, New York, Oregon, Rhode Island, Vermont, Washington state and Wisconsin. 

Four nonprofit advocacy groups also filed a suit in the U.S. District Court for the District of Columbia on Nov. 4 against the administration over the rule.

DPI announced this week that initial special education payments would reimburse schools for their special education costs at 35%. A hallway in La Follette High School in Madison. (Wisconsin Examiner photo)

Initial special education reimbursement payments to school districts this year will be about 35% of their costs — about 7 percentage points below the estimated rate approved in the state budget.

When the 2025-27 state budget was passed by the state Legislature and signed by Gov. Tony Evers in July, policymakers boasted that their investments would bring the special education reimbursement rate to a historic 42% in the first year of the budget and 45% in the second year. 

While school districts will still receive more aid for special education costs this year than in previous state budgets, it appears that the state funding set aside probably won’t be enough to reach the rate that was estimated when the budget was signed in July.

The Department of Public Instruction (DPI) announced in a bulletin on Monday that initial special education payments for November through March would reimburse schools 35% of their special education costs. While DPI uses a slightly lower rate to avoid overpayment and this is not the final reimbursement rate, Chris Bucher, DPI director of communications, said in an email that the agency has anticipated the rate falling below the estimate.

Special education reimbursement rates for public school districts can vary from the estimate because it is a sum certain allocation, meaning that payments come from a fixed pot of money.

During the budget process, public education advocates, DPI and Gov. Tony Evers called for that to change to a sum sufficient allocation, meaning that the amount of money provided by the state would be enough to meet the set reimbursement rate. Republican lawmakers rejected the request.

Bucher said having a lower reimbursement rate than what is estimated has been relatively typical with budgets, given that there is a fixed amount of state funding as well as a rising amount of unaided special education costs and a rising number of students with disabilities.

According to a Legislative Fiscal Bureau memo released Thursday, in 2024-25 the state had appropriated about $574 million to special education aid. When the 2023-25 state budget was passed, the appropriation was estimated to bring schools to a 33.3% rate in each year of the budget. In November 2024, DPI estimated a rate of 29.16%, and the final rate for that school year was 30.64%.

Based on cost increases in recent years, DPI projected costs would grow by 4% for its 2025-27 state budget request. It had estimated that aidable costs would be about $1.8 billion in 2025-26 and $1.9 billion in 2026-27. Those estimates were also used as Evers prepared his budget request and as the Legislature prepared the budget. 

According to the new memo, DPI now projects that aidable costs in 2024-25 increased by an estimated 9% — a rate more than twice the original projection when the 2025-27 budget was being drafted.

For the 2025-27 state budget, the DPI requested about $2 billion across the biennium to cover special education costs for school at a rate of 90% by the second year of the budget and to change the funding from “sum certain” to “sum sufficient.”

Gov. Tony Evers also requested the change from sum certain to sum sufficient, though he requested increasing it to a 60% rate by the second year. The Joint Committee on Finance denied those requests instead choosing to provide $207 million in the first year of the budget to cover an estimated 42% of costs and $297 million in the second year to cover costs at an estimated rate of 45%.

Advocates called attention to the reimbursement rate in statements this week, saying the funding system needs an overhaul.

Peggy Wirtz-Olsen, president of the Wisconsin Education Association Council, the state’s largest teachers union, blamed the rate on lawmakers, saying that they “turned their backs on our most vulnerable children, failing to deliver on promised special education funding and leaving our students without the supports they need to succeed in school.” 

“This shortfall will mean even more communities forced into holding school referendums in 2026 just to meet basic needs, causing uncertainty and hardship for students who deserve better from their elected leaders,” Wirtz-Olsen said in a statement. 

Wirtz-Olsen said lawmakers have been “caught lying about the scant resources they are providing.” 

“It’s time for these politicians to fix Wisconsin’s school funding formula and fulfill what the state Constitution requires,” she said. “Taxpayers have had enough of picking up the tab on our property taxes to make up for their refusal to fund schools. If they won’t take action for the students who most need help, educators and families will.” 

Beth Swedeen, executive director of the Wisconsin Board for People with Developmental Disabilities, called on the state to change the way it funds school districts. 

“It’s time to build a budget that is rooted in real costs and can provide budget certainty to schools and parents that the promises made by the legislature will translate into real dollars schools can use,” Swedeen said in a statement. “We should not be in this position cycle after cycle where students with disabilities and schools are undercut by accounting codes.”

