Heat. Heat. N. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. I feel
you. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat. Heat.
Heat. Heat. Heat. Heat. Heat. Heat. Heat. Good evening. I'm calling this meeting to order. The time is 5:36 p.m. In accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551, this meeting is officially open with the
quorum present. We will now move to our pledge, vision, and mission statements, which will be led by Ben Brook High School JOTC cadetses. I turn it over to our chief of communications, Miss Dennon, for our recognitions. >> Would you please stand for the pledges?
I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Honor the Texas flag. I pledge
allegiance to thee, Texas, one state under God, one and indivisible. Thank you. You may be seated. The Fort Worth ISD vision, igniting in every child a passion for learning. The Fort Worth ISD mission, preparing
all students for success in college, career, and community leadership. Good evening, President Martinez, Superintendent Molinar, and trustees. At this time, we invite our trustees to come forward to personally greet the students and staff who help make our district shine.
As we begin, we kindly ask that you hold your applause until the conclusion of the recognition. Please welcome our greeters from the Benbrook Middle High School JOTC. These exceptional students embody the spirit of leadership, commitment, and community
service that is at the heart of the JOTC program. Please join me in thanking Cadet Sergeant Laura Galley, Cadet Captain Jeremy Windham, Cadet First Lieutenant Joshua Ordonz, Cadet Private First Class Benjamin Dorf, and Cadet Captain Kyler Pearson.
The program is led by Master Sergeant retired Tony Watson and Chief Warrant Officer for retired Dennis Cunningham. And now, let's take a moment to take a quick photo with tonight's JOTC students and staff.
And thank you. That concludes the student recognition portion for this evening. You may now be seated. Thank you. At this time, we will hear public comment addressing items on the agenda as well as items of a general nature or topics not specifically listed on the
agenda. Let me remind you that because of restrictions by the Texas Open Meetings Act, board members may not engage in a verbal exchange about a subject that has not been posted. We will listen and take notes, but the board is prohibited from responding to any inquiries made during a board meeting on any topic not posted on the
agenda. However, the board may reply with one, a statement of specific factual information given in response to the inquiry, two, recitation of existing policy in response to the inquiry, or three, direct the person to visit with staff about the issue. No presentation may exceed three minutes unless the
speaker has prior approval for additional time because of the use of a translator. Speakers who require the assistance of a translator are permitted double the allotted time of speakers who do not require the assistance of a translator. Speakers, when your name is called, approach the podium by going to the back of the room, down the stairs,
and coming up the sidewall on your right. As soon as a speaker begins speaking, the time clock will begin. Our first speaker tonight is Stephanie McCartney, followed by Sabrina Ball. Excuse me. Good evening. I'm Stephanie
McCartney. I'm a parent to two Pascal students and a Fort Worth ISD alum. I wanted to talk about special education tonight. One of my children is a sped student. He has had an IEP since he began in the now defunct PPCD program
when he was three. Aside from his first two to three years in elementary school with a truly phenomenal educator and a dedicated principal, his journey with Fort Worth ISD has been bleak. Lots of babysitting and colorin pages is what his education looked like. When the
pandemic happened, he was in fifth grade and he could not read. He hadn't learned much beyond the days of the weeks, the months of the year, and classroom routines. Mrs. Houston, his homebound teacher, taught him to read words and music, deepening his lifelong love of
music. Logan is currently a junior at Pascal High School. With the amazing special education team increasing his knowledge and his confidence, he auditioned for a solo in the winter choir concert. He got the solo and he sang his heart out supported by
the stellar choir instructor Mr. Benvdas and the extraordinary Mrs. Benois. This team honors Logan's differences while supporting him and encouraging him to do better and be greater. These educators see what Logan's family
sees when we look at him. Possibility. This approach has been life-changing for Logan. We cannot express enough how pleased we are that our child finally has the supports in place to be successful. Thank you to Mr. White, Mrs.
uh Roullis, Swany, Mr. B, Mrs. Benois, Miss Espinosa, and Mr. Eli. Without this team, my child would not be successful. Just wanted to say thank you. >> Thank you. Next is Sabrina Ball,
followed by Lane Craig. As Americans, we're being told that our eyes and ears deceive us, that our fellow Americans are lying to us, that in Minnesota, families are not being destroyed, despite the accounts of children being left in cars because
their parents have been taken by ICE or wandering down the streets alone. We know what we see. We know what is happening. We see a poorly trained federal force destroying communities. We see a city under siege. We have heard here in Fort Worth of middle school
parents disappearing, of recent graduates in detention camps of 18-year-olds preparing for graduation scooped up by ICE. Law-abiding taxpaying community members taken to meet Trump's quota. Last week, we heard several
alerts near our schools that caused a panic among parents. We hear of an infusion of cash for ICE, new buildings, and an increased presence at hearings and behind local businesses. This amplifies fear. Last year, we submitted
a proposal to this board to alleviate that fear, and I am resubmitting it to you now, adding Fourth Amendment language and stronger actions. So, you have the opportunity to ensure we are safe from danger and disruption. We'd like to know that school drop off and
pickup are safe. It's already scary as it is. We'd like to know that ICE is directed to administration building and that no parent or student is taken from school spaces or events without a signed judicial warrant. I'm including Police Chief Eddie Garcia in this plea. We want
to trust that police on campus are there to do no harm. I'm not asking you to stand against Trump or break the law. I'm asking you to follow the law and protects our constitutional rights. New guidance from the Trump administration
regarding sensitive sites does not change the Fourth Amendment. Cooperation beyond what the law requires exposes this district to liability. And while you may not feel you have any power since the takeover, you still have the
power to enact board policy and protect Fort Worth or ISTD families. And it's refreshing to have extra time. But today, Trump announced that 10,000 people have been arrested in Min in Minneapolis. And we don't have 10,000 criminals in
Fort Worth. 10,000 immigrant criminals in Fort Worth. They have effectively suspended the Constitution in Minneapolis. We can absolutely do better just by demanding the government follow the law. We need our good leaders here
in Fort Worth to do that for us. Thank you. Thank you. Lane Craig is going to be followed by Laura Rose. >> Good evening. U my name is Lane Craig. I have a student at Desabala Elementary and one at Pascal High School. Um I come here comparatively illprepared because
it's a busy Tuesday. Um to speak to you about two topics. Um first I wanted to come tonight to support Sabrina Ball. I think her proposal uh to insist that the district establish a direct comprehensive procedure to help campus personnel deal with immigration enforcement agents on campuses and keep
families safe is overdue and I think it needs to be acted on immediately. Um students deserve a safe learning environment that's free from fear and from disruption. Um we experienced that at Desabala Elementary this past week when rumors online said that ICE was in the neighborhood. Parents were um
frightened. They came to the campus not knowing what to expect and we don't have a a sense of what that would look like. We don't have communication specifically from the district of where those uh officers would be directed or what parents should do if there is a disrupted pickup. And so the proposal
that Sabrina um has handed out and is distributing is very comprehensive and specific. And as a parent, I would like to see that enacted so that our um students can feel safe on campus and our parents can feel comfortable with the with what will happen inevitably um when immigration um operations come to Fort
Worth ISD campuses. Um second, um I wanted to speak about the ongoing conversation about facilities challenges um especially last week's special meeting. Um, schools of choice have been drivers of resources away from neighborhood schools and engines of
segregation in Fort Worth ISD, which studies show that this is a pattern um, predictable in cities across our country. Um, Daget and Monik Middle Schools, which are two schools that were highlighted for future action in last week's um, information from the facilities presentation, have
particularly been impacted by um, schools of choice. Any move the district makes in response to the engineering issues at Doug at Monasuri should be sensitive to the needs of the neighborhood schools in the surrounding area and should prioritize equity and success for a greater number of
students. If um Daget Monastery must move, the opportunity should be taken um to for example combine the middle school with Daget Middle School in order to continue utilizing that campus for students who are zoned there. Um so have
both both not just one. Um, another example that I think some people might speak on tonight is um to consider enlarging the monastery at another campus um to include at least one or maybe two-way dual language um thereby increasing the number of students that that school can serve. So, I hope that
y'all would think about equity as you consider what to do in response to that situation. Appreciate it. Thank you. Our next speaker is Laura Rose followed by Amanda Ana. Good evening. My name is Laura Rose and I am the president of the PTSA at Young
Men's Leadership Academy. The mission of Texas PTA is to make every child's potential a reality by engaging and empowering families and communities to advocate for all children. The issue I bring before you tonight directly affects the mission and every student at
YMLA. We were recently made aware of Fort Worth ISD's intent to change YMLA's UIL classification from 3A to 4A. We believe this decision is unsupported by UIL rules and by the enrollment data.
UIL classification is defined by one thing only, high school enrollment in grades 9 through 12. It's not total campus enrollment. It's not grades 6 through 12 combined. It's not projections or even growth estimates.
Here are the current enrollment numbers at YMLA. 9th grade 49 students. 10th grade 40 students. 11th grade 39 students. 12th grade 49 students. That
is 177 students in grades 9 through 12. Because YMLA is a single gender school, UIL policy doubles that number for classification purposes, bringing us to 354 students
for the 2026, 2027, and 2027 2028 UIL realignment cycle. The published ranges are 3A is 246 to 549. 4A is 550 to 1,34.
