001is framed as good communities build good schools and good schools build good communities. That sort of reciprocal nature of the relationship between schools and cities. So looking forward to strengthening that partnership this evening and we'll I know we did want to check in how many of you plan on being there or will be able to be there this evening. >> Okay. >> I think everyone except for me will be there tonight. >> All right. We'll have a good turnout. Okay. We appreciate your support around that and our chance to share that information with uh our city council. Okay, it looks like now we'll be hearing from McFarland Middle School. All right. So, we're grateful for the opportunity to give a board report. A couple of weeks ago, we had you in our building, and we're
002grateful for uh your participation and the community that was able to engage. We really um enjoyed and appreciate that opportunity to meet not only with the board, but to bring community members in. I think that was a really cool context. It gave us an opportunity to hear from them and answer questions kind of differently than we have in the past. So, thank you for for that opportunity and that time. Um, a little bit of what we share today will be a lot of it will be connected to that, but kind of come coming from a different lens. Um, our slogan this year with staff um has been this one, strong roots, bold moves. Um, an opportunity to acknowledge the great work that's happened at McFarland Middle School for a lot of years and then really
003envision what we're going to do moving forward and how we want to take moves and steps to grow and improve. So, we'll circle back to this and give some context um with some data that we feel really affirms uh where we're at as a building. Excuse me. So, if you remember, um I think about a month ago or maybe a little more than a month, you guys had a presentation from Justin Johnson where he presented some, um elementary data, um kind of talking about his impact index, um comparing a predicted outcome based on our um student demographics and the impact that that um come with having multilingual learners and and low socioeconomic status and and what you can predict based on that in a school and then comparing that with actual outcomes um in those
004schools. So after that presentation, I approached Justin and said, "Hey, we want to kind of know where we're at at McFarland. Can we run that data? Can we do that?" It's a little more complex at a middle school, particularly when you're trying to compare schools because everybody does it different. Some are 89, some are 79, some are 68. And so we want to make sure we're comparing. So it took them some time, but we were able to do that. So if you remember just hearkening back to that um any number below zero means there was an underperformance in reference to expected outcomes on that line and any number above zero is an overperformance um in respect. So you want to be in that that positive. So we we worked with Justin and said hey can
005you can you show us where we're at? Can you show us where McFarland's at? This is the 2425 school year data because you got to get that final year espa um and we had a number an impact index of -3. So slightly below that expected outcome um when we looked at that. So when we looked at that again, Justin showed you where where our elementary schools were at and then he showed you that in reference to schools around us and kind of to give that. So when we looked at ours, um we have 21 schools around us that are like that. We could take grade levels and compare them. We MMS was number nine out of those 21 schools. um and we had that -3. Um if you look at this, um if you look
006at those top seven schools, since we had that nice clean number of 21, we can kind of break it up in threes. When you look at those top seven schools, they had a range of -2 to positive 5, right? And then you have, if you look into that middle group of seven schools, that's a range of -2 to -12. And then those bottom schools, anywhere from -3 to -37. And I did have a little asterisk there. The bottom three schools are kind of um alternative schools, online type, where I think you're going to be pulling from kids that are struggling. So, it's a little hard to look at them and compare it. The lowest impact rating for a traditional middle school was -14. So, when we put it in this context, um we really put
007ourselves in we're we're really in the top of that middle group right there. Um which going back to our slogan and how we introduced the year, strong roots, bold moves. If you're in that bottom group, um, and you're looking at an impact rating of negative -10, negative3, really way down there, um, we feel like we we would have a roots problem, right? And that's not what we feel when we look at our our system. Um, as I've spent the year at McFarland and we're halfway through the year, I can tell you we have strong instructors. We have experienced teachers that have high levels of skill and are providing really good opportunities for kids and really good classroom instruction. when you have a school that's going to outperform that um predicted outcome like we're shooting to
008do, you need those strong teachers like we have and then you need the system to align, right? So that kids aren't just going from strong teacher to strong teacher, but they're going from strong teacher who's aligned with the next teacher they're going to see who's aligned with the next teacher. Whether that's moving from seventh to eighth grade, 6th to 7th to 8th to 9th grade, or whether that's moving throughout your day, right? because I'm going to write in multiple class periods. Are we going to talk about writing the same in each of those class periods? I'm going to read in multiple class periods. I'm going to take notes in multiple class periods. Are we doing that with similar systems and similar language so that a kid's not relearning multiple systems? Right? So, like I said,