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The Trump administration is no longer considering nursing as a professional degree. That means getting financial help to complete advanced degrees in nursing could become more difficult at a time when Wisconsin is facing a shortage.

The post Nursing no longer considered a professional degree by Trump administration appeared first on WPR.

Universities of Wisconsin students will have an easier time transferring general education credits from one campus to another after the Board of Regents approved a new core general education policy this week. 

The post New general education policy will make transferring between UW campuses easier appeared first on WPR.

In September, one mother selected four materials by homeschool publisher Simply Charlotte Mason. Lighthouse Learning Academy denied the requests.

The post Parent sues public Wisconsin school district for not providing material created by Christian publisher appeared first on WPR.

Republicans in the state Assembly approved more than a dozen education-related bills Wednesday, including a series of bills aimed at consolidating school districts.

The post Wisconsin Assembly passes Republican school consolidation bills appeared first on WPR.

The Lyndon Baines Johnson Department of Education Building in Washington, D.C., pictured on Nov. 25, 2024. (Photo by Shauneen Miranda/States Newsroom)

This report has been updated.

WASHINGTON — President Donald Trump’s administration took major steps Tuesday in trying to dismantle the U.S. Department of Education, announcing six interagency agreements signed with other departments that will transfer several of its responsibilities to those agencies. 

The announcement was immediately met with intense backlash from Democratic members of Congress, who questioned its legality, and labor unions. 

The agreements — with the departments of Labor, Interior, Health and Human Services and State — come as Trump has sought to take an axe to the 46-year-old department in his quest to return education “back to the states.” 

The move further fulfills a pledge Trump heavily campaigned on and later tapped Education Secretary Linda McMahon to carry out. 

“The announcement really follows the plan that President Trump has had since Day One, and that is returning education to the states — he fully believes, as do I, the best education is that that’s closest to the child and not run from a bureaucracy in Washington, D.C.,” McMahon told Fox News on Tuesday following the announcement. 

The secretary likened the initiative to a “test run” and said her department wants to see “if what we think to be true is that they will function much more in a streamlined fashion and much more efficiently if we relocate those programs into other agencies.” 

McMahon added that the agency would “move it,” “see how it works” and deliver the “outcomes” to Congress. 

She said her department hopes Congress would then vote to codify the permanent move of those programs to those agencies. 

But any effort would face a difficult path in the Senate, which requires at least 60 senators to advance most legislation. Republicans hold just 53 Senate seats.

The announcement also came as the U.S. Supreme Court in July allowed the Trump administration to temporarily proceed with mass layoffs and a plan to dramatically downsize the Education Department ordered earlier this year.

That plan — outlined in a March executive order Trump signed — called on McMahon to “take all necessary steps to facilitate the closure” of her own department. 

How Education agreements will work 

The Education Department clarified in fact sheets it would “maintain all statutory responsibilities and will continue its oversight of these programs” regarding all six interagency agreements.

A senior department official could not yet say how many Education Department employees would be transitioning to these other agencies, and noted that there will be “a bit of a lag” between the signing and when the agreements are fully executed. 

The official said the department is “still exploring the best plan” for the Office of Special Education and Rehabilitative Services, Office for Civil Rights and Federal Student Aid.

The Department of Labor will take on a “growing role” in administering elementary and secondary education programs currently managed under the Education Department’s Office of Elementary and Secondary Education, per a fact sheet. 

The Education Department said that “with proper oversight by ED, DOL will manage competitions, provide technical assistance, and integrate ED’s programs with the suite of employment and training programs DOL already administers.”

In another agreement, the Labor Department will also take on a greater role in managing the Education Department’s higher education grant programs, such as TRIO and the Gaining Early Awareness and Readiness for Undergraduate Programs, or GEAR UP.

This also includes the Higher Education Emergency Relief Fund, the Graduate Assistance in Areas of National Need program and the Strengthening Historically Black Graduate Institutions program, among others. 

The Interior Department will also take on a “growing role” in administering the Education Department’s Indian Education programs, per a fact sheet. 

Under an agreement with HHS, that agency will oversee the National Committee on Foreign Medical Education and Accreditation’s work. 

HHS will also “manage existing competitions, provide technical assistance, and integrate” the Education Department’s Child Care Access Means Parents in School Program, the department said. 