At 354 students, YMLA is clearly and unambiguously a 3A school. This is not subjective. It's math. This was the first year we were classified as a 3A school and marks the first time in YMLA
history that they've ever competed at state level. Moving us to a 4A would immediately shift our student athletes from competitive to outmatched. We have lived this before. When YMLA was previously classified as a 4A, the lack
of athletic competitive competitiveness directly contributed to enrollment loss. YMLA students do not have uh the same facilities, staffing levels, budgets, or recruiting depth as large 4A programs. Forcing them into that environment does
not build character or opportunity. It removes visibility. It limits advancement and damages confidence by creating an uneven and unfair playing field. According to YL reenlightment rules and enrollment thresholds, there is no defensible justification for a 4A
classification. So, we're asking very directly, what exact enrollment data was used to justify this decision? What snapshot date was applied? And were only grades 9 through 12 counted as UIL requires and if not, why were the UIL rules overridden?
>> Thank you. >> Thank you, Amanda. followed by Patrick O'Neal. >> Good evening, Dr. Molinar, President Martinez, and board. My name is Amanda Ana. I'm a proud parent, taxpayer, and teacher here in Forthd.
Let's talk about the ridiculous timing of the December benchmark test. This test is normally given on the second week of November, allowing teachers the 3-week time in between Thanksgiving break and Christmas break to address gaps. This test was given
December 11th and 12th, which is a Thursday and Friday before the final four days of school. Um, I think we all know um, Miss Dar, what that can be like for elementary students, that time frame. Uh, they were not focused on a test. Let me say that.
All right. Now when it was given that only 20% of my students showed growth according to that test. Now let's fast forward to January when we took MAP which is more you know the timing is better. Um the students expected during
that time uh 72.4% of my students met their growth in the projected map uh map and star scores. That is more accurate. That is what I the needs I now need to address in my classroom. um I should not be penalized or punished in any way
because that benchmark was given during that time nor should any other teacher in this district. Now um the next thing I need to address really quick is this writing curriculum. Wonderful curriculum. Wonderful
curriculum. I was a lead teacher on my campus. I was able to go to the training timing terrible. uh I took away three week or three days of my instruction before the benchmark to go learn the new curriculum. So that
also didn't help benchmark scores. Then when we came back in January, um I think I did a really great job of teaching the portion that I could of the 25hour training in 3 hours to the teachers. The portion that I could. Now I am appreciative that you are giving two
other teachers an additional time for training. I did see that in the agenda tonight. Thank you for doing that. They need that. Okay, on to this. Uh, and by the way, you have my data there in front of you. We need to talk about um
expectations in the classroom. You have a assignment in front of you for third graders. They in 10 minutes they are supposed to read two passages, talk about how characters solve a problem in both of the passages, do a outline and tap type in two paragraphs in 10
minutes. And I don't think any adult on that dis including myself a 19-year veteran teacher could do that in 10 minutes. So I'm I'm not complaining about what you're asking. I'm asking for time to do
what they're asking these kids to do. Please be considerate of that, Mr. Chowdery and other people when you're planning these IPCs. Thank you. Thank you, Patrick O'Neal, followed by Bob Willoughby. Good evening.
I'm here to speak on behalf of Desavala, but also on behalf of public education in this state. Um, I'm a grandfather. I've got four kids in public school, three of which go to Desavala. Um, and I've spoken with previously from the position of a grandfather with that
passion, that concern that my kids continue to get a really good education in a very safe place like they have their entire school career. But I'm also a lawyer and I've been thinking about this in terms of the way we talk, the way these people have presented things
to you. And what I see, what I'm used to is developing a a statement, a conversation, a way to reach people, fair, impartial adjudicators, and convince them of an idea that is sound, that is supportable,
that is something that everyone can get on board and do. And quite frankly, in the last year that I've been coming here, it's been like talking to a wall. And I'm not blaming you. I I understand that there are forces beyond all this that are driving an agenda that quite
frankly feels like we have our finger in the dyke. But I'm here to tell you one thing. There are people that are here to speak to you today. Some of whom have already spoken to you that are very smart people. The people that the parents of Desavala students are very intelligent and very motivated to find
ways to keep Desavala open but also benefit the other schools in the district, in our neighborhood, and everywhere else. So I come here you today to not ask you to listen to me but ask you to listen to the people with the real ideas who are going to have propositions to give to you that can
really literally change the course that we're on right now which seems inevitable. Now look this fall back of declining uh infrastructure and declining populations is the reason that all this is happening. I I I turn on the TV. This is
the same argument in every single district in this state. The bottom line is we're being suffocated for money. Our children are losing out because of it. And the solution is it's ridiculous. So why don't we come together and listen to
these smart people, these intelligent people that have great ideas and make these ideas a reality that preserves the education of our children, preserves the integrity of the school district, and makes Texas a true example of education, not the laughingstock that it is right
now. Thank you. >> Bob Willoughby, followed by Edwina Wilson. Well, I do agree with that last speaker except for one thing when he said it's not your fault when he's talking to a wall. I believe it is your fault. No one makes you do what you do. You don't answer questions. You should have open
meetings in the public. I've asked my board member contacted, will you come out and do a podcast? Will you come out and take questions from the people? We get zero zero answers here. Same thing at city council, zero answers. But um actually I wanted to bring up something. Same thing with the uh state school
board too. I talked to her at a meeting. Boy, she's great to talk to in person. Agrees with everything you say. All happy. But when you go to contact her, which I didn't bring her card, I was doesn't have any way to really contact these people and they don't return. I emailed her. She don't return answers. Three topics I wanted to talk to her
publicly about. And one is uh putting prayer back in school. I'd like to talk about that with the people and the general and see what everybody says cuz I don't like seven or eight people in black robes 1500 miles away from here dictating what we do here in Texas. I want the people to decide, not them
people in robes when it comes to God. Uh the other thing I want to talk to her about is uh I want to talk to her, but she want she's not going to talk either like y'all don't. Same thing. I wanted to talk about what what's procedures to get these schools opened up to where if candidates want to rent a school to that they can have debates in so people get
more involved in their local government because we don't teach that in school and you know I'm big on local uh voter education should be in school. What good is it reading right and all that if you don't know anything about your local government and you become dictatorships like y'all are more or less like dictators you don't answer no respect so I have no respect for you. Um, you know,
I thought about putting um prayer back in school. I noticed at the uh commissioner's court, they say prayer. City council, they say prayer. Almost everywhere I say prayer, but you don't you don't have a prayer here, you know. And I wasn't sure if you if you you're familiar with this book. It's called the
Holy Bible written by, you know, it's a B book of faith written by the children of Eve. It's a very interesting book. Also on these dollar bills, it says in God we trust. You know, so it must be something to this. But you know what? allowed everywhere but in the schools and the schools is the birth of
knowledge. You got you got control. You teach the kids how to be and what this generation this country is going to be is by those kids in the future. And if they don't learn respect and voter education and respect's number one because y'all don't have it. You know I asked I've gone to court. I'm still
going to court with you over a stupid thing. And I found I want to change something real quick. We don't run out of time here. No. I was saying that the school didn't take responsibility for it action. Yes. You're in my court case against you, you're the school ICD is taking responsibility for the mistake it made, but the ISD is not taking
responsibility from the damages the mistake it made. That's what they're not saying. So, I got that rewritten in my court case. And you spent more money than ever. I can't believe on this. It's so stupid. And I tried to go up in records ask how much money you spent in our first trial round. They don't know. How do you know you have good lawyers or
not? You don't have any way to judge them. Anyway, uh someone ought to talk to us in the public. That might be helpful if you come out and talk to someone. I'm willing to talk to anybody in the public. Thank you. >> Edwina Wilson followed by Kelly Moreno.
>> Good evening. My name is Edwina Wilson. First, I would like to address my concern with student growth. The student outcomes don't change until the adult behaviors change. If anything will change, it starts with me. I am
reviewing the student growth data charts in every school that I attend. I look at the information that's given to show how our students are doing. The students are not reading on grade level. They they
need to be identified immediately at the beginning of the semester. I look for daily reports or parent notices to be sent out consistently to the teachers and the parents and the principles for
strategic plans on how to get our children on grade level and before those benchmarks or assessments are given before our be uh beginning of the years and our middle of
the year assessments are administered I don't see any results that we cannot wait until these middle of the year exams to begin these types of communications to those parents, students or teachers or the principles. We have to be intentional. We have to be
accountable for every student that enrolls at Fort Worth ISD. Second, every campus needs to be have full support of all of the curriculum that is showing with errors in our demonstration of
learning quizzes. The staff needs that followup as soon as those changes are made or corrections are made. For example, the teachers are allocated allocated a specific time on on what they are to be teaching in their areas
and their lesson plans are split up in bilingual and the English lessons. Well, the demonstrations of learning quizzes should also be given to those students that are taught bilingual or in English. they should never be seeing a
demonstration of le of of learning with a Spanish lesson when they are being taught in English. So, let's make sure that we get out and see what type of inaccuracies that are out there so that we are beginning to provide um accurate
reports and then we have the key people in places to monitor all of the assessments that are being given to our students. And finally, our students cannot achieve growth without teachers being present. If the teachers don't
change their behaviors, the students will not change their behaviors. And teachers, they do need the support from administrators, but because of disciplinary actions. They are not enforced inside of these classrooms. The students are very disrespectful to the
teachers and there is nothing being done to correct that error. Thank you. Thank you, Kelly Moreno. Followed by our final speaker, Stephanie Villis. At last week's special uh board meeting, the district announced a concerning
foundation report for Dagot Montasauri. As you consider its fate, I'm here to request that any option that includes moving at least part of the students into Desavala Elementary also take into consideration the students the students of that campus by ext
expanding the dual language program into the Montasauri curriculum and giving admission preference to all existing days of all students. The Montasauri has long been a source of division in the community, disproportionately siphoning off the wealthier and wider families and the
resources and increased parental support usually associated with those demographics. The Montasauri PTA recognized this and petitioned the district years ago to end the neighborhood preference, but we are still suffering from those long ago selection policies. The most equitable of the practical
solution of the practical options is to attempt to reintegrate the students by expanding the Montasuri curriculum to include dual language and offering the existing days of alla students preference in the admission lottery. This allows the students zone to that
building to continue attending their local campus instead of handing it over to a better resourced student population. Thanks. Our final speaker tonight is Stephanie Villis.
