MONROE — The School District of Monroe acknowledges the official results of the April 7 operational referendum, in which 2,803 residents voted in favor and 2,957 voted against the measure.

“While the outcome is not what the District had hoped for, we respect the decision of our community and are grateful for the high level of engagement demonstrated throughout this process,” Superintendent Joe Monroe said.

Over the past several months, community members, staff, and families dedicated significant time and effort to understanding the District’s financial challenges and participating in thoughtful dialogue about the future of our schools, Supt. Monroe said. “We sincerely thank all who attended meetings, shared feedback, and exercised their right to vote.”

As a result of the referendum outcome, the Board of Education approved preliminary notices of nonrenewal. This action is a necessary step in implementing a reduction plan that calls for the elimination of 22.5 positions beginning in the 2026-2027 school year.

When combined with the 27.8 positions eliminated over the past four years, the District will have reduced more than 50 positions in total. This represents a 14% reduction in staff over the last five years, a rate that significantly outpaces the District’s enrollment decline of approximately 9% during the same period. The reduction plan will have significant and far-reaching impacts across the District:

● Administrator (1.0 FTE): The elimination of an elementary administrative position will require remaining administrators to absorb additional responsibilities, including oversight of Abraham Lincoln Elementary. This will reduce administrative capacity to support staff, students, building-level operations, and families.

● Core Classroom Teachers (10.0 FTE): Reductions in classroom teaching staff will lead to increased class sizes across multiple grade levels and subject areas. In addition, students with specialized learning needs will be concentrated into fewer sections, limiting opportunities for differentiation and individualized support. This will also result in the significant reduction of course sections across Monroe Middle School and Monroe High School.

● Encore Teachers – Art, Music, Career and Technical Education (5.0 FTE): Reductions in art, music, and CTE staffing will significantly alter specials and elective rotations. Students will experience less frequent access to these courses, and schedules will become more compressed, reducing both instructional time and opportunities for targeted intervention during the school day. In addition, reduced CTE offerings may limit hands-on, career-connected learning experiences for students.

● At-Risk/Intervention Specialists (3.0 FTE): The loss of these positions substantially reduces the District’s ability to provide targeted academic interventions for struggling learners. This change poses a serious risk to student progress and will impact the ability of some students to remain on track for graduation.

● District A/V Center Director (1.0 FTE): This reduction results in the elimination of the District’s A/V Center, which has historically provided essential media, production, and communication services to both schools and the broader community. This position also oversees the District website and communication systems, requiring the District to reassign or reduce these critical functions.

● Custodial Staff (2.5 FTE): Reductions in custodial staffing, particularly part-time coverage, will impact the District’s ability to maintain elementary facilities at current standards. This may result in decreased frequency of cleaning and increased strain on remaining staff.

“For our staff, these reductions represent a deeply difficult and emotional reality. The individuals affected are dedicated professionals who have made lasting contributions to our students and schools,” Supt. Monroe said. “The District is committed to supporting impacted employees through this transition with transparency, respect, and available resources.”

Families should anticipate changes in class sizes, course availability, student support services, and overall school operations. While these adjustments are necessary given current financial constraints, they will alter the day-to-day experience for students across the District. In addition, a number of Parkside Elementary students will need to be reassigned to one of the other elementary schools to balance class sizes.

“Despite these challenges, the School District of Monroe remains committed to providing a high-quality education and to supporting the success of every student. We will continue to evaluate our systems, prioritize resources strategically, and work collaboratively with our community to navigate the path forward,” Supt. Monroe added.

Addressing the Underlying Crisis

The School District of Monroe believes it is critical to directly confront the underlying issue that has led to this school funding crisis, Supt. Monroe said. The State of Wisconsin has failed to provide adequate and sustainable funding for public schools.

“The recent community dialogue has made it clear that, regardless of how individuals voted on the referendum, there is broad concern with Wisconsin’s overreliance on local property taxes to fund even the basic needs of our students and schools,” Supt. Monroe said. “It is time for state leaders to do what is right for the children of Wisconsin. Our students should not have to rely on repeated local referendums to access a quality education. The state has a responsibility to provide adequate, equitable, and sustainable funding for public schools, and that responsibility is not being met.”

The School District of Monroe, from Supt. Monroe to the school board, calls on the community, and communities across Wisconsin, to come together and demand a better system.

“Our students deserve a funding model that is predictable, equitable, and sufficient, without requiring communities to continually raise property taxes to maintain essential services,” Supt. Monroe said. “We will continue to advocate for meaningful change at the state level and work with partners to pursue solutions that strengthen public education and unite, rather than divide, the communities we serve.”