Elections & Voting

Tribal Elections

State, Local, and Federal Elections

Basic Voting Information

In order to vote in Wisconsin you must:

● Be a citizen of the United States
● Be a resident of Wisconsin for at least 28 days
● Be 18 years old
● Proof of identification when voting at a polling place.  A Tribal ID is accepted.
● Not have been convicted of treason, felony or bribery, or have had your civil rights restored
● Not have been found by a court to be incapable of understanding the objective of the electoral process
● Not make or benefit from a bet or wage depending on the result of an election

Registration Deadline: 20 days before the election (or completed in the local voter registration office up to 5:00 PM the day before the election, or completed at the polling place on election day)

Click here for more information about voting.

2025 Spring Election Candidate Responses

In advance of the 2025 Spring General Election on April 1, 2025, the Oneida Nation and its conduit fund, Voices For Oneida, invited candidates on the ballot in certain state and local races to share information about themselves and their campaigns with the enrolled members of the Oneida Nation. Below are the responses that we received for the following races. 

Wisconsin Supreme Court

Susan Crawford 

Why are you running for the Wisconsin Supreme Court?  

As a prosecutor, attorney and now as a judge, I have always worked to protect the fundamental rights of all Wisconsinites. Having handled both civil and criminal cases in the Wisconsin Supreme Court and in courtrooms around the state, I have a deep understanding of our justice system. I know how important it is to have a Supreme Court justice who understands how to keep our communities safe, who is fair and impartial, and who will reject efforts to politicize the Constitution and undermine our rights. I’m running to be a commonsense justice who will protect the rights of all Wisconsinites under our laws and Constitution.  

What makes you supremely qualified to serve as a Supreme Court justice?  

I am currently a Dane County circuit court judge and have been on the bench since 2018. I started my legal career in Wisconsin as an assistant attorney general at the Wisconsin Department of Justice prosecuting felony appeals in Wisconsin’s Court of Appeals and Supreme Court. I also served as director of the criminal appeals unit. I then served in Governor Jim Doyle’s administration, helping to lead several state agencies, including the Department of Corrections and Department of Natural Resources, before becoming chief legal counsel in the Governor’s Office. I later joined a law firm in Madison and developed a civil litigation practice of high-profile, public interest cases in state and federal courts. Examples include representing Madison Teachers, Inc. in the legal challenges to Act 10, representing Planned Parenthood of Wisconsin and their doctors in legal challenges to legislation aimed at restricting abortion access and representing the League of Women Voters.  

Do you have an overarching judicial philosophy?  

My approach to judicial decision making is people-centered and grounded in common sense. I consider myself a pragmatist. I work hard to get the facts right and to apply the law fairly and impartially. In my view, our laws are tools to protect people. It’s important to consider the purposes of the law and how it will affect the parties when applying it. My goal is always to arrive at a fair and just result.  

Another core component to my judicial philosophy is how I treat people in my courtroom. I want everyone who enters my courtroom, whether or not they achieve the result they were seeking, to leave feeling they were heard, treated with respect and got their day in court.  

What are your thoughts on taking a nonpartisan approach to deciding cases?  

Our courts should guarantee a fair and impartial hearing to anyone who comes before them. That’s what I’ve done as a circuit court judge. I want everyone in my courtroom, regardless of whether they win or lose, to know they got a fair hearing. On the Wisconsin Supreme Court that means looking carefully at each case, the questions in front of us and working to uphold our laws and Constitution. We need to keep a majority on the Court that believes in getting the facts right and following the law, not rubber-stamping a right-wing partisan agenda.  

Do you feel you can be impartial from political pressures or public opinion?  

As a judge, my primary responsibility is to follow the law and uphold the Wisconsin Constitution, not to let personal or partisan views influence my decisions. Throughout my career, I have demonstrated my commitment to fairness and impartiality by consistently putting the law and the facts of each case first. I believe in treating every person who comes before me with respect and ensuring they receive a fair trial, regardless of political affiliation. I’ve spent my career as a commonsense judge, prosecutor and attorney, and as a Supreme Court justice, I’ll be fair and impartial and will keep partisanship and extremism out of the courtroom.  

What experience or knowledge do you have with laws specific to the rights of Native Americans and Indian tribes?  