That program, according to the Education Department, “supports the participation of low-income parents in postsecondary education through the provision of campus-based child care services.” 

The Education Department’s agreement with the State Department will let that agency “oversee all foreign education programs,” per a fact sheet. 

‘Outright illegal effort’

Sen. Patty Murray of Washington state, the top Democrat on the Senate Appropriations Committee, blasted the move as an “outright illegal effort to continue dismantling the Department of Education.” 

Murray said “it is students and families who will suffer the consequences as key programs that help students learn to read or that strengthen ties between schools and families are spun off to agencies with little to no relevant expertise and are gravely weakened — or even completely broken — in the process.” 

Rep. Rosa DeLauro, ranking member of the House Appropriations panel, said  “any attempt to unilaterally remove programs from the Department of Education will fundamentally alter their purpose,” in a Tuesday statement.

“This is not about efficiency — it is about creating so many needless bureaucratic hurdles that the Department of Education is rendered useless — a death by a thousand cuts. Imposing massive, chaotic, and abrupt changes on a whim will waste millions of dollars in duplicative administrative costs and impose wasteful burdens on the American education system,” the Connecticut Democrat said. 

Rep. Bobby Scott, ranking member of the House Committee on Education and Workforce, decried the move in a Tuesday statement and called on congressional Republicans to “work with Democrats to stop this assault.”

The Virginia Democrat said “the mass transfer of these programs is not only extremely inefficient and wasteful, but it will result in inconsistent enforcement of federal education policy.” 

He added that “instead of protecting the civil rights of students of color, students with disabilities, English as a Second Language (ESL) students, and low-income students, and closing achievement gaps, the Secretary of Education has spent her tenure dismantling ED.” 

Unions slam move

Rachel Gittleman, president of American Federation of Government Employees Local 252, which represents Education Department workers, said “this latest ploy by the Trump Administration to dismantle the Congressionally created U.S. Department of Education is not only unlawful — it’s an insult to the tens of millions of students who rely on the agency to protect their access to a quality education.” 

She added that “students, educators and families depend on the Department’s comprehensive support for schools, from early learning through graduate programs” and “that national mission is weakened when its core functions are scattered across other federal or state agencies that are not equipped or positioned to provide the same support and services as ED staff.” 

Randi Weingarten, president of the American Federation of Teachers, one of the largest teachers unions in the country, said “spreading services across multiple departments will create more confusion, more mistakes and more barriers for people who are just trying to access the support they need.” 

Weingarten added that “it’s a deliberate diversion of funding streams that have helped generations of kids achieve their American dream” and “will undermine public schools as places where diverse voices come together and where pluralism, the bedrock of our democracy, is strengthened.”

“We are now watching the federal government shirk its responsibility to all kids. That is unacceptable,” she said, adding that “Congress must reclaim its authority over education during upcoming federal funding battles.” 

Labor unions and educators are among those in Wisconsin’s construction industry hailing data center projects as long-term job creators.  

The post Wisconsin construction, labor leaders say data centers will grow long-term jobs appeared first on WPR.

Republicans in the Wisconsin Senate voted to repeal a 400-year increase to school funding on Tuesday, but their bill is almost certainly headed for a veto by Democratic Gov. Tony Evers.

The post GOP senators pass bill to repeal Evers’ 400-year veto for school funding appeared first on WPR.

The Eau Claire school district is considering closing or repurposing some of its elementary schools because district officials say they've got too much space and not enough students.

The post Eau Claire elementary schools eyed for closure or consolidation appeared first on WPR.

Reading Time: 4 minutes

In a classroom turned barbershop on the third floor at Milwaukee’s Rufus King International High School, students sit for a haircut and talk about academics, sports and the latest trends with English teachers Cameron LeFlore and Emmanuel Johnson.  

They’re the latest clients of The Shop in 310, a free on-campus barbershop club for Rufus King students. LeFlore said the cuts help young men feel more confident. 

“Then they don’t need a hat or hoodie,” he said. “They can just walk with their head held high.”

The idea for the shop started when LeFlore brought his clippers to the school, hoping students would want a haircut.

Johnson, who was recently hired at the school, decided to collaborate with LeFlore once he learned they both had an interest in barbering.

Checking out the new club

The Shop in 310 opens daily at 3:30 p.m. except Thursdays. Among the regulars at The Shop in 310 are Rufus King juniors Elijah Ramirez and Demontrey Cochran. 

