McFarland schools say five-year equity grant will shift to district-led model, continue mentoring circles

McFarland, Wis. — At its Feb. 3 meeting, the McFarland School District received an update on a five-year equity grant aimed at increasing belonging and academic engagement for students of color. Presenters described a shift from community-run mentoring circles to district-led operations and outlined plans for expanded data collection and a year-end evaluation.

The update, presented by Christine Deck of the grant partnership, outlined five grant goals: student mentoring circles, staff leadership development, district inquiry into results, professional development, and family and community engagement. Deck said about 34 students participate in mentoring circles across grades 3–12 and that the district is intentionally moving leadership of those circles to internal staff to support sustainability after the grant ends.

“Much of the leadership for this work, including the mentoring circles, is transferring from Natural Circles of Support to district staff,” Deck said. She identified the district’s diversity, equity, inclusion and belonging coordinator, Brittney Bridal, as the staff member who has begun assuming primary leadership responsibilities.

The grant partners also described changes to how themes from mentoring circles are shared. With students’ permission, facilitators now summarize themes for staff newsletters to make learnings practical for broader school practice.

Why it matters

School leaders said the district’s priority is to embed equity work into standard operating procedures rather than treat it as a separate initiative. Board members who questioned presenters sought assurance the grant’s work would continue after federal or state policy debates about DEI and related topics.

Dr. Pribbenow, a research partner with the Wisconsin Center for Education Research, outlined the grant’s evaluation plan and the shift this year to heavier data collection. “From a data perspective, this year, we're getting particular focus on school engagement and academic success. Meaningful participation in their education is an important indicator of belonging that could contribute to school success,” Dr. Pribbenow said.

Presenters said the year will include student and staff surveys, administrator interviews in the summer, focus groups with the family/community group and an annual report to the grantor. They forecast a culminating report in late 2025 or January 2026 to capture lessons learned, barriers and recommendations for replication.

Board questions and district response

Board members pressed for clarity about how the grant work connects to the district’s tiered intervention system. Deck said tier 2 and tier 3 interventions remain in place for students who need additional support, but staff are working to strengthen universal (tier 1) practices so more students feel included without needing targeted interventions.

On a question about how the grant’s student measures relate to the Dane County Youth Assessment, presenters said the county survey focuses more on risk behaviors while the district’s survey is broader and more academic in orientation; both include items about students’ connection to adults at school.

Several board members raised concerns about the national and state political climate around diversity and inclusion work. Deck and Pribbenow said local control of K–12 curriculum limits the direct effect of federal action, but they cautioned that changes in rhetoric and policy could affect public support and recommended ongoing public education about what the work entails.

What’s next

Presenters said district staff will continue to run mentoring circles and embed equity work into building leadership teams. The grant partners plan to publish a formal year-end evaluation and a fuller report on implementation and outcomes in early 2026. The district’s DEIB coordinator will provide regular updates to the board.

Ending

Board President Craig (surname not specified) thanked the presenters and invited continued questions; presenters said they will return with a midyear update in June and a final report after the grant period concludes.