I have had an interest in the international laws relating to the rights of Native Americans and Indian tribes since law school at the University of Iowa, where I worked as a research assistant for Professor S. James Anaya. I assisted him with research and editing his seminal book, Indigenous Peoples in International Law, and an amicus brief in a U.S. Supreme Court case relating to treaty rights. As a lawyer in private practice, I represented the Forest County Potawatomi tribe in an arbitration with the State of Wisconsin (a dispute relating specifically to payments under its gaming compact but requiring knowledge of the tribe’s treaty rights and history). I have attended legal education programs on Indian Law as a lawyer and judge to deepen my understanding of the relationships between the sovereign tribes and the state and federal government.  

Brad Schimel

Why are you running for the Wisconsin Supreme Court?   

Justices on Wisconsin’s highest court are prejudging cases and implementing a political agenda in plain sight. I’m running to restore objectivity and impartiality to Wisconsin’s highest court, because Wisconsin is worth saving.  

You deserve a justice who will look at the facts of a case and rule based on what the law says – not what he or she wants it to be. I’ve spent 35 years as a public servant dedicated to enforcing the law regardless of my personal beliefs. My commitment to upholding the law is unwavering – I will bring that dedication to the Wisconsin Supreme Court. 

What makes you supremely qualified to serve as a Supreme Court justice?  

During my 35 years as a public servant, my only client has been the people of Wisconsin. I’ve dedicated my career to keeping our communities safe and standing for the rights of the Wisconsin people. As Wisconsin’s Attorney General, I supported law enforcement and tackled some of the largest criminal justice issues facing the state. Notably, I established a program that addressed decades of backlogged rape kits, providing victims with closure and clearing a significant backlog. Today, I serve as a judge in Waukesha County, where I uphold the rule of law and ensure the safety of our community. 

Do you have an overarching judicial philosophy?  

I am a judicial conservative – that means I believe judges should not make law. We are to apply the plain language of the statute whenever possible. In circumstances where a law might have an ambiguity, then we need to try to interpret the intention of the legislature as faithfully as we can. If judges don’t follow those foundational principles, then they end up legislating from the bench, and we take over the work of another branch of government, which should never happen.  

What are your thoughts on taking a nonpartisan approach to deciding cases?  

I will never prejudge a case. As a judge, I remain objective until I have heard every fact and argument and have fully researched the applicable law. It is not at all unusual that I will start by reading the briefs and researching the law and will have an initial impression of how I am going to rule. However, after hearing the oral arguments and getting my questions answered, my impression will change, and I will rule the other way. My mind always remains open until all the facts and arguments are complete.  

Do you feel you can be impartial from political pressures or public opinion?  

Wisconsin deserves a justice that will look at all of the facts of a case and rule based on what the law says – not what the justice wants it to be. As a circuit court judge, I put on my black robe to hear cases – that black robe is a metaphorical shield between me and outside political and public pressures. A judge’s job is to apply the law, not make the law. My commitment to impartiality and objectivity is unwavering, and I will bring that same dedication to the Wisconsin Supreme Court. 

What experience or knowledge do you have with laws specific to the rights of Native Americans and Indian tribes?  

I’ve worked with leaders of all 11 Native American tribes to address how the Department of Justice could partner and assist each unique tribal community. I held roundtables with tribal leaders to ensure tribes had a voice at the DOJ. We used the insights from these conversations to customize our approaches to the opiate and methamphetamine epidemics and the human trafficking crisis to fit each tribe’s needs. I’m proud that the Wisconsin Native American Drug and Gang Initiative Task Force was recognized nationally for disrupting the cycles that enable violence and addiction to infiltrate our tribal communities. 

State Superintendent of Public Instruction  

Jill Underly 

What is your overriding philosophy of public education?  

My overriding philosophy on public education is that every child deserves access to a high-quality, fully funded public education, regardless of their background or ZIP code. I believe that strong public schools are the foundation of a thriving democracy and economy. My approach is centered on equity, opportunity and investment — ensuring that all students, especially those from historically marginalized communities, have the resources they need to succeed. I am a champion for supporting teachers, early childhood education and fair school funding to make Wisconsin’s education system stronger and more inclusive. At its core, my philosophy is that public education should serve the public good, not private interests, and that every child has the right to a safe, supportive and academically rich learning environment.  

How will you work to strengthen partnerships between Wisconsin Tribes and DPI to ensure culturally responsive education, improve academic outcomes for Native Students and uphold the principles of Act 31?  

 I am committed to strengthening partnerships between Wisconsin’s Tribes and the Department of Public Instruction to ensure that Native students receive a culturally responsive education that honors their heritage, improves academic outcomes and fully upholds Act 31 — Wisconsin’s requirement to teach Indigenous history, culture and sovereignty in schools.  