Ramirez, 17, moved from Chicago to Milwaukee three months ago and was nervous about trying out a new barber for the first time in 10 years. 

“I was scared at first, but then I gained confidence and trust in Mr. LeFlore,” Ramirez said.  

He was pleased with the results of his first mid-taper cut. 

“It came out better than I expected,” he said. 

Since then, he’s gained opportunities with photographers and notices how his cut stands out.

Cochran, 16, is a student in LeFlore’s class and was excited to support the club.

“I really wanted to see how this would turn out,” Cochran said. 

Ramirez and Cochran each encourage their peers to give it a try. 

“Every man can vouch that after they get a haircut, they are going to feel good and that they can conquer the world because of their haircut and confidence from it,” Cochran said.

Financial relief for families

The Shop in 310 initially charged $10 per cut, but after being approved by the Office of Administration at Rufus King as an official club, the trims became free.

“If your child starts off as a freshman coming here, you’d be saving thousands by the time they’re a senior,” LeFlore said. 

Before joining Rufus King, Johnson offered free cuts to students at Marshall High School, where he taught previously, and felt glad to do it. 

“Back then, cuts were $25 to $30. Now barbers are charging $40 and up,” he said. 

Cochran typically spends $35 for a mid-taper cut at his barber. Since coming to The Shop in 310, he’s been able to save money and also values how accessible it has been for his peers.

“There’s a lot of people I know who don’t even have barbershops near them, so it takes them a long time to finally get a cut,” he said.

LeFlore and Johnson use the club’s Instagram to post haircut tutorials for students interested in learning how to cut their own hair at home. 

“I try to take a holistic approach and think back to what I would’ve wanted when I was in high school,” LeFlore said. 

Visiting The Shop in 310 is more than just receiving a haircut for Ramirez and Cochran. It’s a place to feel welcomed. 

“At first I saw them as just English teachers,” Ramirez said. “I like their communication and ability to understand what I’m specifically asking for.” 

Beyond the sounds of clippers, Cochran sees the barbershop as peaceful, chill and liberating. 

“As long as everything is appropriate this is a non-judgment zone,” he said.

Practice leads to improvement  

LeFlore and Johnson are self-taught barbers who learned the skills on their own before bringing clippers into the classroom. 

Johnson started off cutting his youngest brother’s hair as a favor while receiving feedback from his mentor Thomas Mclern, a barber with more than 30 years’ experience. 

“While cutting my brother’s hair I realized that cutting hair was one of the best ways for me to serve the community,” he said. “Cutting hair is now an art for me.”

LeFlore’s path to barbering began after watching a friend cut his own hair, inspiring him to do the same. 

“I told my friend to send me all the products I needed, then I went and brought everything,” he said.  

LeFlore said it used to take an hour and a half to complete a haircut, now it’s only 20 minutes.

Tapping into diverse hair types

As their skills improved by cutting five to 10 heads a week, Johnson and LeFlore became more versatile. 

Having already worked with diverse hair types at Marshall High School, Johnson was able to adjust to the needs of Rufus King students. 

“At Marshall, I was exposed to different hair types and hair thinness, so at Rufus King, I learned quickly and had no problem,” Johnson said. “Every now and then when I get a hair type that’s not my own, it’s still a learning experience.”

Though LeFlore was nervous about cutting different hair textures, he practiced on his dad, whose hair is straighter, and watched YouTube videos to become better. 

“I took my time and it turned out OK, but it wasn’t as good as I wanted it to be,” he said. “I learned that straighter hair is easier, you just have to be more precise.”

Cochran said he has interest in cutting his own hair after graduating high school. 

“I want to purchase my own barber kit eventually, and that should save me at least $100 a month,” he said. 

Johnson and LeFlore want people to know that whether it’s cutting hair or something different, practice is key. 

“Whatever they’re looking to pursue, they need to find like-minded people who do the same things and practice together,” Johnson said.

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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.

‘Walk with their head held high’: Barbershop at Milwaukee high school gives free cuts and confidence to 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.

An empty high school classroom. (Dan Forer | Getty Images)

Wisconsin lawmakers are exploring ways to make it easier for school districts to consolidate as they face  declining enrollment and financial difficulties.