Good evening. I am a parent with Desavala Elementary and I'm also a member with the Parent Shield of Fort Worth. Last fall, I stood up here and I asked a question. Is this board one that we could trust? Ironically, the same board is now being taken over by the
state. When the fought for Desavala started, you told us that the ratings don't matter because they fluctuate, testing changes. But as I have sat here the last few months, from what I hear, that's not exactly the case or the state wouldn't be in our backyard. So why is
Zavala with an amazing four-year in a row a rate of status not being saved from closure? Four years speaks volumes. Four years of a different student, staff, and faculty closure. I mean, sorry. Four years of student, faculty
and staff body coming and going. Four years of the state implementing and changing different things across the schools. Yet our status has remained unchanged. Now Fort Worth ISD already has so much with their plate with the seven foc focused campuses that need a complete overhaul and are working hard
to achieve something we already have. Why mess with Desavala who is already running smoothly? Now we have this new issue with Daget. If the district is already running at a deficit, then prioritizing this building restoration or any repairs that are not listed on
the budget is going to raise a lot of questions when other buildings don't have issues or the repairs would be way less. So, I say this loudly, please pour into our schools and you would not be disappointed. You have also said our low enrollment is was a big influence.
However, how is an overcrowded, overstimulated, and overwhelmed body going to become successful if all they do is survive? Desavala is a good investment, giving you the numbers you want with daily attendance, test scores, and commended recognized teachers. No, we aren't perfect nor we're claiming,
but we do have a secret sauce, and we aren't gatekeeping. Come see what's going on. Here's the thought. Maybe, just maybe, a small school might be the key. So now back to the trust issue. On Tuesday, you told us the students were transitioning smoothly. Then proceed us
to show us a whole lot of slides that didn't show any data on how you're achie how you got that they're transitioning smoothly. Um so are they just p students pages numbers on your pages? How will any of these efforts be of any benefit
if the moral and the spirit of the whole district is on the floor? So I just in closing, I just urge this board and now the state overseers to truly listen. Invest in what works at Desavala instead of closing a proven success. Our student, families, and staff deserve
more than slides and silence. We're watching. We're here. And we won't stop fighting for our school's closure. Thank you. Thank you. And thank you all for sharing your thoughts this evening. We are now at 5A, the public hearing to discuss the
annual report of the 2024 2025 Texas academic performance report taper. I will turn it over to Dr. Molner. >> Thank you, President Martinez. Um, we are required by the state of Texas to report annually on our Texas academic
performance report, which we call our taper report. A lot of this information you've already have seen at other board meetings. However, this is um the full report and this will satisfy requirements under the state of Texas for a public hearing. So, just as a
reminder, our taper report, Texas academic performance report is from the 2024 2025 school year. It's already has been released by the state of Texas and the full report is on our website as well as on our board agenda this evening. However, we have consolidated
just a couple of slides just to be able to share the requirements of this report as we go through our district name of course and this is our district number. So, anyone who is looking to um look on the TA website, you can search by our
district number as well as each campus um of our all of our campuses within Fort Worth ISTD has an individual campus number that is first designated with our district number. For the 2023 school year 2024, we had a score of 70, a C
rating. And for our last school year 2024 2025 we did increase three points to a 73 still maintaining a C level. And our accreditation status is accredited for um the 2023 in a course to 2024 2025
will be publicly available and released by the state. You'll see there are two links in this report and our reports are posted online on our board pages as well to be able to access the full reports. in addition to other pages um that we
share the taper report. And here's another way that you can search on our TA website under taper and then there's the taper glossery which can explain and detail each part of our taper report that you can access.
So, um, our last board meeting actually in, um, December, you were given our district financial in report and our first rating and we talked about our total revenue for the 2023 20244 school year. It was over $820
million. Um, that is from the 2023 school year because all of our actuals are always a year behind. But if you click on that PI's financial action report link, you will be able to dig down to um all the details in our financial report and as um just
reiterating this is an annual report that is released by TEA. So there are indicators for this report and you'll see there on the left hand side column is the indicators and then the performance ratings that make up those indicators. So for the 2425 state
accountability ratings and distinctions, all of our campuses, our school report cards with our 2025 accountability data that was released this summer, you can find the links there. And that is how we make up our C rating from for a district
rating is all of our campus ratings. Um, according to the district accountability, we um currently have 17 A-rated campuses, 28 B campuses, 41 C campuses, 28 D-rated, and 11 A 11F campuses that decrease from last year.
So, you'll see those performance indicators um make up the 2425 rating. You'll also see that there's a board adopted House Bill 3 student outcomes that is required to be included
in all of our campus improvement plans that have also been approved by our board of trustees and those have already been brought to our board and approved as well. All of those campus improvement plans are found online on our district page in addition to this link that is
published by TEA. We also have a district improvement plan that we follow our house B3 rules. And then um our next report actually I'll be sharing some of those house B3 goals that are around our LSG goals that were adopted by our board
of trustees. There is something new that has changed with our taper report. Um we have what we call incident codes. their contact contact con behavior conduct codes um that have been published. Those have
changed from 23 24 for the 2425. You'll see a O2 code when we put in discipline referrals at the campus level are punishable as a felony. That term is defined by the state as what is under a
O2 code that has to be put in at the campus level and then we report those to the state. That is our PES reporting. Um last on the 23 24 school year there was 63. The 2425 we had 45 codes that were designated as
felony codes. 36 code is no longer being recorded. That's a controlled substance violation and those were no longer being recorded. That gives us a total incident of 63 codes and 45. Some of those are of
course on the PES report mask for FURPA um uh liability. You can go into all of our detail of our discipline reports if you'll see that um link there under our TA discipline reports that you can um go in and look at that data. And then also
we have our Fort Worth ISD policy board policy manual and then our code of conduct is also is linked in there. So we want to make sure that you're seeing how we are in compliance with all the state requirements. The last indicator we're going to share
this evening of is our high school graduates um from 20 2024 enrollment academic performance. Um this is our students who enroll in a Texas public higher education. um we are only able to access our data for any student that
enrolls in a Texas public school. Those are the only um students were able to see if they go into our higher education. Our 23 24 data is our last year that is currently available. Everything is lagging data. So you'll
see in Fort Worth ISD for 2023 2024 we had over 1,600 students that enrolled in a Texas public or independent. We also had 69 that reported a other public um independent 4-year institution. 22 in a
other public two-year institution and then we were not able to track 556 and then over 2300 since there's not a requirement of a student to self-report if they go into a higher education um we're not able to pull that data. So, we
have many students who choose to enroll in a higher education institution that could be out of the state of Texas. Um, and we're not able to pull that information and track it into the report. Um, so we had over 4,700 total
high school graduates 23 24 school year and these were the stu the data that we were able to track. So, we're currently a um tracking the 2425. So that will be released in the next taper report. Follow that is our lagging data as well.
And there is a um the link that you can look at that data individually. That does um finish the requirement of our taper report for this evening and for our public hearing. At this time we do not have any um speakers that have
signed up on the taper report. We do want to reiterate that this report will be posted, but the full taper report um you can find that on the TA website as well as our district web page as well. And that you can break that information all the way down to the campus level for
each um individual campus >> trustees. Are there any comments or questions on the annual report for the 20 2024 2025 taper report? Trusty Dar. >> Uh, thank you, President Martinez. Uh, just a real quick question. On the last
page, page seven, um, where we're trying to track the graduates and their what what they do post high school. Um, there are basically 2,953 students that were unaware of where they went and they're, like you said, they're
not required to self-report. Are we penalized for those students that we don't have information on regarding what their next steps are? >> No, there's no penalty of knowing where those students um some of those course go straight into career opportunities or
industries. There's also um tech schools um techn technical schools that they enroll in that we do not collect that um information through a clearing house. >> So we don't get any information for for trade schools? No, we do not unless we actively go and seek those. Okay. >> And do that.
>> Okay. Thank you. >> All right. Seeing no other comments or questions. And as you said, we do not have any speakers signed up for public comment. >> Oh, sorry. >> Thank you. I was a little late on that.