My approach includes:  

Expanding Collaboration with Wisconsin Tribes 

• Work directly with Tribal leaders, educators and community members to ensure Native perspectives shape education policies and curricula.  
• Increase funding and support for Tribal schools and Native student programs to address opportunity gaps.  

Strengthening Culturally Responsive Education  

• Expand professional development for educators to ensure accurate and respectful teaching of Indigenous history, sovereignty and contemporary Tribal issues.  
• Develop more curriculum resources in partnership with Native educators and scholars.  
• Support Native language preservation by integrating Indigenous languages into school programs. 

Improving Academic Outcomes for Native Students 

• Increase access to early childhood education and college/career readiness programs tailored to Native students.  
• Address systemic disparities by advocating for equitable school funding and mental health resources in schools serving Native communities.  
• Expand opportunities for Native youth in STEM, the arts, and career and technical education.  

Fully Upholding Act 31 and Enhancing Accountability 

• Ensure Act 31 is not just a requirement but a meaningful and well-supported part of every school’s curriculum.  
• Strengthen monitoring and enforcement to ensure compliance across Wisconsin’s school districts.  
• Work with Tribal leaders to update and expand Act 31 materials to reflect contemporary Native issues and perspectives.

How can schools attract and retain more teachers? 

Attracting and retaining more teachers requires a comprehensive strategy that addresses the biggest challenges educators face — low pay, lack of support and burnout. I have always advocated for stronger investment in educators to ensure Wisconsin schools can recruit and retain high-quality teachers. A great start is increasing teacher pay and benefits for our amazing educators! We have to ensure that teaching remains a sustainable career choice and provide stronger benefits, including paid parental leave and better retirement options. Reducing class sizes and administrative burdens so teachers can focus on students is another step in improving working conditions for our teachers, along with making sure our schools have the proper support staff – from counselors to social workers – to share the workload. Finally, I believe that by investing in teachers, we invest in students — ensuring Wisconsin has a strong, sustainable educator workforce for the future.  

What can Wisconsin do to improve reading scores and narrow the achievement gap?  

The most important thing we can do immediately to improve reading scores and narrow the achievement gap in Wisconsin is for the Republican state legislature to release the $50 million in funding authorized through the bipartisan literacy bill, Act 20. This requires a multi-pronged (approach) that invests in early literacy, supports educators and addresses disparities in access to resources. We must expand early literacy programs and invest in high-quality 4K and early childhood education to ensure kids develop foundational literacy skills before entering kindergarten, including evidence-based reading instruction that focuses on phonic, fluency, vocabulary and comprehension. We need to increase access to books and literacy resources, such as expanding school library programs and summer reading programs. It is also essential to address disparities and support underserved students. This includes investing in personalized instruction for struggling readers, expanding funding for bilingual and culturally relevant education to support English learners and students from diverse backgrounds, and providing wraparound services. And finally, we need to equip parents with tools to support reading at home to help ensure success in the classroom. By implementing these strategies, Wisconsin can ensure that every child — regardless of ZIP code — has the opportunity to become a strong, confident reader. 

If elected, what would be your top priority?  

My number one priority is ensuring every Wisconsin child has access to a high-quality public education. I am committed to fully funding public schools, supporting teachers, expanding early childhood education, increasing support for special education reimbursements and mental health, and closing opportunity gaps so that all students — regardless of ZIP code — can succeed. Under my leadership, Wisconsin is seeing the highest graduation rates in state history and Wisconsin schools have moved from being ranked 13th to 6th in the nation – and I won’t rest until they are number one!  

How should Wisconsin respond if the U.S. Department of Education were to be shut down?  

The question is no longer IF the U.S. Department of Education were to be shut down, but rather WHEN we will see the final dismantling from the Trump/Musk Administration. Over the past few weeks, we have been on pins and needles, waiting for the shoe to drop, which most recently included a 50% reduction in the Department of Education workforce. But we have been preparing for this day and are taking swift action to protect students, educators and schools from the disruption caused by the loss of federal funding and oversight.   

The U.S. Department of Education provides millions in funding for special education (IDEA), Title I schools, school nutrition programs, Pell Grants and more. We must do what we can to protect this critical funding, including exploring state-level funding solutions and advocating for federal programs to be maintained under other agencies. Hand in hand with programmatic funding, we must maintain support for our most vulnerable students to ensure they receive the support they need. With federal oversight from the Department of Education gone, the Department of Public Instruction would play an even larger role in setting standards and policies. Regardless of whether the Department of Education is eliminated or just stripped to bare-bones, we must push tirelessly for continued federal funding streams for schools and mechanisms to protect students’ rights. I will always fight to protect Wisconsin’s students, maintain critical funding and ensure that public education remains strong, equitable and fully supported.  