009I feel like what what our focus when you see that strong roots and bold moves is saying acknowledging we have strong roots. We really do have really strong instructors. What we're going to work on now and what we have been working on and what we shared with you in the board visit and we'll talk briefly about it right now is how can we align those systems to enhance and um really outperform what those expected outcomes are because right now we're right in that zero range -3 to positive 3 is really like okay we're right there performing where it's expected. Can we outperform what's expected of us because we know our kids can do it and we know we we've got the teachers in place to do it too as we work on the systems. So,
010we're we're we're acknowledging where we're at and we're really excited for where we can go. So, um we're going to talk about those same three areas now um that we talked about before, instructional alignment, AVID, and um our student supports. We're just going to share a little bit here, a little bit more data on how that's going and hear a little bit more kid feedback that we weren't able to to share in the last group. So, >> okay. So going along with those strong roots and trying to make some bold moves is we've really put a huge focus on our scope and sequence. Um this year we've got our teams together. We make sure they're extremely aligned that when we go to different classes they're teaching the same things. So in reality the the look
011for a student would be it wouldn't matter necessarily which classroom they were in. They would be learning the same things. um that really helps with our equity um and making sure all of our students are being reached and taught the same thing. Now, with building that, it's we're using things like we're implementing Wicker, which is an AVID strategy. We are um learning more about active monitoring and and the next steps for when students don't get something and working as a team that way. Um, our next steps for with our scope and sequence is now how we need to have common how to to teach. Um, and those are some of the things that we're going to be moving towards as we continue developing is aligning our teachers so the how becomes more a little bit
012tighter, a little bit better and it will help our students succeed more fully and we'll be able to predict that success more accurately is the tighter we get there. So a part of that is the writing alignment and this started really a couple of years ago. I think two maybe two and a half years ago. The teachers were saying that they wanted to um understand writing instruction in social studies and science as how it was working in ELA. so that when they did ask the students to write, they weren't teaching them writing skills that were separate from or different than they were receiving in their ELA classrooms. Now, for a recovering English teacher such as myself, this was music to my ears because I want students to have the same instruction around writing regardless of
013what which class content they are in. So, we started this work, like I say, about two years ago, um, with what does, uh, middle school writing look like? What does it look like to write in science? What does it look like to write in social studies? What does it look like to write in ELA? As we have done this work, we've looked at rubrics. We've looked at what the um SBA rubrics look like so that we're not way off base with how they are going to be scored in their endofear assessment. And we've looked at what kind of instruction the students receive coming up to McFarland because these are students who this writing is not new for them. We want to take the next step for their writing and get them more advanced in their
014writing. So our students now we've been writing in in science and social studies for a very long time but now we've collaborated with when they are writing in ELA when they are writing in uh social studies and science so that it's not three essays all at the same time but our students are writing pretty much all of the time which as I say music to my ears. We are using common organizers in all of our contents and we meet regularly um ELA science and social studies to talk about our student writing so that the message continues to be similar regardless of the content. Um this has been great this year. Our students so far this year have completed six essays over those three contents. um they are doing um smaller essays as well or brief
015writes as they would be called um as well as full essays. It is going very well. We're super excited what this will do for our WEDA scores as well as for our ESPA scores. But our students are becoming much more articulate not only in their writing but also in their speaking. So we're excited about that. So this uh will before we before we move on if you go back just to that slide for a moment I think this might be you're hearing all the detail and sort of at the classroom level and the building level what our people are wrestling with every day and I think for the board um to consider is how is AI going to impact this kind of work. There will be some who say we need to keep AI out
016of schools. it's it's it's a bad thing for our our society. And then others who say we need to make sure our kids understand it and are leveraged for it. So even in just this one slide, can you think of ways that a common scope and sequence could be developed more efficiently through AI tools that would allow a teacher to concentrate on their lesson delivery, to be able to actively monitor and to think more carefully about their lessons? That would be a win for our system and a win for our teachers. on the other end is we're having students have an experience in schools that none of us had around having a little of one prompt print an essay for you very very quickly and how do we really begin to assess what our kids
