Get AI Briefings, Transcripts & Alerts on Local & National Government Meetings — Forever.
Students and residents press board on closures, discipline and financial oversight
Summary
At the Fond du Lac School District meeting residents and students urged more inclusion of student voices in major decisions, raised concerns about discipline practices, and a resident urged forensic audits ahead of any referendum; another resident celebrated four schools named to Wisconsin Schools of Recognition and asked for race-disaggregated reporting.
Several public commenters addressed the board during the meeting’s public comment periods on April 13.
Peyton, a student at Woodworth Middle School, told the board that students fear possible school closures and cuts to activities and asked that students be given ways to share their perspectives — suggesting surveys, student representatives or listening sessions so their experiences are part of the decision-making process. "Please remember, you're not just making decisions about our buildings, you're making decisions about our lives," Peyton said.
A substitute teacher who identified concerns about discipline said there is at least one student who has repeatedly harmed staff and has not faced consistent disciplinary consequences; the presiding officer asked the speaker to provide contact information so the district could follow up.
Jim Hess, a resident, urged the district to consider routine forensic audits before pursuing any referendum, citing a nearby district’s experience (an Oshkosh referendum and a subsequently announced deficit) as a cautionary example. Hess argued forensic audits provide reassurance to voters and stressed that how funds are used matters more than raw spending totals.
Later, Shari Trotter noted that Evans Elementary, Parkside Elementary, Sabish Middle School and Woodworth Middle School were named among the 71 Wisconsin Schools of Recognition for 2024–25 and praised staff and students. Trotter asked the district to report achievement-gap-closing data by race so the recognition can be understood in an equity context and suggested staff include historically Black colleges and universities (HBCUs) in college-preparation guidance where relevant.
Board members thanked speakers, took contact information where appropriate and did not take immediate action on the public commenters’ specific requests during the meeting; staff indicated follow-up would occur through the normal administrative channels.