Brittany Kinser

What is your overriding philosophy of public education?  

I believe in a student-centered approach that encourages parental involvement and provides a school environment that makes students look forward to coming to school and eager to learn. 
 
My vision is for Wisconsin to be the first state in the nation where 95% of students can read at grade level. That is what the research says, and that is what I am doing right now as an education consultant – showing schools in Wisconsin that with the right tools and resources, 95% of the children can learn to read, write and do math well enough so they can go to college, master a trade or get a meaningful job.  

How will you work to strengthen partnerships between Wisconsin Tribes and DPI to ensure culturally responsive education, improve academic outcomes for Native Students, and uphold the principles of Act 31? 

I think it is really important for the Superintendent to have an open line of communication with Wisconsin Tribes. I would be interested in getting feedback from Wisconsin tribes to assess what is working well and what is not working well at this time with respect to the above-mentioned items. If tribal representatives have input on how DPI can be more responsive to their needs, I would propose a plan to correct the situation with regular monitoring and measuring of results until expectations are met. There needs to be an intentional effort with me and the people who report to me directly involved in the process. 

How can schools attract and retain more teachers? 

As a public school special education teacher and public school principal, I understand the difficulties we face in Wisconsin to attract and retain high-quality teachers. While Jill Underly focuses on bringing more resources to the state’s education system, it doesn’t address the heart of the matter; it’s not enough that we respect and pay high-quality teachers what they deserve. We must ensure more funding reaches teachers in their classrooms and work to fix licensing roadblocks to attract high-quality teachers and make it easier for them to enter the profession. 

What can Wisconsin do to improve reading scores and narrow the achievement gap? 

We must restore high standards and get back to the basics. Jill Underly hurt our students when she lowered high standards to cover up the grim truth of reading proficiencies in our state. Only 3 out of 10 students are college- or career-ready. That’s unacceptable. We must do better. To improve reading scores and narrow that achievement gap, restoring high standards is the first step. Second, we must get back to the science of reading and teaching phonics. There is scientific proof and concrete evidence that shows that students are more likely to read at grade level when we implement a science-based curriculum. Finally, we need to make sure we are equipping teachers with the tools and resources they need to teach our kids how to read — and that starts with their own education.  

If elected, what would be your top priority? 

First, we must restore high academic standards, and I support the Legislature’s efforts to restore the standards set by then-Superintendent Tony Evers. We know that students rise to meet the expectations set for them! Restoring high standards means positioning Wisconsin kids for success. Second, we must refocus education on the basics of teaching reading, writing, science, and math. These skills are the foundation of lifelong success, enabling students to pursue meaningful jobs, attend college, or master a trade. We must also provide best practices on how to partner with parents to champion their child’s education. Finally, I believe DPI must become a transparent, predictable and innovative partner with schools, parents and local communities. 

How should Wisconsin respond if the U.S. Department of Education were to be shut down? 

As I have said repeatedly, I am opposed to any reduction in the amount of federal dollars supporting K-12 education in Wisconsin – full stop. Every school in our state depends on federal funding to help students succeed. The federal government must keep its promise to fund education, including funding for special education and the resources we need to help kids learn to read, write and do math well enough to go to college, have a meaningful job or master a trade. Given Jill Underly’s horrific track record of lowering standards, and covering it up to make herself look better, it is clear we need a dramatic change at DPI to give every Wisconsin student the chance at that bright future. I would love an opportunity to have this conversation with Jill Underly, but she continues to hide from Wisconsin voters. 

Green Bay Area Public School District Board of Education

Rick Crosson

Why do you want to run for a seat on the Green Bay Area Public School District Board of Education?

In April 2024, I was appointed from a pool of 15 qualified candidates to serve on the Green Bay Area School Board. Our children deserve our best efforts to provide conditions suitable for a thriving learning environment. I am a retired U.S. Army Lt. Colonel and Master Army Aviator. I am also a former Chief Operating Officer for a Wisconsin-based transportation and logistics company. As an active and committed board member, I want to continue to fully commit my executive and leadership skills to do quality board work and be a positive, visible and accessible example for our students and everyone in the Greater Green Bay community.

How will you work to strengthen partnerships between Wisconsin Tribes and the school board to ensure culturally responsive education, improve academic outcomes for Native Students and uphold the principles of Act 31?