017really know and how do we prepare them for the world of work that's coming. So I think the it's a a reminder of the good work that they're doing but also for you to consider where do we fit in this? I think those are the kinds of things over the next year or two that we're really going to have to think about. How do we help our students and our staff deal with a particularly around writing because um writing is a real quick way for someone to demonstrate strong evidence of their understanding or no evidence of their understanding. >> So just to jump in, >> can I jump in real quick? Well, to your point, uh, my daughter that's in high school in English 10A, some of her work that she does is on the
018computer, but I've been shocked the amount of work that she's doing writing by hand. Like, I've read through her essay. So, it's like it's like they have the the tools to do AI, but they also are being required to write essays by hand, which then makes using AI not impossible, but a lot harder. Um, because they're having to anyway really think about it. So I think the combination like marrying the two together is really good. >> Yeah. Can I >> So just to give a go ahead. >> Sorry. The only thing and I and so my kids have been out of school for a while but or even myself and I just think about when I got a paper in writing especially the old school way was read >> and it there was also an
019immediate sense of shame. You knew you did it wrong. And so I am appreciative that we are moving forward into the future and can assist where we need to assist, but also not for kids not to feel like I got it, I suck, you know. So >> yeah, and just to tie into the AI a little bit. So um like you said, um when we talk about those common organizers and processes, there's all this prewriting processes that kids are doing before they ever jump in and they're writing their essay. And so, yes, we require and and and this will allow us to work through teachers saying, "Hey, you're going to turn in your essay and your prewriting work." So, yeah, if you just jumped onto AI and said, "Give me an essay." You're not going
020to have any of this work beforehand to show and demonstrate that like, "Hey, you really did this." Um, in terms of using it on our end, um, we've talked to teachers about some of these strategy alignments. Wicker is a framework where hey, are you embedding into your instruction writing, inquiry, collaboration, organization, and reading strategies throughout a lesson? These things need to be in front of kids all the time. They need to be doing this. And so, we've told our teachers, hey, create a lesson plan and then feel free to drop that in chat GPT and say, how am I doing on Wicker? And Wicker can go and we say, we're talking about Avid. And it knows and it goes and pulls up all that stuff and it says, hey, here's a bunch of ideas. Now,
021what we've always told our teachers is you have to be the expert. You're not relying on this to replace your expertise. You've got to be able to say that doesn't work, that doesn't work, but that's a great idea. I'm going to put this in here. And so, um, doing that in that way, um, with this writing alignment, six essays, our teachers are getting a lot of essays turned in. We use an AI product called essay grader to grade these, right? So, we put them through. Again, the teacher has to be the expert. So, we tell them, you're going to put it in here and you're going to drop it in this system. It gives them not only a grade based on the rubrics that the state has put out, but also feedback. Hey, here's a
022couple of points of feedback that we would give this student. We say it's a lot faster. You're not off the hook. You don't just drop it in and move on. But yes, you don't have to like read meticulously ever and mark it up with all the red pen. Um, but go through there, read the essay, does it match and align with what you say? and they'll make adjustments to grades and feedback based on that. But does it give you a good starting point and make that process a lot faster and more efficient so that kids are getting better feedback more quickly? Because I think we also remember turning in an essay and it taking like three and a half weeks to get any feedback and then we're like, I don't even remember what I wrote
023at that point and I've moved so far on beyond that. Well, now kids are getting feedback in a much more prompt way and and doing that when we use these tools intentionally. So, yeah, thank you for that plug. So, what are kids saying about this writing process? >> Okay, student says, "I am a better writer this year because I'm writing more this year than last year, and I'm getting better every time when I write." Another student said, "Teachers help me with all the organizers I did in all of my classes. Last year, I did not know how to write an organizer or essays, and this year, I can do all of that. I feel like a better writer this year for sure. I write in history, ELA, and even science. And writing this much has
024made me a better writer in many ways. >> So, we're really excited for what this is doing. And that cross um content collaboration is huge. I spoke earlier about we have the right staff and we've got the right people doing really cool things um in our school. What when I came in and Denise said, "Hey, we've got this plan. they're going to do some cross-curricular writing and history and social studies are going to take some of the load. I was blown away because that's been something we've been trying to get secondary schools to do for like >> 17 years since Common Core came out. Common Core really did direct that. Um it was easy for them to write in the standards. It was a whole another thing to get teachers to to jump on board