So, if the state perhaps the TEA commissioner uh requested that proprietary schools report this information, would that change your ability to access it? >> There are requirements according to our Texas public schools that are different
than our private schools for reporting purposes. Um, we have great relationship with a lot of our private schools here around the Metroplex that we try to gather gather that data. However, there's not an official clearing house and reporting. >> So, that would be something that would be very helpful.
>> Definitely, but it is something our counselors do a great job. We keep track of that um internally. Um but those are unofficial results that we cannot report out to people. >> Thank you so much. >> Thank you. Any other questions or comments?
All right. And at this time, as we said, we have no um speakers for public comment. So, we will the public hearing is now closed. We will move on to reports. Are there any comments or or questions
from any of the trustees? Right. Next, we have the superintendent report and I will turn it over to Dr. Molinar. Thank you, President Martinez. We um this evening we are going to do our superintendent report on our strategic priority update which also aligns for
our Lonear governance goals that have been adopted by our board of trustees as well as parts of our strategic plan that has been adopted as well. So we are going to be talking about our benchmark um data that we received from December
2025. Um just a reminder that this year we did change our benchmarks for December. Uh in the past our December benchmarks or our first semester benchmarks were over all items whether students had already been introduced to those um student expectations or they
had not been taught in the classroom. Um so our students were taken a what we call a star release test that has been approved by the state field tested by our state and released to us to be able to use for gathering data. Um in the past we have given what we call our full
benchmarks. Um so we would look at data with some of those student expectations and um student standards that our students have never been in contact or been introduced by teachers. Um this year we made a decision that our December benchmark. We really want to
look at how we our first semester ended. We wanted to be able to take that data and really go into the second semester and plan to how we can um take some of those student expectations that were low and be able to make sure we have time for retach. as well as many of our
campuses are doing interventions after school with tutoring as well as on Saturdays and doing some camps. So all of this data is used um at the campus level. So tonight we will share as um I shared just a minute ago we will be
looking at goal one and this is a lonear governance goal but it's also aligned to that house bill 3 goal that is required by the state that all districts are monitoring. So you'll see that we have our new format here that looks very
familiar to our Lonear governance that our LSD coach was here last week. we discuss as well as some of the trainings that our board has sat through. So our goal one is for our third grade ELR and that goal reads the percent of third
grade students that score meets grade level or above on STAR in English language arts and reading ELR will increase from 38% to 53 by 2030. And those of you who participate in our Lonear governance um goal setting um we
talked about what how do you do those targets? You'll see there on the right hand side. These were the annual targets that were adopted. Um we look at those annual t target targets and we looked at our own data. We also looked at the growth of the state overall the state of
Texas to be able to um set those targets. And of course in Fort Worth ISD, we want to exceed our targets so that we actually exceed those each year and have to reset targets. Just as a reminder, we look at goal progress
measures. Benchmarks were decided to utilize as a goal progress measure. That's why you're receiving this report this evening. The other two areas that we go progress monitor is our six weeks test. And as one of our public um
comment, we're talking about other assessment data that needs to be shared with our parents. So we realigned our assessments, our six-w week assessments this year. Um the last year and the year before we were doing nineweek assessments. Nineweek assessments were
not aligned with our student report cards and our student grading system at six weeks. Our current curriculum framework and our IPC's are written in six week incre increments. So that's why we're now measuring at six week assessments. Our parent teacher
conferences, we show that six week um data as well um when we have hosted our parent teacher conferences which we just had our our first one um for the fall in November. So you'll see just as a reminder um you'll see for our third
grade ELR for the first six weeks we were at 20.67. The second six weeks we saw after implementation of more fidelity of our framework we saw our students increase to 40.29 and that was our last report on November
um superintendent report of 2025. We are in our we just or have our map um in middle of the year um window and that opened up last week. We'll be able to see our growth progress measure. Um, it is one of our GPMS for the end of the
year assessments to see if our students meet or exceed the grade level norms. As one of our teachers shared during parent um during public comment, we do look at our MAP data. We're looking at that data right now for the middle of the year that our students took. That shows us great data if our students are on grade
level and if they are going to be able to meet or exceed that grade level norm. Our map data is national level where we look across a nation in comparison where our six-week assessment is a local assessment and then our benchmark is a
state star released. So you'll see we have three very different assessments that give us a local lens, a national lens and then a state lens with our benchmark. Just as a reminder again, you'll see here a comparison of our 2025 February. That's when we gave our last
benchmark last February. So, um that was a little over a year ago and that was a what we call a um benchmark that was a total release test. You'll see here we're looking at our December. So, there is a two months difference. But we know our students also take the state
assessment starting in early spring. So instructional time, instructional delivery, especially with our spring break in there, we need to maximize every single day for instructional delivery there. So for our third grade, for our students, if they are um at
meets or above grade level, we're currently seeing our students when February is at 26%, we're seeing at 31% of our um student expectations that our students have been either taught or introduced um by December in that first time. So you'll see that's colored
green. That's also as a lonear governance model if we are on track to meeting our target of that 41% for 2026. So at this point we believe we are on track. Looking at third grade math that
is goal two which also is aligned with our HB3 goal. And I'm not going to go through each GPM as I did. They follow the same cadence of a local assessment of six weeks. a national norm assessment for end of the year. And here's our
benchmark data. As you know, we definitely have been addressing math. We adopted a new curriculum this year in addition to a IBC. Um, we were at 35%. Our target this year is at a 37% for our students in third grade math.
Our current benchmark, we're at a 36% and that is already for the first semester. So, we feel we are on target as well. I know this is just showing third grade. Um our board of trustees received additional um reporting metrics by each campus and each grade level. And
then later on this report you're also going to um see by our subgroups that we're monitoring in addition to that. So we look at every grade level that took a benchmark and report out. However, these are our Lonear governance goal pro progress monitoring that we're required to share.
Goal three is our CCMR goal. We do want to show um a little bit about that a little different because our CCMR is our percentage of graduates that meet the criteria for our CCMR outcome bonuses. And you know, Mr. Chowry um presented a
big um thing on CCMR in November and showed how we're revamping how we're looking at our CCMR. It is essential that our high school students, it's not just for graduation that they um meet the requirements of our end of the year certifications, our EOCC's for
graduation, but we need our students to also meet their CCMR outcomes. And that's just not for the bonus funding, but that is for them to be able to also earn our um certifications as well as be able to um maybe have credits going into
a two-year or a four-year um college as well. Here you're going to see broken down by algebra 1, biology, English 2, English one, English 2, and US history, which are all of requirements that are um requirement for graduation rates.
You'll see here of our number of um our students that were tested and you'll see that broken down from 2024 to 2025 and then how that impacts how we still have some of our seniors who still need to pass those requirements. This is our
retestion data. Our December bench our December retest retesting data just came in right before break. So we're sharing a course with our stakeholders where we see you're seeing a 9 point point difference from 2024 to 2025 in algebra.
We know that that has been a big focus for our high schools. And then biology we're seeing uh one point where we actually um have one point um decrease but we saw a fivepoint gain in English one English two as well as a eight-point
gain and then a 68 to 69. Um so we do feel like we're on track for our students um for their graduation rate increasing that. So here's data that is separated from that December end of the course. The
EOCC's that we were talking about for our retesting data and these are our students who are at meets grade level. We know um for our retesters um their measurement to be able to um be considered to pass that EOC um is that
approaches um we measure everything by meets grade level. So you'll see here the difference and where where we're making those gains for our students. So you see, I won't read to you each of the percentage points, but you see we are in the green for being on track for our
students actually accelerating to be able to um at our um December end of course. So our students who are retesting did much better um on our December retesting. It is our goal our students should not have to retest and
as something we have discussed with our high school principles. Um we have been working with them. We want our students to be able to pass our end of course exams the first time around. When our students have to retest, and you've
heard me talk about this, I get very passionate about that. We are taking opportunities away from our students on a daily basis. When they have to go back and retest, we have to look at what courses they're taking. We have to change their scheduling. We take opportunities away from them to be able
to participate in CTE courses, to earn IBC, to earn certifications, or to get college credits that could help them in a two-year or four-year. So, we must decrease the number of students who need to retest to pass the end of the course
and they must start being able to pass those exams the very first time around. So that's why you see the implementation of the instructional planning calendar and the curriculum frameworks all the way into the high school level at algebra and English as well. We must do
this for our students so they are able to pass those into the course exams. In addition to that here is our goal four. Um we did adopt a English one into the course exam very similar to what you saw when we look at third grade. You'll see here that we
added in and this is something we talked a lot about. Um I wanted um to thank Miss Anage for talking about our writing curriculum that we have adopted in the writing training. Um we saw when you look at those extended constructed responses. Our students who are taking
English one that is requirement for them to graduate. they were not able to pass that EOC because of the portion that includes our writing portion just not the multiple choice portion of those. We are starting to see where we're
monitoring a decrease because what we want to see is students a decrease in students that score a zero on those extended construction responses. When we say extended constructed response, that's like a um what we call a narrative. That is a short that's an
essay. That is our students who are able to write more than one or two sentences. We saw too many students when we were looking through our data who were not even attempting to write for their extended constructive responses. And this is was starting in elementary to
middle school and it's impacting our English one scores. That is why we implemented a new writing curriculum this year. Um we are going through that training. Um yes we are having additional training. You'll see that on our agenda this evening when we take we
talk about response to our data. That is one of the response to the data. We know we had trained two teachers as well as our demo teachers on our campuses. We needed more teachers. We have to build the capacity of our campuses and on our campus for our campuses campus teachers.