I will do that the way I’m currently doing things: by establishing a clear definition of excellence followed by assessing the conditions, variables, resources, strengths and limitations of each student. Equity is achieved when each child has the necessary resources, support and motivation to reach their individual maximum potential. I will also continue to hone my relationships with the various native tribes to gain from them first-hand perspective of the issues and challenges to quality education. We require a holistic approach to student learning that includes family involvement. I will also doggedly adhere to not only the letter, but the intent of Wisconsin Act 31, which is to “provide culturally responsive instruction on the history, culture and tribal sovereignty of Wisconsin’s 11 federally-recognized American Indian nations and tribal communities.”

What can the school district do to boost reading scores and literacy for all students?

Most studies conclude that the most important reading and learning foundations occur from birth to third grade. The district’s role in that is to continue to support pre-K instructional programs. The district must also continue to provide curriculum that focuses on phonemic awareness (sounds in words) and phonics (letter-sound correspondences to decode words), fluency, vocabulary and comprehension. We as a community must also take ownership of supporting our children’s reading with volunteering, resources and local business programs

Green Bay is a very diverse school district. What can or should the district do to narrow the achievement gap and promote equitable outcomes?

So much of what is feeding our achievement gaps are the low expectations imposed on children just because of who they are. I truly believe that the road to closing performance gaps start with instilling a spirit of “Yes You Can…Yes You Will.” It starts with setting expectations and holding ourselves accountable for results. We must also aggressively identify and either mitigate or eliminate any negative variable that is in the way of a child’s learning ability. I’m still torn with the concept of an “equitable outcome.” Equity to me means creating conditions conducive to a child achieving their maximum potential. That potential depends a lot on the child’s attitude and aptitude, their environment and their support systems. Our job is to remove any engineered obstacles in their way.

The Green Bay School District has one of the lowest “on-track to graduation” rates in the state. How would you like to see this addressed?

I am personally involved in development and implementation of our district strategic planning work that defines the strategic imperatives for our students. The core of this strategy is our Portrait Of A Graduate that defines 5 pillars of a graduate profile: Academic Achievers, Communicators and Connectors, Personal Architects, Leaders and Teammates, and Empowered Navigators. I know that there are issues with student absenteeism and overall student disengagement. We have to work to remove the reasons children lose interest in coming to school. This also involves greater parental involvement. Our children have to see that a quality education is key to them being happy and productive members of society and their nation.

Elliot Christenson  

Why do you want to run for a seat on the Green Bay Area Public School District Board of Education? 

I am a proud Green Bay Preble High graduate. I went to school 30+ years ago. As a parent of three GBAPS graduates, an involved business person in the community, active volunteer in our school district and a past instructor at UWGB and NWTC, I’ve seen the slow and steady decline of our district in terms of achievement. I refuse to accept the claims that our diversity is the reason for our decline. I believe ALL of our students can achieve much more than is happening.  

How will you work to strengthen partnerships between Wisconsin Tribes and the school board to ensure culturally responsive education, improve academic outcomes for Native Students and uphold the principles of Act 31? 

I want to improve achievement. Part of achievement is understanding the United States’ unique society in world history. We need our students to master basic math, science, English reading and writing, American civics and American history. All students should be learning about our society and how it functions if we are to build the local leaders our area so desperately needs. 

What can the school district do to boost reading scores and literacy for all students? 

Green Bay is a very diverse school district. What can or should the district do to narrow the achievement gap and promote equitable outcomes? 

The Green Bay School District has one of the lowest “on-track to graduation” rates in the state. How would you like to see this addressed? 

These are all different ways of saying GBAPS is failing our kids. Most of our kids. It’s getting worse, not better. 

First and foremost, we need to stop accepting the status quo. 

We need to push for excellence. I fear that we have grown to accept lower outcomes for students in some groups, and I reject that idea completely. All of our students need to be well-versed in basic math, science, English reading and writing, American civics and American history. Some concrete ways in which we can help push that along: 

• An achievement leaderboard. We need to celebrate high achievement, and we should celebrate as loudly as possible the students who achieve. 

• We need more adults in the building. All of our schools need a good dose of parents volunteering in classrooms, lunchrooms and playgrounds, but we also need past graduates and other local leaders to be loudly encouraged to come back and show concrete steps towards achievement. 

• More discipline is required. I know it’s a tough thing to hear, but we need to support our teachers completely when students are disruptive. We need to stop catering to the one disruptive student who makes life harder for the 29 other students in a class. 

• Most improved awards. This is an award that, regardless of income or other life consequences, all students have an opportunity to get.  