There are 421 school districts in the state of Wisconsin and about two-thirds are struggling with declining enrollment. According to preliminary numbers from the Department of Public Instruction, enrollment for public school districts in the 2025-26 school year fell by about 13,600 students, representing a nearly 2% decrease from last year’s estimate. Total enrollment across school districts is about 759,800 this year. 

Reps. Joel Kitchens (R-Sturgeon Bay), Amanda Nedweski (R-Pleasant Prairie) and Sen. Mary Felzkowski (R-Tomahawk) said during an Assembly Education Committee public hearing Tuesday that declining enrollment is to blame for the financial troubles that schools are facing.

“The districts that are going to referendum all the time. It’s almost always because of declining enrollment. It just gets more expensive per student to educate those kids as the districts become smaller,” Kitchens said. “We’re not telling districts this is what you have to do or what you should do. We’re telling them this is an option for you to consider.” 

Schools in Wisconsin have seen a drop of about 53,000 students over a decade, from the 2013-14 to 2022-23 school years. Kitchens pointed to estimates from the Wisconsin Department of Administration that the population in Wisconsin is projected to drop by 200,000 by 2050, noting it will be largely due to the state’s declining birth rate.

Wisconsin’s school funding system is based in part on per pupil numbers, meaning that if fewer students are enrolled schools receive decreased funding from the state, even if a district’s overall costs may not fall. 

Kitchens said that having 421 school districts is not going to be sustainable in the long term in Wisconsin and questioned whether there is another state that “on a per capita basis has that many” school districts. 

Kitchens said the issue shouldn’t be partisan. He noted that school consolidation is something that the 2019 Blue Ribbon Commission on Wisconsin school funding supported through its  recommendations.

“Many districts have used the referendum process to increase the property tax burden on the local residents to backfill the loss in state aid revenue,” Nedweski said. “Many others have seen them repeatedly fail as property taxpayers are unwilling to raise their taxes to increasingly fund empty schools.” She noted that a recent Marquette Law School Poll found that 57% of participants said they would vote against a referendum request. “There is no referendum that can be passed or law that can be signed to single-handedly reverse decades of birth rate declines to alleviate the stresses of declining enrollment in our schools. It’s clear that a more long-term solution is needed to address these demographic challenges because the status quo is not sustainable.” 

Wisconsin has had a record number of school districts go to referendum to help meet costs. But beyond declining enrollment, public school advocates say the burden on local taxpayers asked to fund their schools through referendum has grown mostly due to the fact that state investments in public schools have not kept pace with inflation for almost two decades. In the most recent state budget, Wisconsin lawmakers provided additional special education funding, but opted not to provide any increase in general aid, leaving increased costs to fall on property taxpayers.

State Superintendent Tom McCarthy noted during the hearing that Wisconsin is currently spending the least, proportionally, in state revenue that it has ever spent on schools under the current funding formula. He noted that about 32.1% of state general purpose revenue goes to state general aid to schools, and that percentage used to be around 35%. He also said the conversation about declining enrollment and costs had to include the acknowledgement that school districts’ revenue limits have been frozen at different points over the last decade, prohibiting school districts from raising more funds unless they go to referendum to ask voters.

Nedweski said the bills would be useful tools and incentives for districts facing decisions about whether to consolidate.

“Buildings do not educate kids, teachers do,” Nedweski said. “By finding efficiencies through voluntary consolidation, districts will be able to reduce overhead and direct resources to the classrooms so that our students can continue to receive a quality education, while taxpayers receive relief on their property tax bills.”

The package of bills would take a number of steps to encourage districts to explore consolidation, including providing financial incentives.

School districts already receive additional aid when they consolidate. For the first five years after consolidation, a consolidated school district gets $150 per pupil. In the sixth year, the aid drops to 50% of what the school district received in the fifth year and in the seventh year, the aid drops to 25% of the fifth year. 

AB 644 would increase that additional state aid to schools that consolidate in 2026, 2027 and 2028 to $2,000 per pupil in the first year. The last six years would be the same as under current law. 

Kitchens said that he thought most school districts would be able to decide within a year whether consolidation is something that they want to pursue. 

“I’m very open in the future to extending that deadline, but I think to get it passed, we need to put a sunset on it, so we’re doing three years,” Kitchens said. 

