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Wauwatosa School District unveils preliminary staffing plan that would cut about 26 FTEs; public and board press to preserve intervention teachers
Summary
District leaders proposed a preliminary 2026–27 staffing plan that reallocates and reduces about 26.1 FTE districtwide, including four academic intervention teachers, while creating district roles for behavior support; public commenters urged preserving student-facing staff and board members asked administration to present alternative permutations to retain interventions.
Wauwatosa School District administrators presented a preliminary staffing plan April 13 that would require roughly 26.1 full-time-equivalent (FTE) reductions across the district in order to realize $2.5 million in annual operating efficiencies over the next three years, the administration said.
Stacy Clam, introduced in the transcript as chief of people and family support, told the board the plan seeks to prioritize student-facing supports and role clarity while meeting the district’s financial target. "The district must implement the $2.5 million of annual operating efficiencies over the next three years," the presentation states.
Nicole Marble, identified as the district’s chief academic officer in the meeting, described reorganized titles and several recommended position changes: eliminating one administrator, reducing a curriculum coordinator, reducing an academic and career planning coordinator and a curriculum/instruction specialist (with a grant used to fund one position), and eliminating four academic intervention teachers. The presentation also proposed shifting some mental-health specialist time into social-worker or school-psychologist roles and repurposing several district-level FTE into building-based positions to increase consistency at schools.
During the public-comment period, multiple speakers urged the board to preserve student-facing staff. Nicole Eder of Supporter Schools Wauwatosa told the board the community "is committed to maintaining low class sizes and preserving student-facing staff whenever possible" and warned that cutting academic specialists and mental-health supports would harm students and teachers.
Board members probed the administrators on several points, including why reductions were necessary despite the district’s 2024 referendum, how the $2.5 million figure was derived, and whether the plan would leave individual schools short when multiple students require simultaneous behavioral support. Administrators said some previously funded temporary positions (for example, roles supported by federal ESER funds) will not continue and that the proposed structure aims to provide clearer, consistent building-level services rather than fragmented part-time coverage.
Several board members asked administration to prepare at least one alternate staffing permutation that would preserve more academic interventionists (the presentation proposes cutting four) while still reaching the board’s fiscal target. Administrators said they will return with alternatives and noted trade-offs — for example, delaying some district-level positions or slowing rollout of curricular initiatives would reduce short-term cost but could affect the district’s stated instructional goals.
The board did not take a final vote on the staffing plan at the meeting; members agreed to continue the discussion and requested revised scenarios that show the trade-offs of keeping more student-facing interventionists.
What’s next: The administration will prepare alternate staffing scenarios for board review in the weeks ahead, showing how priorities (behavioral supports, academic interventionists, curriculum rollout) can be balanced against the $2.5 million efficiency target.