So, you'll see on the agenda this um evening, we're asking our board to approve the additional funding to train two more teachers per campus to be able to help build that capacity um of our campuses to be able to help our teachers. We need to decrease these
zeros. So, you'll see here where we're not only looking at benchmarks for our English one, even though we were at 38% this year, we're at 40%. Our goal, our target is 42. We feel we're on track with that 40%. But then also how we're
looking at sixth, seventh, eighth in English one where we were with a decrease in a zero. We have to have our students not only respond to those, but be able to receive a one or two or
higher to be able to count for those um assessments. Our sixth grade, that is our area that we're still working on. Um, we know moving in from fifth grade to sixth grade, our students have a lot of different transition. They have more teachers. That's why we double blocked
our ELR and our math in sixth grade, seventh grade, and eighth grade. We're seeing those gains in our data when we look at our benchmark grade in our middle schools. Um, we know we need to look at the sixth grade specifically when we're looking at those extended constructed responses. But we do see the
gains in seventh and eighth grade. we have decrease from 33 to 29% and from eighth grade 44 we saw a decrease of zeros to 37. So this is where you'll see that opposite. You want to see your scores go down. We don't want to see to go up because we're decreasing zeros.
That means our students are writing and scoring and they're getting those scores. And then of course English one which is very important that as a reminder is a graduation requirement we see where we decrease from 50% to 43%.
Um this was our first benchmark. We also have those extended um responses in our curriculum framework where students are writing on a daily basis. We appreciate that feedback. We're go back and I encourage our teachers just as one shared this evening when they see
something they think is a timing issue or issue in our IPC's with our pacing. We have a button a feedback button that we're looking at um constantly. Do we want our teachers to give us that feedback? Um you can always of course you can share like our teacher shared
this evening. You can email us directly, but we also ask you to go straight to that feedback button so we can look at that to how can we pivot and make some of those changes if that needs to happen um before um we write the next six weeks
um for our instructional planning calendar. Our goal five that our board adopted for lonear governance was to percentage the number of F-rated campus will decrease from a 9% our current 11 campuses to 0% by 2030. You'll see here
how we look at those. Um we we're looking at of course our multiple year unacceptable. We currently um when we were looking at our benchmark scores last year in 2025 at 17% we're looking at 23%. We look at our D-rated campuses
where we're looking at students scores that meets grade level or above for benchmark assessments for all subjects and grades combined at D-rated campuses. 19% last year we have increased to 25%. And then you see where we have pulled
out just our F-rated campuses. We're added 12% last year. They're hitting a 21% on their benchmarks for this year. Um so you see how we are pulling those out where we sum those up. But then looking just at our D-rated campuses,
our F-rated campuses. We talked about response to data is a requirement for LSG. Um when we look at those, our campuses do receive individual reports. Our assessment team also has already been working with our principles, assistant principles, and teams on
looking at individual campus reports all the way down to students. Um, we're very excited about some new dashboards that we can drill all the way to a teacher and then to a student to look at their sees. Our principles engaged last Thursday at a principal meeting around
the strategy as well. So they are actually able to work on specific grouping by students down to the SE the student expectation. So when they're doing their intervention groups, when they are doing their retach groups,
Saturday tutoring, after school tutoring, they are able to group. It's very fluid. We do not need every student to get a retach on every student expectation. That was the purpose of doing these benchmarks with only what has been introduced and taught to our
students so far. We need to be very strategic and explicit to what we're reteaching. You see that in our IPC's on a daily basis. That's why we do a DO. Every student has the opportunity if they need to be put into a retach group,
we pull them in. If they have mastered that, they go to a challenge group. We have to also design our tutoring groups like that. Our after-school tutoring and our Saturday tutoring as students should not be just said like if you scored this
on a benchmark, you're automatically staying for tutoring four days a week and you're coming to every Saturday. We have students who just need explicit and specific intervention on a student SE and that's what we're designing. That's what we're looking down to the data all
the way down to the SE. Our curriculum and instruction department also has already created those intervention lessons. We looked at that data in December and they were able to create those lessons and those were already distributed out to the campuses and to
the principles to be able to also utilize for the retach group. We are taking that out of the teacher's hand so they don't have they do not have time to plan for a lesson as well as a retach and an intervention a tutorial and we're not buying scripted packets from a
vendor for that. We know what our students need has to be aligned to our curriculum aligned to our state standards and have to be high quality instructional materials. So that's what we're providing to our retach groups and our intervention groups as well.
So here's just a progress summary um that when we talk about where we're at with looking at our current data from February to December and if we are on track. So as I shared with you um we are looking of course at our House Bill three goals, our grade three um reading
bed benchmarks, grade three math and everything I shared in those first um go five goals um if we're on track. So here's a summary sheet for our stakeholders. Um, we do feel that we are not on track for our sixth grade extended constructor responses and
that's why that retach looks so different. We also added in the additional teachers being trained um with our new writing curriculum, but all of our other other goals were currently on track to meet our board adopted targets as well. So, we'll share those
um for all of our GPMS. Just reminder um we did talk last week when we're looking at our subgroups and we want to start including those in our reports as well. Um so we have adopted targets for our subgroups as well using the same method. We're looking at um how
the state how we're closing those gap according to the state growth growth groups but then also how are we closing the gaps here in Fort Worth Independent School District. So you'll see here we have set annual targets by all the subgroups that we monitor our African-American, Hispanic, white,
special ed, economically disadvantaged, and our EB and EL students. And thank you for our public comment about the expectations and what our not only our students um who are in our EB classes who have dual language, but our
teachers, they deserve the same resources also given to them. Um, and that's why we have adjusted and made some adjustments to our curriculum writing for our EB teachers and our EB students to make sure that we're getting
those um to them in a more timely manner. So, we've had to make some adjustments and I want to thank our um CNI team for recognizing a need that was feedback from the teachers that we heard um that they needed their resources a lot faster. So, we were able to um
adjust and we talk about being able to react to our data. We reacted to that data and we were able to um also um contract out some additional writing um in the area of our um bilingual for our bilingual students and our bilingual
curriculum. So, you'll see here that we have adopted those annual targets for 26 school year as well as 27. Um, so we'll be adding those and updating those in our LSG goals as well and presenting. So we'll go through these here. Here's our
third grade math where we're at. You look at our African-American, you'll see where last year they were at 9% for our third grade math. They're at 21%. With our December benchmark, our Hispanic 15 to 34, our white 39 to 65, and our
special education a 7% to a 20%, economically disadvantaged 12% to 30% in our EBEL 13 to 32. Um, all this data we're sharing you, just a reminder, all of these students have been given access to a curriculum framework, instructional
planning calendar, managed instruction with highly qualified instructional materials that has been approved and adopted by our state, which is under TEA. So, you'll see where we are starting to see those gains with an
aligned instructional framework. Here's our English one. Um, we're showing you our targets that go all the way out to English one here and our subgroups and you'll see the gains um that we are starting to make in our English one as well um with our um
benchmark. And then of course looking at those and constructed response here in our next slide where you have our targets from 2026 to 2030 and our district sixth grade, 7th grade and eighth grade as
well. So switching that um covers our LSG requirements for our GPMs reporting out on those and if we are on track just as a reminder we will be um definitely bringing any new data. Um even though
our MOI data for our MAP testing is not part of our GPMS. I have asked the board if I can bring those back in February just so you can see our MOI data. Um we will be of course when we look if we're on track and if we do meets um that was
a decision for our GPMS for the end of the year but we felt like that middle of the year data is very important in addition to that. So you'll see that being brought back for February. So now we're going to talk about strategic compensation. Um you see that on a board agenda this evening to be approved in
the 2025 2026 um school year. This school year we are asking um to participate. We are in the middle of a state cohort for strategic compensation and actually we were able to spend the morning in Richardson with other
districts participating in that strategic compensation cohort and be able to work with them and learn from them as well as our um our um um what we call our consultant that's helping us um work through that. So you're seeing in
2627 a launch of a principal performance-based evaluation and compensation system that really is rooted in best practices. We already are paying our teachers through teacher incentive aotment um who we see student
growth. So we will now be launching a principal performance-based evaluation for principles and assistant principles. So you'll be hearing a lot more. actually presented to our principles last Thursday um showing them a glimpse of what that will look like and we'll be
bringing that forward in addition to that. Um and then of course we'll be continue to discuss you'll see this evening how we are looking at our ACE model and what we are asking our board this evening to adopt for a compensation
around just our ACE. So here's just a little reminder. We have two big initiatives going on right now. We have 14 campuses that are participating in a state initiative that we call the additional day school year. That's our ATC campuses. So we have 14 campuses
that we have already approved for this school year that have 25 additional instructional days that we've added to their calendar. And you'll see there on the right hand side, these are our campuses that f fall under 25 additional school days. That means our students
will continue past Memorial Day and they will be going into the end of June for additional school day. These are campuses that we have seen that are continuously um um show that they need those additional day or students are not
on grade level and they are have not um met state standards. So you have those 14 campuses and then we have identified six campuses that we are going through a reconstitution that we have identified as our accelerating campus excellence
model. Our six ACE campus these are our restart models. This is where our staff will reapply. Um we have a requirement that at least 50% of our core teachers in reading and math other core subject areas are teacher
incentive aotment TIA designated teachers to be able to be staffed on those campuses and then there are also a part of our um additional 25 additional days in addition to that. Well, of course, we know those six