Dee Pattack, executive director of the Wisconsin School Administrators Alliance, noted that the inclusion of 2026 won’t really be useful for school districts since districts that want to consolidate have missed the opportunity to do so if they haven’t decided by now for next year. She also suggested that lawmakers look at spreading out  the additional aid more gradually, saying that dropping aid from $2,000 to $150 per student creates a cliff.

Kitchens said he would look at amending the timeline included in the bill. 

Rep. Francesca Hong (D-Madison) noted that decisions about consolidation can be emotional and personal for communities. 

“Public schools are the heart of our communities, oftentimes in rural communities, especially. They’re one of the largest employers. It’s where you have the most celebrations. There’s athletic events that are important to everyone in the communities and so this decision of consolidation is deeply complex. It’s personal for a lot of school districts,” Hong said. 

Hong, who is running in the Democratic primary for governor, questioned whether lawmakers had considered just leaving the decisions on consolidation up to local communities altogether, noting that Wisconsin law favors local control of schools. 

“That’s why it’s voluntary. That’s why we’re offering these tools. It is not mandatory. We know it’s going to be difficult,” Kitchens said, adding that Door County used to be full of one-room school houses until there was a consolidation in 1960. “When they consolidated that and formed Southern Door [County] School District, people were out there with pitchforks. It’s always going to be difficult, but we have to look at the future and what it’s going to be.” 

Kitchens noted that districts are not “clamoring” to consolidate and that the option exists as a last resort for most. 

“There are a few that are, and you’ll hear from at least one of them today that really have reached that point where they know it’s necessary,” Kitchens said. “We’re not hearing districts begging for this.” 

Joe Green, district administrator and director of special education for the Greenwood School District, and Chris Lindner, district administrator for the Loyal School District, testified about the rural school districts’ journey of consolidation, which their school boards are focused on getting done by July 1, 2028. They said it has been an emotional journey as people are attached to their schools and communities, but that it could be the best option for them. 

“It might be the thing that gets us over the hump to consolidation,” Green said of the new legislative proposal. “It might be the funding that our two districts need to put a good plan in front of our communities. It might allow us to do some small projects to make consolidation smoother. There may be small construction, or things that we need to do to retrofit buildings, if that’s the way that our facility studies go. There’s a million different scenarios out there on what consolidation can look like. But without that funding, I mean, honestly, with our two districts $150 bucks a kid is $100,000 — not gonna do much with that… it’s just not going to do much.”

Green said the districts already share bus service and that 50% of their co–curricular activities are shared. They said that the schools began sharing students and staff due to their difficulty finding adequate staff to deliver instruction in rural Clark County in central Wisconsin. 

Lindner said that consolidation could help open up more opportunities for students. “We do drama together. If we did not, we would have five to six students that would not be able to do drama because, you know, can’t do it with five or six kids,” he said. 

Lindner said consolidation could also help save money.

“Our taxpayers are paying a lot of money for our operating referendums,” he said. “We tell communities if we do not start working together more, then we will be losing.”

AB 645 would instruct DPI to provide grants of up to $25,000 to groups of two or more school district boards for the costs of a feasibility study for school district consolidation or whole grade sharing agreements. 

Another bill, AB 647, would have DPI provide four-year grants of up to $500 per pupil enrolled in a single grade to school districts that enter into a whole-grade sharing agreement, agreeing to educate students at one location. 

Felzkowski said that whole-grade sharing is a step before consolidation.

“It lets them test the waters if they ever want to move to full consolidation,” Felzkowski said, adding that middle and high schools may be able to provide more class offerings, including advanced coursework, to students with grade sharing.

AB 648 would help create new supplemental state aid for consolidated school districts to  address differences in school districts’ levies when they merge. The measure is meant to address concerns of higher property taxes for residents of low-levy districts when a consolidation takes place.

AB 649 provides the funding for the bills, including $2.7 million for grants to schools that enter whole-grade sharing agreements, $3 million to provide state aid to offset levy limit differences and $250,000 for feasibility studies. 

McCarthy of DPI noted at the hearing that there are already several legal and mechanical supports in place to encourage consolidation, and that even with those, the last major consolidation that took place was on July 1, 2018. Two K-8 districts merged to become the Holy Hill Area School District in Richfield. 

McCarthy of DPI said the slate of bills being proposed are “largely building from past efforts to support and to incentivize consolidation” and that the agency doesn’t view them as “a brand new door that’s being opened up” to solve problems.