The status quo has not worked. We know what largely works since it mostly did 30 years ago. 

Katie Gentry  

Why do you want to run for a seat on the Green Bay Area Public School District Board of Education? 

I’m running for the school board because I believe every child in Green Bay deserves a quality education that prepares them for success. As a parent, volunteer and advocate for children with special needs, I’ve seen firsthand the challenges our students, teachers and families face. I want to bring a fresh perspective to the board — one that prioritizes transparency, fiscal responsibility and student success. My goal is to ensure our schools provide a strong academic foundation, support teachers and foster an environment where every student, regardless of background or ability, has the opportunity to thrive.  

 How will you work to strengthen partnerships between Wisconsin Tribes and the school board to ensure culturally responsive education, improve academic outcomes for Native students, and uphold the principles of Act 31? 

Having grown up in a Native American family, I deeply respect Indigenous culture and understand the importance of teaching history in a way that is both truthful and comprehensive. Act 31 ensures that students learn about the history, culture and sovereignty of Wisconsin’s Indigenous nations. We should strive to make Indigenous education meaningful and well-integrated into the curriculum. 

This means working closely with tribal leaders, educators and families to ensure that Native perspectives are represented authentically. It also means teaching Indigenous history in its entirety — not just the struggles and trauma but also the resilience, contributions and rich cultural traditions of Native communities. When history is taught in a balanced and factual way, students gain a deeper appreciation for diversity without feeling overwhelmed or disconnected from historical identity. 

Additionally, to improve academic outcomes for Native students, we must provide support systems that recognize their unique needs, including mentorship programs, culturally relevant teaching practices and stronger connections between schools and tribal communities. By fostering these partnerships, we can create an environment where Native students feel seen, supported and empowered to succeed. 

What can the school district do to boost reading scores and literacy for all students? 

Reading is the foundation of all learning, and while our district is already working to improve literacy scores, we need to take a broader approach that benefits all students. One key step is expanding bilingual education — not just for ESL students but for all learners. Research shows that bilingual students tend to have higher cognitive flexibility, problem-solving skills and academic success later in life. Currently, students choose a second language in middle school, but we should introduce language learning much earlier when children’s brains are most adaptable. 

Another crucial piece is empowering parents to support literacy at home. Schools should provide accessible resources to help families reinforce reading skills outside the classroom. Strong school-home partnerships will give students more opportunities to practice and grow as readers. By strengthening bilingual education and family engagement alongside the district’s existing initiatives, we can ensure every child develops the literacy skills they need for lifelong success. 

Green Bay is a very diverse school district. What can or should the district do to narrow the achievement gap and promote equitable outcomes? 

The district should focus on ensuring that all students, regardless of background, have the resources and support they need to succeed. This starts with providing high-quality instruction, making sure every student has access to experienced teachers and a strong curriculum that prepares them for the future. It’s also important to offer targeted academic support, such as tutoring, mentoring and after-school programs, to help students who may need extra assistance. 

By addressing learning gaps, supporting diverse learners and ensuring equitable access to resources, we can build a stronger, more effective school system that benefits all students. 

The Green Bay School District has one of the lowest “on-track to graduation” rates in the state. How would you like to see this addressed? 

To address low graduation rates, we need to start by identifying the root causes. This begins with actively engaging with students, teachers and staff to understand the challenges students face in staying on track. Building strong relationships within schools allows us to recognize early warning signs and intervene before students disengage. Open communication with parents is also essential — we need to understand why students may be struggling, whether it’s academic difficulties, personal challenges or a lack of connection to their education. By addressing the barriers to engagement and motivation, we can create a school system where more students stay on track, graduate and leave prepared for the future. 

Jeanette Krill 

Why do you want to run for a seat on the Green Bay Area Public School District Board of Education?  

I am running for the Green Bay Area Public School District Board because I believe strong public schools build strong communities. My career as a physical therapist, along with earning my MBA and advancing into management roles, has equipped me with essential skills in leadership, budgeting and empathy — qualities that are crucial for a school board member.   

Over the years, I have been actively involved in my children’s schools and other community projects, reinforcing my belief in the power of school-community partnerships. Now retired (but not tired!), I have the time, energy and dedication to serve. I am committed to working collaboratively to ensure that our schools provide the best opportunities for every student. 

How will you work to strengthen partnerships between Wisconsin Tribes and the school board to ensure culturally responsive education, improve academic outcomes for Native Students and uphold the principles of Act 31?  