campuses have been unacceptable for multiple years. Um, we have students there, we have our neighborhoods, we have feeder schools that they deserve the best teachers who have been already designated at the state level as a um distinguish or master teacher. So, we're
asking those teachers and we're asking principles and staff to be part of these ACE campuses accelerating campus of excellence. So what we're asking our board to do this evening is to adopt a AC ace compensation plan. So what does
that mean? This is just our example here that for our category one of instructional staff for a star tested area and of course in elementary we know that starts in third grade for our math and our reading or in third grade I'm
sorry third grade math and reading. Here's an example. a new base salary for a teacher. This is for a teacher. If you're a TIA designated teacher that you apply and you're accepted to be on a ACE
campus, your new starting salary is $100,000 for a teacher. We need the best teachers on these six campuses. We need them across our district, but we know that these campuses have historically been
underperforming and we have to do something radical. We have to do something now for those students. So, we are already starting to recruit and you'll see $100,000 if it's a non-star core. That means if they're still doing a core, but it's not a
tested star um in a grade level, $100,000. also in non-ESTESTED, they will start at base pay of $91,000. And then for student support service, um if you are asked to be part of this
team, your base pay will be at $88,000. This is in addition to their TIA money. This is our base salary. So it is what we're asking is that for each of these six campuses, at least 50%
of those teachers are already TIA. They have already been established by the state of Texas through TEA that you are a distinguished distinguished or masters level. So they are already receiving additional compensation of teacher instead of a lotment. They will
maintain that extra money and then we're going to pay them a starting base pay of $100,000. We're putting the best teachers at these schools. We're recruiting the best. That's just not internally, but that's externally around the state of Texas. We're asking
anyone that's already TIA, not only in this metroplex, but across the state, come join and be a part of Fort Worth ISTD. And we will pay you to get the results for our students. You have shown you've gotten those results on other campuses and other districts as well as
here. And we're asking you to come be a part of this team. We also need the best leaders as well. So you'll see here we're asking um this evening is for our board to adopt that compensation model for those six campuses. Um we have three elementary campuses. Um so we're asking
those elementary principles will start out at $130,000 for their salary. Our middle school principles $145,000 to lead those campuses. And then we have included our assistant principles and our elementary and middle school
counselors, our librarians, and then our licensed health professionals will get an additional $10,000 stipen as well. So, we're asking our board trustees. You'll see that on our agenda tonight.
So, your feedback on everything around Fort Worth ISTD is um definitely wanted and we need to hear um what we're doing well, what we need to do better at. So, we released our um survey before Christmas and we're starting to get
those responses in. This is our next big push from now until the end of January. We have left this open for over a month's time. That's how important and that's how much needed. So, we're asking all of our partners um I see parent shield with us this evening, please push
this out to all of um your stakeholders on your social media platforms, our PTAs, please push this out. Our um UEA, our partners at UEA, we need feedback from our parents, from our teachers, from our employees. That's how we get
better. That's continuous improvement. That's coaching for us. and we look at those, we make goals, we see how it's aligned to our strategic priorities, but it also helps us with our budget planning. What do we need to do different and what do we need to get better at? So, there's a QR code, but
then you also our communication scene. So, then pushing those out on our Blackboard through our s'mores um your need to know um that we send out weekly on a weekly basis and then of course it's on our web page. In addition to that, if you're having problems finding
this survey, please let us know and we will send you a link directly. So, as we're anticipating the second semester, the spring semester, um just a couple reminders. We're doing something a little different this year. We know prek is very important. It's very
important we get our students, our new four-year-olds enrolled in prek, and we want to know who's coming to Fort Worth IC as a four-year-old next year. Um, so opening on February the 2nd through March 31st, we're doing a
pre-registration form for all families to complete for any new preK student or student new to Fort Worth ISD. Any new preK student for next year or new student to Fort Worth ISD, it's a
pre-registration form. So that way we can start looking at enrollment. we start looking at um how many prek teachers, which campuses, and we can really help our our parents also know, you know, we want you here in Fort Worth. We want to make sure you have a
spot here. Um especially for prek, we need our students here as soon as we can get them so we can start their learning around literacy and around math. And then our open or we begin our parent um enrollment, portal enrollment April 1st.
But listen, our current parents, our current students, we've got you covered. You are going to be rolled over to the current school year to whatever campus. If you're a fifth grade student, we roll you over to your your middle school. If you're a eighth grade student, we're rolling you
over to 9th grade. If you're a second grade student, you're going to third grade, we're rolling you over. You're not going to have to fill out every single form that's brand new. we'll be releasing on August 1st. You get to skip to step three and you only have to do
some verification forms to make sure we have your most updated information. And then if there's any forms that are required by the state or that are required for certain grade level as well. But we're very excited. We're trying to make this a lot easier.
I was a parent. My daughter graduated from Fort Worth ISD. Every year I was filling out the same forms over and over. Uh last year I said there's got to be an easier way. You're already our students. We have all your information. So now we're just re rolling you up.
We've got you covered and we'll just ask you to do some verification and that won't be until August 1st. If you're here, you're staying here and you have a spot here in Fort Worth ISD. And that concludes the report for this evening.
Trustes, do you have any comments or questions? Dr. Rodriguez. >> Yes. Did Did we get accepted into that cohort or the additional funding for the ACE campuses? I believe it was.
>> So, we have not yet. That's a great question. Thank you so much, uh, Dr. Rodriguez. So, there's a requirement for the ACE campuses that you have to meet a criteria. So one of the criteria is around at least 50% of your core teachers must be TIA designated
teachers. That's why we announced the campuses early this school year and why we've already started the recruitment. Um once we are able to finish that, we have to apply for the funding from the state and that will happen in the fall.
But at this time we do not. So we will be building our budget around those six campuses whether we get the um designation from the state or not. >> Okay. So we're already about 40 million
over budget. Correct. So how are we going to be able to sustain the additional salaries? >> So that's where when we we go in the um compensation of course is for those teachers. That's why we chose those six campuses. We also be looking at um some
of our other funding, our title funding. Um we believe this is a priority for those six campuses who have been um unacceptable for multiple years. We have to do something different. Um we've already started working with our departments and divisions, letting them
know that their budgets are being cut. In addition to that, our priorities have been built. you have given us those priorities through your um LSD goals as well as your strategic plan. Um so academic excellence is priority one in
our strategic plan and everything must support that. Um we've already looked through attrition for um some of our positions that have remained vacant that will be remain closed and we go through a process now when we have vacancies in
departments that are not impacting campuses. if we are filling those at this time to also make sure we're um gaining some of those savings to be able to support this initiative. >> Yeah, I mean it's we do need to do something and I I think this is a good
model, but I do not want to neglect any of our other campuses. Um that's about 130 other campuses that won't be ACE campuses and that's you know stuff rolls downhill. So, I
want to make sure everybody gets their share. >> Thank you, >> Trusty Letos. >> Thank you, President Martinez. Uh, thank you for this report on being so
transparent on where we are and the stuff that we need to do and thank you to all the staff for all the great progress we have made uh in the last year. Uh on the last page on page uh 18, are we going out to the community to
register students? >> Um yes, we will. So this is um why we're starting earlier. Um so we actually will be releasing dates where we'll be going out to pyramids. We've done it pyramidwide. Um and then we also of
course are working with our student placement center in addition to our early childhood learning department. But we will be going out to campuses and doing pyramid events as well to be able to register our new incoming students
and pre-K. But then also we always um we like to use community events. Um so we always ask if there's other we work with the city with the Fort Worth library, anyone who's doing an event um a lot of our community centers um we ask that
they invite us so we're there to be able to help register on the spot. >> Great. Thank you. Thank you, >> Trusty Dar. Thank you, Trusty Martinez. Um, just looking at this report holistically as
overall, not specific data. There's a lot of green on there of showing the growth that is being made, which is great. Um, what would be one strategy that you think is leading to that growth? I well the first strategy that has been
the most impactful is the implementation of the instructional planning calendar in the curriculum framework. There's some other data um that we're looking at that I'll share in February when we look at um our students who are continuously enrolled on our campuses and we look at
our mobility rate and um how many of our campuses especially right now um and I want to thank our assessment team. I get these things in my head and I only ask give them like a two-day window to turn it around to me and they do it. Um, but
I said, "Pull my DNF campuses and take my benchmark scores and I want to look at continuously enrolled students for three-year trend history and look at it." And when I started looking at the number of students on our DNF campuses who have not been continuously enrolled
on those campuses, um it is eyeopening. So when I talk about an instructional planning calendar and a curriculum framework, I'm talking about our district has a mobility rate. That's not an excuse. That is not an
excuse for where we're at as a district. But now when students go from one school to another, the instruction, the format is aligned, the resources are aligned, the curriculum is aligned and
looks the same. When you have a student, and I'm just gonna say I'm gonna say a middle school student, and they um one day they're enrolled at Metobrook Middle School, and then something happens in their life and they
go over and they're enrolled at Gene McClung or Rosemont Middle School. >> They walk in and within a day or two, they are receiving the exact same student expectation. the format of that instruction looks the
same. The slides now the delivery looks different because that's the beauty of teaching. That's the beauty of the adult in front of the student, >> but they walk into a classroom already familiar with that curriculum and those instructional resources. That is a
gamecher for our students in our district, for our teachers who receive our students who have high mobility rate. Think of how that as a teacher, you're an educator. I'm thinking how as a teacher like instead of saying, "Oh, come in. Let me let me give you this,
you know, this is what story we're reading." >> It varied classroom to classroom on a campus before. Now it doesn't even vary from a campus within our district. That is gamechanging for a district our size.