025and history and science teachers to feel like they're sacrificing some time from their content. That's been the argument. What our teachers have found is they don't sacrifice time from our content. When they're writing an argumentative essay in history, they're writing it about the content in history. So teachers haven't felt like they've had to slow down to do it. It's it's just another way that they're interacting with that content. So we're excited for this. Um in terms of Avid, again, just to check in, we shared a lot of detail with you guys. It was really great to interact and it's been around for a long time, but I feel like especially as we were able to share that with those in our um the community members that were able to come in, a lot of energy
026and and and excitement over this program. Just to summarize how we see AVID in our schools, targeted interventions with schoolwide supports. We're super excited for the AVID elective. It's been successful in the past. We feel like it's going to continue to be successful for a targeted group of our students and we want to continue to support that. What we're working really, really hard in when you see things like wicker, when you see the binders all over the school, things like that, is what are those schoolwide portions and how can we get that stronger and stronger and stronger so that all students are benefiting from these strategies and these opportunities to develop. And so, just the only thing we wanted to circle back on in this presentation with you is um we didn't get to hear
027very many of these videos from the students and so we wanted you to be able to hear what AVID's done for these kids. Hi, my name is Zach Nakamura. I'm a seventh grader from McFarland Middle School. And AVID has helped me a lot with my future decisions by going to field trips to colleges, like local colleges. And I have seen I I was kind of doubting community college at first, but now that I've seen it, if that's one of my options, it might be one of my decisions. And uh it's it's helped me. And I want to I want to be a professional athlete in the future. But AVID has also helped me see my other dis uh like other career options and that's exactly why I love being an AVID. >> Awesome. >> Why
028did you join AVID? >> I joined AVID so that I could figure out which college I want to go to in the future and so that I can open up new opportunities to find out which college is right for me. Hi, I'm Louise and I'm an AVID student. AVID has helped me with my communication skills because it provides a study group where each of us helps each other working on problems we have. And we also have TRS where we communicate and a person's presenting and we ask questions if we needed help and we help each other with what we need. So when I talk to students a lot of times in my office um I talk to them about doors and I talk to them about um that that as a as a middle schooler
029they have so many doors open in their life and their job right now is more than anything not to close any doors to make decisions whether it's with their grades and their learning or their their behavior to make sure they're not closing any doors on themselves and they keep as many doors open open as possible. What stands out to me here is hearing these students talk about how avid all these doors are open to kids. I think with in our when we work with kids in the middle school age, it's they don't realize what doors are open. They don't believe or see themselves walking through these doors. And that's what I heard from these students. Whether it's I'm a better communicator than I thought I could have been or I mean 85% of our boys
030see themselves as professional athletes in the future. Um, but like Zach said, if that doesn't work out, I see that other things can can be options for me. And that's that's really really powerful cuz uh yeah, when they're um you know, on JV as a junior, they're like, "Oh crap, maybe that's not going to work out." Um and and that's not a good time to have to make a pivot in in their life choices. So, um really exciting to hear um from our kids how Avid can open those doors and how do we how do we show them what doors are open for them because our kids are incredible. They can do so many things. Um it's our job just to help them see that. So, between this career day coming up on February 5th
031where we start talking to them and they see people in front of them that tell them their paths and they say, "Hey, I could see myself walking down those that path um as well." Um, that's really what we're trying for here and with AVID and with all all the things that we're doing. So, um, the last thing we wanted to talk about is just share some information with you on student supports and how we're seeing that work. >> Awesome. uh with student support just like uh the visit that y'all had at McFarland. Um as you heard also through the presentations just student support can be a very big systemic um interface within all of the supports that a school provides whether inside the classroom outside the classroom. Uh, one of the things that grounds us
032at McFarland is really talking about clarity, support, uh, when, uh, students or staff um, need more with reflection or anything like that. And us being able to provide the support to be able to get them um, where they want to be uh, whether that's in the classroom learning or outside the classroom with our support staff. Um, and we truly believe once we have these two elements, we're talking about accountability. That's where we feel like uh whether um a student needs more support and something happens within the discipline matrix then we're able to hold accountability but be able to supply the support and the clarity for the families, the students and the staff uh to be able to move forward. Uh the next slide uh we did some digging in regards to major referrals. This is