The final bill in the package, AB 646, would study what changes should be made to Wisconsin’s school districts. Under it, DPI would hire a contractor to conduct a study of Wisconsin’s school districts that looks at current school district boundaries, potential school district consolidations, existing school district facilities, staffing levels and salary scales, the population of school-age children in each school district, and revenue limits and current overall spending. 

McCarthy said the agency is most excited about this final proposal.  He said it is similar to what Vermont has done and addresses some of the factors that are important to consider when consolidating. 

The study would culminate in recommendations for changes to school district boundaries, a survey on the conditions of school district facilities across the state, information on the current and 10-year projection of the population of school-age children in each district and recommendations for school district consolidations that promote efficiency, are geographically feasible and economically viable. 

“We probably owe it to our school partners to take a long look at what are the right geographical boundaries here,” McCarthy said. “As we’re thinking about how to manage this stuff, it might be a good moment in time to slow down and think about how do we sync some of these things up to be a more effective patchwork of schools that are serving our communities?”

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Milwaukee Public Schools received a $23 million grant from the federal government to help nearly 30,000 students attend college over the next seven years. 

The post Milwaukee Public Schools receives $23M from federal government to prep students for college appeared first on WPR.

LOS ANGELES, Calif. – HopSkipDrive, a technology company solving complex
transportation challenges for more than 13,500 schools, today announced key enhancements to its industry-leading safety program. The company has launched a strengthened educational curriculum for CareDrivers, developed in partnership with child development experts, and will be rolling out a more sophisticated, skills-based CareDriver certification process to offer enhanced support for all students, including those with diverse needs and Individualized Education Programs (IEPs).

This dual investment raises the industry bar by shifting from fixed quantitative requirements to a more thoughtful, qualitative assessment of a candidate’s caregiving capabilities. As part of the HopSkipDrive 15-point certification process, this skills-based video screening moves beyond fixed requirements to a more meaningful evaluation of a candidate’s situational judgment, empathy, and readiness to work with children. Because HopSkipDrive maintains a direct relationship with the CareDriver community, the company is uniquely positioned to implement these higher standards for screening and ongoing education, contributing to its industry-leading safety and compliance record.

In parallel, HopSkipDrive has launched new educational modules designed to provide CareDrivers with leading-edge skills to support neurodivergent riders. The curriculum was developed in partnership with Jenifer Eaton, MA, BCBA and Timothy Humphrey, M.S.Ed., BCBA, of Rooted in Play, as well as Steve Nederveld, former Director of Mental Health for Cherry Creek Schools.

Eaton and Nederveld also recently joined HopSkipDrive’s Safety Advisory Council. The program focuses on understanding sensory sensitivities, de-escalation techniques, and communication strategies.

“Safety and trust are the foundation of everything we do, and this evolution of our programs represents a deeper commitment to those values. We know that being a great caregiver starts with prior experience, and is further developed with the resources and education HopSkipDrive provides once CareDrivers are on the platform,” said Jen Brandenburger, SVP of Safety at HopSkipDrive. “By pairing a more intelligent, skills-based certification process with expert-led continuing education, we can help ensure CareDrivers are exceptionally prepared to support every child. This holistic approach raises the standard for the entire student transportation industry and reinforces our commitment to being the most trusted partner for schools and families.”

The new initiative reflects HopSkipDrive’s dedication to providing the most empathetic and effective specialized transportation solutions, built upon a foundation that includes trauma-informed care education, Child Abuse and Neglect screenings, and three types of rigorous background checks.

“A safe, positive ride to school plays a crucial role in a student’s overall success and that begins with a prepared, empathetic adult behind the wheel,” said Jenifer Eaton. “HopSkipDrive’s commitment to helping CareDrivers better understand trauma-informed practices and the unique needs of neurodivergent students is truly invaluable. By equipping CareDrivers with these insights and strategies, we’re building a more compassionate and responsive system, one that ensures every student is supported with the patience, understanding, and respect they deserve.”

The new education modules are now available to all CareDrivers on the platform, and the enhanced certification process will begin rolling out to new applicants over the coming weeks.

About HopSkipDrive
HopSkipDrive is a technology company that solves complex transportation challenges where there is a heightened need for safety, equity, and care. HopSkipDrive is modernizing the $30 billion school transportation industry through two core solutions: a care-centered transportation marketplace and an industry-leading transportation intelligence platform, RouteWise AI.