So we are at the start. We're at the onset of it. We're like five five months into this implementation and we are tweaking it. We do find errors. We do want feedback. We're not perfect. But what we have put in place has totally
been a gamecher for our students. For our parents to be able to also have access to that and to know their students are walking into a classroom that the instruction in that grade level in a different school is aligned. And then we're starting to also the
teacher feedback of what we're taking off their plate. We're asking them to do a first teach, a retach, and now we're all into intervention times and tutoring times. And we're saying like, let us handle that for you. Let us give you these resources and materials.
>> Okay. Thank you. Is there um last question? Is there anything that we have tried that we have abandoned that we have said and and perhaps there's not and it may be off the top of your head and and I'm sorry to put you on the spot with that question but but what is it
that we've tried that we've realized this isn't working because that's a part of growth >> um that that we have decided that is not in the best interest of student success.
So what we did do is we shrank our number of um required resources when we're looking at um what we call programs when we're putting kids on programs. Right now you have heard us talk about just I ready where we went to
just one for reading and math. Before our teachers, there was multiples like four or five that we said, you know, oh, you know, use Dreambox, use this, use Renaissance, use this. And so, they were trying to meet compliance and not really
look at what their student need was. So, we took that away as well to say, don't worry. Don't Sometimes taking stuff away feels like you're taking autonomy away. But what we saw was they were just checking a box
because they thought that's what we wanted >> and that's not what we want. We want quality instruction to do that. >> We took lesson planning away. I I um I will say and my partner my accountability partner from um UEA is
out there and we have received a lot less complaints about lesson planning um because we have taken that away because we're giving our teachers that and they are able to internalize that spend more
time on the delivery versus writing and cutting and pasting in a box and submitting that. >> Thank you for those answers. I was um in a session just a week ago, maybe a little over a week ago, and and the the
conversation was around um that the teachers are now be they're not doing as much lesson planning. This is statewide. This is not just specific to Fort Worth. um but they're have they're spending that time instead in on internalizing
the lesson instead of trying to craft and find the resources and put everything together in order to build the lesson. So there has been a huge shift in that respect. So I appreciate both of those answers. Thank you so much. >> Dr. Molner, um how is the recruiting for
the ACE campuses going? So, right now we have opened up our teacher application and I'm going to look at Mr. Bailey. I think we're over two three two over 200 teachers have so far applied. Um, we really we wanted to bring the compensation
early to be adopted because we hear a lot of questions they don't believe it. Um, is this really going to happen? Are we really going to pay that type of a base salary to the teachers who qualify? And that's just not internally, that's externally as well. And just to
piggyback your question with Dr. Rodriguez, we know as well that we can't take every TIA teacher from one campus. So we will limit um what internally how we are impacting our other campuses. We
can't say we're wiping out an entire campus with all their TIA teachers. You so we already will put safeguards in place with that. Um so right now we have over 200 teachers. Um actually um early tomorrow morning I'll be recording a video around the ACE compensation that
we can push out in social media platforms. Um we also are you know definitely recruiting outside our district for TIA around the Metroplex and doing that um very intentional um recruitment and then of course we're we
did a our first two rounds for principal interviews and we are continuing those rounds as well. Um so is it really important this evening in addition to the teacher compensation that the principal compensation is adopted.
>> Thank you. Um principles have also mentioned the mobility rate in conversations with me. Could you explain um just for the public what is the mobility rate? Why is it high? And what student groups are most impacted? >> Yeah. Um I don't want to I don't have
the data in front of me. Like I said, I'm just we're really just digging and um so what we like to do is look at how the state defines chronic absenteeism and mobility. Um so I'm going to bring you that data. I feel more comfortable when I show you the state definition. We
chose to do three years continuous enrollment at a campus because that shows us great um trend history. Um but mobility rate has different totally different factors. I mean when we look at it like I get into the weeds. So then I start when NAS might not and how many
apartment complexes feed into that school um because we know that that's a big issue as well when there's different deals on leases um that all of us have to take advantage of how are we more efficient with our own income. So that
is, you know, all those things we look at, but we, you know, we have to be able to control what we can control and by controlling the curriculum and managed instruction around what our students have in each building that's consistent
is a first step to combat that mobility rate. But I will bring you that data and share. It's very interesting and um definitely has taken us down some different ways to look at data for our students. Yeah, thank you. Thank you for that because yeah, that's definitely something that is out of our control and
something >> and I'm getting ready to go hard on attendance. So, I warned my principles on Thursday. >> Attendance and I like parent shield like we I need your help. Like attendance is so
important. So, I'm going to be bringing that to you as well. We've got to have our students here to learn. And so I'm going to show you some data around not only our DNF campuses on attendance, but all of our campuses. When our students
are not in school, they're not learning. And when our employees are not here, our students aren't learning. I mean, so we're looking at attendance in a lot of different viewpoints. Um, but I'm really I'm I'm actually this is going to be my
second semester push for city. I need your help with the importance of attendance. And those of you who know me know when I see if I see a student, it might not even be ours. Like I'll I'll be nice. I Hey, like what school do you go to? Like why aren't you in school
today? Just think if all of us had that power and ask those questions like why aren't you in school today? But then we also own some of that as well when we look at our discipline ratings too. We own that as well.
Thank you. Any other questions or comments on the superintendent's report? All right, we will move on to nine. Comments by board members um or superintendent on current district
activities and announcements. Does anyone have um comments? Trusty Dar, >> I had the pleasure of attending the first round. I didn't get to stay for all three because I had another meeting, but I did get to see the sixth grade
round of Quiz Quiz and I followed it uh online and on video after that. And so, congratulations to the students who showed up and schooled us all um with the knowledge uh that they have and the questions that they were able to answer.
It's truly amazing. Um, every single kid in this room, whether they were behind this dis competing or whether they were here to be recognized or whether they were here to support their peers, they were they were truly remarkable and truly winners. So, it was a pleasure to be here and I am so glad that Fort Worth
ISD supports this um this program. >> Great trust. >> Thank you. The north side marashes palas the plata got second place this um past weekend at
the stroio competition among many marshes from across the state. So congratulations to Mr. Nino at the north side marl plat. >> Thank you trusty Phillips. Thank you, President Martinez. I just
wanted to quickly acknowledge the Dumbar stop six family um as we lost one of our beautiful students at Dumbar High School, CC Boone had u the homegoing service um in early a little bit earlier
this month on her birthday. But just want to simply acknowledge her, her family, letting her know that we are with them. And uh and just shout out to that Dumbar High School um family because they have really wrapped arms around one another, those students uh and that family. And I'm just so proud
of the remarkable work and leadership that's been shown on that campus, particularly uh by his head leader, Justin Edwards. Thank you, Principal Edwards, um for shephering your campus through a very tough time with the loss of a of a young person. So, um just definitely grateful to them and of
course heart goes out to that family as they're dealing uh with the loss of one of one of their loved ones. >> Thank you. I also would like to acknowledge and celebrate our forthd American Indian
education program. Um they hosted the or um in collaboration with other groups they hosted the Panther City Powow at Pascal High School. I think we have some pictures to show. I was able to attend that event. Um amazing event featuring
uh dancing, music, vendors, um arts, crafts. Some of our students were there making arts and crafts and participating in the dancing um food and just a free public event to showcase um indigenous
traditions and um it was a cultural gathering and it was a fabulous event. So, shout out to the American Indian Education Program and the others that were involved in that um event. Thank you, >> Dr. Muller.
>> Thank you, President Martinez. Um I know many of you have already seen our beautiful portraits that are lined up here. Um and this is in the honor of January across school districts across the country. We recognize and want to
thank our dedicated individuals. It is actually school board appreciation month. Um so what we have done is we wanted to express our thanks to our school board trustees but then also um showcase the talent of the students here
in Fort Worth ISD. Um so our VPA department division as well as our students um across the district participated and they actually have um shown their gratitude to each of our trustees by um doing your portraits and
different um you can tell I'm not an artist person like different formats and different um motifs um but this is an example of the work that each of you support every day in public education in
the talents of our student. You do it by serving our district um by doing things like this evening by voting on board agendas that align as well as prioritize the talents here in Fort Worth Independent School District. The theme
for this year across the nation, the 2026 National School Board Recognition Month is our future is public. definitely aligns closely with Fort Worth ICDC's mission to prepare all students for success in college, career, and community leadership and definitely aligns for what you have done for our
students in Fort Worth ISTD. So, we also invite you to take your portrait home this evening um to be able to showcase in your home, but to see the impact you have made on our students and their talents. But we have a video for you
this evening as well. board members. Over the past few years during school board recognition month, we have learned a lot about what a board member is and does. >> They have important meetings. They help build schools. >> They help the school keep everyone safe
and they help the school make great choices. >> They help the school and they help the kids learn and everything and make it fun. >> Drink coffee and just watch um news. >> Do you want to be a board member? Um, no. >> Why not?