033data for the last four years. Uh the blue line represents uh this year currently where we're at. uh what we see is uh an incline in in October, November and we're uh going on a huge decline uh into January. Uh hopefully that's a representation in regards to all of our restorative practices that were within the classroom, outside the classroom, within the building um uh that we are trying to create as a foundation uh this year. Uh one thing to note too within the data that November December about 20 10 20 to 10% of the referrals uh came from our students. So if I can clear that up 80% 80 to 90% of our students didn't receive a referral in November and December. And so that's kind of where we're hopefully that's uh letting us know
034that that is a healthy school environment where we're wrapping around uh our 20 10% of our students to be able to give them the clarity, the support that's needed to help them achieve uh the dreams that they want. So uh that's kind of yeah where we're at. >> Yeah. Yeah. So as you look at this graph in no other year you the other years you see this kind of bounce up and down. What we were excited about here is that it's just this steady decline that you don't see in any other year. Um, just a little plug on this too. You do see that we're like, "Hey, you're up at the top kind of where we always were." Um, we do believe that, um, we did some work early in the year about making sure
035we were recording everything appropriately. So, we think that even in previous years that those were actually a tick higher and stuff just wasn't always getting recorded as as it should in the in those ways. And so, we did some work there and so we did up there, but we think we were recording more than we ever were before to make sure that those things were all appropriately uh recorded. And even from there, we're in a decline. So, as you see, we've got some work to do to make sure we don't hit those kind of usual spikes that you hit in the spring. Um, we're going to make sure that we do some preventative work, but we're excited for where this is going and that we really do have a lot of our kids, hey, targeted
036and supported. Um, because yeah, we want clarity. We want them to know what the expectations are. Um, what happens when you don't follow them, but you couple that with support all the time? And that's what true accountability is. So, we just want to close with this. Um, this is really a focus of ours, making sure that the things that we do aren't one-offs. They're not um events, but they're our habits. They're they're what we repeatedly do, and it just becomes what what McFarland is and what we do. So, we're excited um to keep doing this and keep working through this um in a systemic way so that because it it is really when those systems align that we are able to outperform what's expected of us. And we know our students can do it, we
037know our staff to do it, and we're we're excited for that. So, um, do we have any questions or comments as as we wrap up? >> Yeah. So, um, love the presentation. Um, one thing with me though is the one thing that and I noticed it in the last one that in the last presentation that we had from a different school is there was absolutely nothing about mathematics, any type of scores, anything. And it goes back to if you guys remember the community members that was there that day and said, "Hey, my kid doesn't even know how to write his name in cursive. It's something that we're losing. It's something that we're not focusing on or we're not having our kids do." In most of the presentations that we've come, we hear about the reading,
038the writing, but it we have it seems like we have put that aside. And for me, in the field that I work in, mathematics is a huge deal. It's it's it's huge. And so, same thing I told everybody on the last one, I want I want information to make sure that our kids are getting that. And it it just it the rest of the presentation was great. I just would like information on that in the next one if I could. And yeah, so just to give a little bit of context, um, thank you for bringing that up because I didn't clarify that this number right here does include math. So this is this is kind of a composite score of math and ELA together looking at both of those. And then we are kind of
039in a weird part of the year. We were hoping to give you a little more data on that. We we we're just now taking our STAR, which is kind of our midyear dipst stick. So I'll be happy to share and maybe I'll just make sure to include you guys all in an email when we get that kind of, hey, what did we see with that midyear dipstick in math and ELA? So that's a both of those contents will be um addressed in star and I I can share out with you how we've done for growth for the year when that comes up. So that good thank you for giving that plug and let me make that context. >> No and I like I said it was great. It's just because mathematics for like I said
040in my job is is so huge that and it's it's we we listen about how we need reading and writing but it just seems like it that one always gets left out and for me it's it's huge. So, >> one of the things that I'll uh check in with the teaching and learning team about and so maybe end of February, early March, we'll do just a presentation just on math across the district. Uh I think there's some good and bad news here. One is that we're incredibly focused on literacy. Um and making sure that if if you're a literate kid by third grade, much more likely to graduate from high school. If you can graduate from high school and can read, write, and think, much more likely to be successful and be good employees. and
041we know that we the math one is there for us and I think there's some proud things we can share about math in particular. Um so it's not that it's not a focus for us but we should be communicating that. So I'll take ownership over that make sure we get with the team and and not put it on the schools. We'll we'll bring that content forward for the board and the community. >> Yeah. Just as a way of agreement for you of the importance of it. I think anymore if you look if you read any news article if you read anything right now everything is citing mathematical studies mathematical this statistical analysis part of literacy anymore in our day is mathematics and being able to if if you don't understand it you can get taken