Green Bay Area Public Schools, like all Wisconsin public schools, must adhere to Act 31, ensuring instruction on the history, culture and tribal sovereignty of Wisconsin’s federally recognized tribes. I will work to uphold and strengthen this commitment by fostering communication and collaboration between the district and tribal communities.  

To improve academic outcomes for Native students, I will support equitable funding, culturally relevant teaching and access to Native student support services. My commitment is to honor and respect Wisconsin’s tribal nations while ensuring all students receive a comprehensive education.  

 What can the school district do to boost reading scores and literacy for all students?  

 Green Bay Area Schools has implemented the early literacy program mandated by Act 20, which screens students in 4K through 3rd grade to identify those needing additional reading support. This program has already shown success in assessing student levels and providing targeted assistance to help them succeed.  

Beyond early intervention, I believe it’s essential to provide students with age-appropriate, engaging and culturally affirming reading materials to foster a love of reading and encourage continued literacy growth.  

 Green Bay is a very diverse school district. What can or should the district do to narrow the achievement gap and promote equitable outcomes?  

Utilizing the achievement data and acknowledging where the gaps are, the school district should consider working with families and their communities to identify barriers to student success. Together these entities can work with their particular schools to develop programs that will engage learners and their families/communities to alleviate these barriers and provide a more robust learning experience. Every student deserves an educational experience that meets them where they are and promotes academic success.  

The Green Bay School District has one of the lowest “on-track to graduation” rates in the state. How would you like to see this addressed?  

The district is heading in the right direction to address the low graduation rates by developing the Portrait of a Graduate, a vision developed with input from students, staff, families and community members. This framework identifies key skills and traits students should develop before graduation, helping shape strategic decisions at the district and school levels. It will inspire the Board and District in developing the next strategic plan.  

To turn this vision into action, we must ensure that all students receive the academic support, mentorship and career readiness opportunities needed to stay on track. This includes expanding tutoring and intervention programs, strengthening student engagement and ensuring pathways to graduation that accommodate diverse learning needs. By aligning resources and policies with the Portrait of a Graduate and tracking key indicators — attendance, course completion and credit recovery — we can establish a clear roadmap to higher graduation rates and long-term student success.  

James Lyerly

Why do you want to run for a seat on the Green Bay Area Public School District Board of Education?

Because the success of our public schools is incredibly important to our community, and I want to be of service to my community. I believe that effective board members bring their different talents, experiences, and knowledge to the table but leave their personal agenda at home. I am not there to further my priorities, I am there to work with the other trustees to guide district leadership to focus its effort and our tax dollars on executing its mission to educate all students to be college, career and community ready. I am the Chief Product and Technology Officer of a Wisconsin-based organization and current Vice President of the Board of Education. I have significant experience with matters and topics that the board is called on to decide. I am adept in collaborating with my peers and driving decisions. I think the leadership and strategic planning experiences that I bring with me are valuable, and I have helped the board make some difficult decisions over the last three years. I want to do my part to make Green Bay the best community in Wisconsin to live and raise our children.

How will you work to strengthen partnerships between Wisconsin Tribes and the school board to ensure culturally responsive education, improve academic outcomes for Native Students and uphold the principles of Act 31?

Now that the board has empowered Ms. Bayer, transitioning her from an interim position to the Superintendent role, her and the board’s focus is on creating a strategic plan that will guide the development and execution of improvement initiatives for the next five years. The Portrait of a Graduate process was designed to connect the district’s vision and planning to the community. I recognize that we need to meet students where they are, and that means that we need to constantly remind ourselves of the diverse needs of our students and the different cultures that are represented in our building every day. We acknowledge that the Green Bay Area Public School District operates on lands belonging to the First Nations, but we need to do more than that. In the spirit of that land acknowledgment, we need to strengthen that partnership by increasing opportunities for local tribes to participate in curriculum selection processes and provide professional training to our staff to ensure that we are keeping our promise to educate all students to be college, career and community ready.

What can the school district do to boost reading scores and literacy for all students?

The school district implemented a new reading and literacy curriculum last year that aligns with the requirements established in Act 20 and leverages AI to create and monitor individualized interventions so that each student that needs assistance gets the help they need at that moment without creating additional burden for the teacher. The district is still in the process of finalizing the first required literacy evaluation, but there are many early signs that the new curriculum and individualized interventions are having a positive impact in our schools. 

The rollout of these new tools started in the elementary grades, but the district is preparing to extend the use of the AI-enabled tools in the middle grades as well. We are very aware that the previous curriculum did not serve our students well. The disruptions to learning caused by COVID amplified the issues.