HopSkipDrive’s marketplace supplements school buses and existing transportation options by connecting kids to highly-vetted caregivers on wheels, such as grandparents, babysitters, and nurses in local communities. RouteWise AI helps schools and districts address critical challenges, including budget cuts, bus driver shortages, and reaching climate goals. HopSkipDrive has supported over 13,500 schools across 17 states, with nearly 1,300 school districts, government agencies, and nonprofit partners. More than five million rides over 95 million miles have been
completed through HopSkipDrive since the company was founded in 2014 by three working mothers.

The post HopSkipDrive Elevates Safety Standards with New CareDriver Education Programs and Enhanced Certification Process appeared first on School Transportation News.

Legislative Republicans want to incentivize Wisconsin school districts that agree to merge or consolidate grades.

The post Wisconsin GOP introduces series of school district consolidation bills appeared first on WPR.

It was the first time the state’s annual, mandatory school report cards have been released since standards shifted.

The post Almost all Wisconsin schools meet or exceed expectations, under new report cards appeared first on WPR.

FRISCO, Texas — Transportation safety experts gathered at TSD Conference to address a critical challenge: Teaching school bus safety to students with disabilities through innovative, personalized approaches that go beyond traditional instruction methods.

The session presented Saturday by Jill Metcalfe, a former executive director of student transportation and founder of STSB Training, highlighted the transformative power of social stories and visual aids, revealing that students with disabilities often learn best through carefully crafted, individualized communication strategies. She emphasized the importance of creating visual narratives that speak directly to each student’s unique learning needs.

“If I was in a wheelchair and had never ridden a school bus before, I would lose my mind,” said Metcalfe, a transportation safety specialist, highlighting the overwhelming experience many students with disabilities face during daily transportation.

Her powerful statement underscored TSD Conference’s central messages: Safety education must be compassionate, individualized and carefully designed.

Metcalfe emphasized the transformative power of social stories, describing them as more than just instructional tools.

“These are not just stories,” she explained. “They’re personalized narratives that help students see themselves successfully navigating bus safety.”

By inserting a student’s name into carefully crafted stories and using their own images, educators can create powerful, relatable learning experiences.

The session revealed innovative visual strategies that make safety education engaging and accessible. Educators are now using creative methods like dinosaur figurines to demonstrate safe bus stop positioning, LEGO figures to act out safety scenarios and customized digital checklists that help students track their own safety behaviors.

“We want to make safety learning fun,” Metcalfe noted. “If we can engage a student’s imagination, we can help them understand complex safety procedures.”

She shared examples of social stories that incorporate personalized details, such as teaching a student she named “Anthony” about proper school bus boarding techniques through a narrative specifically designed for him.

The approach recognizes that students with disabilities require more than generic safety instructions. For students on the autism spectrum, this might mean creating highly structured visual guides with predictable, step-by-step instructions. For students with physical disabilities, visual aids might demonstrate wheelchair accessibility procedures or safe boarding techniques.

“The key is preparation and understanding,” Metcalfe stressed. “We need to help students feel comfortable and confident, not overwhelmed.”

This philosophy extends to creating visual aids that reduce anxiety, such as showing exactly where to sit on a bus or how to interact with a driver.

Crucially, the session stressed the importance of collaboration between transportation departments and special education teams. By working together, these professionals can develop tools that are not just informative, but truly inclusive and empowering.

Positive reinforcement emerged as another key strategy. Attendees in the room shared success stories of using certificates, tracking charts and playful incentive systems to encourage safe bus behaviors. The goal is to make safety learning a positive, rewarding experience that builds confidence and independence.

The rise of AI and technology tools like Canva can help educators and student transporters more easily create social stories, though she cautioned that actual student information should never be inputted into AI engines so child’s identity is protected.

“Remember,” Metcalfe concluded, “we’re approaching bus safety calmly, consistently and with care. The stormy period will pass if we remain patient and committed to our students’ success.”

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Related: Legal Keynote Opens Attendees’ Eyes to Federal Special Needs Transportation Laws
Related: Mother of Sandy Hook Victim Discusses Tragedy Planning for Students with Disabilities
Related: NC Transportation Manager Channels Passion for Education, Safety into Children’s Books
Related: Connecticut School Bus Company Publishes Bilingual Book to Ease First-Day Bus Anxiety
Related: School Bus Driver Creates Children’s Book to Promote School Bus Safety

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