042advantage of you don't you don't know how to process the information that's getting even if it's embedded in reading so absolutely with you and we're >> I think another good example of that for the board that's recent uh do you remember the um agreement with Pacific Lutheran university that we got in a couple months ago for automatic admission. All all they're looking at is your GPA at Athell High School and whether or not you passed a certain math class. If you hit both those targets, you get in. They don't care what ELA class you were in. They're assuming that you have all those skills if you've been that successful. So, again, we're paying attention to the math. I think this is a good call for us though to to bring something to back that's real
043specific to that to share with you. So, thank you for the reminder. I too um appreciated um your presentation today, but I wanted to speak more on my first site visit. You guys were my first site visit. And the one things that really stood out to me when we got to go to each of the classrooms was every teacher again had their own style, but every student I felt like was absorbing what was being taught. And that to me I thought was a great thing. The other thing I um because of my past work experience, the discipline, there was one thing that was on a board about disruptive behavior and I it just really like spoke to me because it was very clear and concise verbal warning. You're going to be moved and then the
044principal's office and I um right, it's that ongoing discipline that needs to happen for any student. So, I really really appreciated that. and your staff taking the time to come and share everything that they did with us. So, thank you. >> Awesome. Thank you. And I'm glad you noticed that. That's something we talk about when we're interacting with adults a lot is clear is kind. That if you're clear and you provide that, then um so that's something we've absolutely encouraged our staff to do. Be clear. Teach them what this looks like. Um I always have a hard time when a teacher brings me a kid and says, "I told them eight times and now I'm done." And I'm like, "Well, how did they know nine was the magic number?" Right? Like how how are they
045aware? If we're clear with kids, then they know they're in a predictable environment and yeah, we come to those times when there's discipline and we need to talk through that, but we can do it with clarity, dignity, and support. So, thank you. >> I just want to say thank you for having us. It was an excellent site visit. You guys have an amazing team. The four of you together, everyone adds their own strength to the team and it it was an incredible site visit. The community members that came got a lot out of it. I honestly I thought it was a 10 out of 10. So, thank you for having us and your presentation today was informative and well done and all of the things. So, thank you so much. I I really think you
046guys have something really great going at the middle school and I have a daughter there and she's happy and it just seems like it's it's going good. So, thank you so much for all of your work. I know that it takes a lot to run a middle school, especially for those seventh and eighth grade kids. They are not easy. So, thank you so much for all the work that you put in. Thank you. Thank you. Thank you. Yeah, your daughter seems more comfortable. I think she was scared of me when I was in the new principal in the beginning of the year. She she wouldn't look at me. She'd have her eyes, but she says hi now in the hallways and scared Will. I think it might have something to do with your son, but
047just saying. Um in a public board meeting, but you did. >> I don't think it's cuz she was scared of you for that. But anyway, yes. No, she she thinks you're wonderful. >> Anyone else have anything to add? >> I just want to add one piece about Avid more broadly. certainly appreciate the call out on the schoolwide experience and and efforts that are being made at McFarland, the number of students that shared and you see the impact that AVID has at Oello High School. Uh I think it's important to note for the board and for the community and for all our staff that um the levy helps pay a portion of that AVID program as well. So again, as people ask you questions and want information about where the levy is used and how we're
048making a difference for kids, I think that could be an example that you could share. And Pete, can you um share again because that's the one thing the percentage of students who are an AVID that get accepted into a university? >> Yeah, so generally at a fellow high school, I think it's 100%. I think if you get in and you complete that, you're you're going to go on. And there was also some exciting data shared at McFarland around attendance >> that if you're one of our AVID students, you're there 98% of the time, which was 10 or 15 or 20% above what a more traditional student might be. So again, I think just good evidence of good work that's happening by good people and that that requires an an investment from the community. >> Two
049of the community members reached out to me after our site visit to say how important they thought AVID was and that they appreciate that you're trying to do more of a schoolwide AVID thing to include more students. And so just I think it to your point Pete, the the levy is super important for our AVID program and expanding it to to other kids and bringing in more and more and more as many as we can because it's such a great program for kids success. >> So yeah, thank you. >> All right. Thank you, McFarland. >> Yes. >> Thank you. >> Well done. >> Okay. Okay, we have some policy review. If you guys have time, please go through those policies. It's our first reading. And let Misa know if you have any questions. Moving on,