Across all of our buildings, we also need to take measures to reduce the distractions in classrooms and empower teachers to perform at their best. This looks like establishing a district-wide policy and enforcement plan to restrict access to phones and other personal electronic devices that distract students and protect teachers’ preparation and instruction time. This is not an easy problem, but it is policy work that the board must take up in order to change our current situation.

Green Bay is a very diverse school district. What can or should the district do to narrow the achievement gap and promote equitable outcomes?

The district acknowledges that significant achievement gaps exist and have created improvement plans that target those students that are under-achieving in the classroom. As a board member, I joined with my fellow trustees to approve community and family engagement positions to dedicate resources to identifying and addressing external challenges that impact student achievement. Beyond providing new curriculum and tools that help students achieve in the classroom, we are partnering with community organizations to look for solutions to chronic absenteeism, food crisis and community anxiety.

The Green Bay School District has one of the lowest “on-track to graduation” rates in the state. How would you like to see this addressed?

I believe that addressing literacy and achievement gaps during elementary school will give students the tools to stay on course for graduation. I believe that students who are not prepared for credit-bearing classes are much more likely to disengage and give up on graduation. I am proud of the alternative programs that the district provides like N.E.W School of Innovation, Minoka Hills, John Dewey and KJ Academy. These programs help those students that are either credit deficient, perform better in project-based programs or who underperform in comprehensive high schools find a way to graduation. The problem is that these programs have limited capacity, and the district doesn’t provide comprehensive transportation services in all cases. I support the expansion of some of these programs but really want the district to focus on the root causes that create the need for these programs first.

Alex Mineau

Why do you want to run for a seat on the Green Bay Area Public School District Board of Education?

I am running for school board to create change. We need to have a better-functioning board that is more engaged with our entire community and forward thinking. I plan to help create a board that actually makes decisions that result in positive growth and development of our schools and what our kids are capable of. I want to help be an informed and fearless guiding partner through a lot of significant changes on the horizon. I’m running because as a teacher (formerly in Green Bay for 13 years), a parent of two district kids and a very involved person, I have the necessary drive and experience to help create better schools.

How will you work to strengthen partnerships between Wisconsin Tribes and the school board to ensure culturally responsive education, improve academic outcomes for Native Students and uphold the principles of Act 31?

As a teacher for many years and having worked with many Native students, it’s apparent to me that much of our education model and practices are not helpful. First and foremost, I am the biggest advocate for changing many of our curricular approaches, especially to reading. But I also firmly believe kids’ other experiences every day play a huge role in improving academic outcomes. For example, we need to make sure kids get enough physical education minutes, stop reducing recess time and focus more on culture, extracurriculars and the arts. Doing more math and reading is something we’ve tried for 20+ years. It’s proven that it alone does not work! I want to take a holistic approach, which for 15+ years I’ve been advocating for.

What can the school district do to boost reading scores and literacy for all students?

Our school district can do two major things. First of all, my response to question 2 by taking a holistic approach to education again is very important. Secondly, we need to reduce the constant distractions in the classroom. Our behavior policies were changed some years back and are way too lax now. We need to course correct a bit. We have to hold each other accountable, because too many minutes in school are lost to distractions, fights, referral paperwork, etc. Our teachers need support, and our families need support. And everyone needs some more accountability. No kid can learn in an environment with chaos and constant fear or uncertainty.

Green Bay is a very diverse school district. What can or should the district do to narrow the achievement gap and promote equitable outcomes?

Our district has arguably more programs and people in place to attend to the diversity we have and promote or improve student outcomes than all other districts around. However, where we often fall short is on planning and leadership. I would love to spearhead two major initiatives. One, revamping how our administrators operate so that our programs can actually be carried out to fidelity. I also want to empower teachers in various ways so that they have the necessary encouragement and freedom to use their expertise and be trusted to teach effectively. Our teachers are too often led by misguided mandates to teach to the test (from administrators) and rarely given the resource support or encouragement from building-level administrators. This ultimately undercuts all the intended efforts for our struggling and diverse student body.

The Green Bay School District has one of the lowest “on-track to graduation” rates in the state. How would you like to see this addressed? 

Again, huge improvements can be made by focusing on two things. Get the right leadership. Find a worthwhile superintendent and support them. Change our hiring and evaluation practices to find and retain only the best and productive administrators/principals. Secondly, alter some of our behavior policies and practices to ensure safe and chaos-free classrooms. Support and empower teachers so they are not beat down physically and mentally and have the chance to help our students succeed and for them to stay with our district versus leave for other area schools.

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