050we have a to moving on to public comment. We do have a public comment. >> Just one. Y Mendes Jr. >> Okay. Will you start by introducing yourself and then Pete do we also need an address? >> Uh yeah, it it I think it indicates on the form that they used to >> correct. Testing testing. Can you hear me? >> Yes. >> Uh just an expectation of um sharing uh your name and your address with the board and the community. I'd like to exercise my fourth amendment on that since you upholded the Constitution of the United States. I'll withdraw that address information. However, my my name is Jake Menddees Jr. I'm a civil rights activist, an ACLU of Washington member and an NAACP member as well. I'd like to express my grievances regarding a family
051that was um had a child who was autistic at the McFarland Middle School back in 2023, who was mistreated, who was underfed, and had one of the teachers encourage other students to cough around this student. Now, I'm talking about the Source One News article that was published over maybe seven days ago regarding this case. Regarding this family, I know them personally. They're my best friends. I know the mother personally. And uh I just want to say it's very disgusting. Now, this is excluding uh Mrs. Munoz and uh Mrs. Vote. This is not directly at you guys. You guys weren't involved. So, I just want to say that it's a shame that u there was no public apology which I could understand that while the case was in investigation, I could totally understand that there are
052certain things that you can and cannot say, which I could respect that. However, there was no formal apology according to the family. So, I just want to stand up for GT, which his initials were published on Source One News. I just want to stand up for him because he's not physically here to to defend himself, to say anything towards the board. I'm very disgusted and so damn ashamed of you guys. I really am. This is for all the students way back to a teacher telling a black student to use his hands to unclog a toilet. And I got a news I got a video clip of that as well that I'll insert in my video for transpar for transparency for all those that have not heard about that. But it's disgusting. You guys want to
053guys have the nerve to ask for a levy? Really? Is this going to include equality fairness for all students of the way that student was treated? Ask yourself that. Is that really damn fair for students that have been mistreated, been discriminated against, held back on promotions? You guys want to ask for a $150? Very interesting. That's why I'm going to vote no on this levy. And that's up to anybody who's wanted to make that vote for themselves. I'm only speaking on my behalf. Whoever wants to make that vote, that's totally up to them. I'm not speaking for them. I'm only speaking for myself. But I just want to say this that I'm going to protest suggesting that our superintendent either resigns or steps down starting tonight at the city council meeting. That's where it's going
054to begin because that's what it's all about. Transparency and accountability. And that's all I got to say. Thank you. Okay, moving on. We for our upcoming events. On January 26, we've got our regular board meeting at 7 PM. And on February 3rd, we've got our preschool site visit. And then on February 9th, we have another regular board meeting. Also in there, it looks like February 5th, we're going to have our board Thanks. our board workshop. Appreciate you, Erin. Okay, moving on. We'll have our board self assessment of the meeting. >> Uh, grateful to the district and to MMS for accommodating a noon meeting. I know that's not something we normally do during the school year and so I just appreciate everyone accommodating that for the board. Thank you for the levy update. That's an important
055thing for the schools and for our community. And the vote is coming up on February 8th, right? February 9th. Coming up, >> a little bit of a a downer. I did miss the girls. So, >> yeah. >> Missing our student reps. >> Anything else? >> I just want to uh take a moment to acknowledge schoolboard recognition month. and as someone who's worked in Othell for uh 30 years recognized the school boards before you all who had to do very difficult things and I think there's remarkable consistency in the efforts that people who take on these challenging jobs and elected positions um have always been mindful of the student experience and making sure that we protect and and um prepare every student for success. And there are times when uh the media or the community um
056thinks otherwise. And the way that America is designed is it allows people to have that voice um and to share their perspective. But I think it's really important to remind our staff that it's only one individual's perspective and that the broader perspective that I've been able to observe and the hundreds and thousands of experiences that I've had with students and staff in the Alello School District uh make me so proud to be part of it. And I know that this last week as I've been able to go around the district and interact with folks to provide information about the levy, uh the overwhelming amount of uh positive energy around the work that happens for our students every day by the talented people that you all employ. So I want to thank you for that. I
057want to recognize all the people in our community that that find value in the work that we do every day. And I'm so grateful that I get to work with cool kids every day to create those experiences. So um that's not a downer, that's a bit of an upper. Thank you so much. Okay. At this time, the board will recess into executive session for 30 minutes to discuss the per performance of a public employee and the sale or lease of real estate. This meeting is adjourned.