>> Because I had to spend day and night doing all this work. >> And we've also learned what students want their schools to be like. >> People helping the young kids more. >> I think I would like more recess. I think school in the future should have
soccer fields. >> More reusable things that you can keep that you don't have to throw away all the time. for they could add um more swings and uh plus they could make the lunch earlier because lunch is a little
late. Security cameras and more AI and technology >> more a I a >> Well, Maddie, what do you think? You want to be a board member? You've kind of got to hear what they do a little bit. Do you want to be one?
>> Why not? cuz they don't get money. >> How much money do you think a board member makes? >> I don't know. 100. >> I think the board member gets paid by hugs and kisses. >> So, how should we appreciate the people
that make it possible? >> We love our school board. Yes, we do. We love our school board. How about you? Thank you, Trusty Dr. Camille Rodriguez. >> Trusty Toby Jackson. Thank you.
>> Trusty Quinton Phillips. Thank you. Trusty Wallace Bridges. Thank you. >> Trustee Kevin Lynch. Thank you. >> Trusty Andar. Thank you. >> Trustee Dr. Michael Ryan. Thank you. >> Thank you, Trusty L.
>> Trusty Roxan Martinez. Thank you. Thank you for our board members. >> So, thank you once again for what you do to serve. And I had have been a middle schooler who said lunch was late because we know it couldn't have been elementary
because they eat they start at 10 o'clock. That's right. >> Trusty Dar. >> Um, is it possible to get the name and the um school of the artist who did our pictures so that I can send for you guys? >> Thank you. I'd love to send a personal thank you.
>> Thank you. And with that, the time is 7:22 p.m. The date is Tuesday, January 20th, 2026. We will now recess and reconvene for executive session as authorized by chapter 551 of the Texas Government Code under sections 551.071,
072, 076, and 074. Heat up here. Heat. Heat. Heat. Heat. Oh yeah. Heat. Heat.
Oh yeah. Oh yeah. Hey. Hey. Hey. Oh, I am. Heat. Heat. N.
Heat. Heat. N. Heat. Heat. N. Heat. Heat. N. I am. Oh. Heat. Heat. N. Heat. Heat. Heat. Heat. N. Hey, hey, hey. Heat. Heat.
Hey, hey, hey. Hey, hey, hey, hey, hey. Heat. Heat. Heat. Heat. Heat.
Hey, hey, hey. Hey. Hey. Hey. Oh, and it feels so good. I feel so good. I feel so good. I feel so good.
Oh, I feel so good. I feel so good. I feel so good. I feel so good. I feel so good.
I feel so good. I feel so good. I feel so good. Let it feel so good. Feel so good. Feel so good.
Feel so good. Feel so good. Feel so good. When you're feeling down, want to come my way. Going to lift you up. Let me
hear you say, "Yeah, we're living on love." Yeah, we're living. Yeah, we're living on love. Yeah, we're living on love. Yeah, we're living. Yeah, we're living on love. Oh, we're going to take you higher. Oh,
we going to lift you up. Oh, oh, we're going to take you higher. Oh, oh, we're going to lift you up. When you hit the ground, don't you lose
your way. Got to get back up. Let me hear you say, "Yeah, we're living on." Yeah, we're living. Yeah, we're living on Yeah, we're living on. Yeah, we're living. Yeah, we're living on. Oh, oh,
we going to take you higher. Oh, we going to lift you up. Oh, we going to take you higher. Oh, oh, we going to lift you up.
>> Oh, yeah. Yeah, yeah, yeah. Yeah, yeah, yeah. We're going to take you higher. We're going to lift you up. We're going to take you higher. Oh. Oh. We're going to lift you up.
We're going to take you take. We going to lift you up. We're going to take you out. Take your We going to let you You take me higher. Higher.
You take me higher. You take me higher. You take me higher. Higher. Heat. Heat. You take me higher. You take me higher. You take me higher. You take me higher.
Down. Heat. Heat. Heat. Heat. Heat. Heat. The rest is yet to come. Heat. Heat. Heat. Heat. The last is yet to fall.
Heat. Heat. Where are you? The drum is known as a grandfather drum and that beats to your heart. >> Welcome everyone. Um hopefully you're all enjoying the festivities. >> We had the Panther City Pawa. It was our
inaugural uh pawa for the district. It was very great. Turned out a lot of people and we wanted to get the native community and the school district and our children involved in the native culture. It's more important to show that they're cultural and what they know
that they are born into and from my traditions to me teaching to them that so that they know that this is part of their cultural. There were there were a lot of people coming from far away as far as New Mexico, Kansas. Folks drove in to Fort Worth area to support our
program. My name is CJ Pollock and I am part of the Chalkaw Nation. I am so thankful that we're bringing awareness to our Native American culture. I'm really excited to see what Fort Worth ISD is able to do for our culture and we just make this a new
bigger every single year. The parents sometimes don't know that there is a program with Fort Worth ISD and the services that we offer for our students. We even have a preschool outreach where we reach out to the younger students who are not in public school yet, the siblings of our students
and we send them out education material to prepare them to enter public school. >> Come out and visit us. We love to have you and you can come and learn about us and we can learn about you and you can have a nice plate of food as well. >> Our volunteers are the heart of our
program. Thank you. Thank you for being here. I'm going to ask you all just go around the room and kind of share what organization you're representing. >> Steve Hinrich with JPS. >> I'm also a JPS. >> I am a volunteer and this is my church. New Life Church of God in Christ Will Law Group.
>> Fort Worth ISD volunteer for the Fort Worth area Negro Business and Professional Women's Club. >> Fort Worth ISD. >> So we have our stop six mobile food pantry here today. Uh this is done in partnership with the family action center, the forth ISD adult education
and new life Christian fellowship church. >> Check for $10,000 from Witherite Law Group >> and is sponsored by Witherite Law Group and we're very grateful to have all the partners come together to support our families. We know that our families are the first teachers and if we can stabilize our households that makes a
difference in the education system here in Fort Worth ISD. So if kids are hungry, it impacts their learning. It it impacts their ability to concentrate while they're in the classroom. And so we try to provide nutritious food for them at the house as well as in our schools because we want them to be well-rounded individuals.
>> I'm all about making dreams come true. >> At the end of the day, our goal is to also have the community come in and be partners with us. And so this gives them that opportunity to see what we do and how their impact makes a difference with our kids here in For >> Thank you. Merry Christmas.
Welcome aboard Trinity Metro, sir. >> Today, we're formally announcing a pilot partnership that allows Fort Worth ISD high school students to ride Trinity Metro buses and trains at no cost to them. No cost.
>> I thought I was going to have to pay. I'm going to be honest. I got a little scared, but with our active ticket, no need to pay. It was a total was 0.0. >> As a visual and performing arts and STEM Academy, we're uniquely positioned to
help develop all interest of our students. But we cannot do this alone. To succeed, we need the strong community partners like those here today. What we're all about is really being a resource for y'all to engage here
locally to experience, take internships, be able to participate in those extracurricular activities that happen after school. >> Transportation shouldn't decide whether a student can get to class, a tutoring session, or an afterchool program, or
even an afterchool job, or a job on the weekends. This partnership helps us level the playing field for our students and opportunities that can be provided to them >> through the um Easy Ride partnership that we're we're launching here today.
Students will have access to a vast network of services throughout Fort Worth and beyond. >> Our students are part of our community. They are community members in addition to being students in Fort Worth ISD. This partnership allows them the
opportunity to also engage in the wonderful, wonderful opportunities in our metroplex. >> All right, have a good day. >> Thank you. >> Once upon a time in Spain, there was a little bull and his name was Ferdinand.
We have our annual celebrity reader event where we have people from the community, parents and other staff in the district come read to our kids. >> When my little sister saw us playing football, she said, "Me, too." >> Great opportunity for the community to get involved in our school and feel a
part of our South High Mount family. >> So, I'm doing it because I for one love to read and I love children. I like to show them the importance of reading and how fun it can be. And for the kids to get to hear from other people and see the importance of reading. >> I just like to read books and hear people like read them.
>> I help pick apples and I help weed the garden. >> Reading is very important. It's the foundation of everything in school. >> And then I realized what you do with an idea, you change the world. >> For this event, everybody wins.
>> He is very happy. The end. How are you doing? I'm Karen Molinar, superintendent. Thank you for being here today. >> This is really great. >> I wanted to see partnership. >> We get to actually ask the questions. >> Being able to to receive all of this is is very helpful. >> I wanted to see parents today.
>> Did you guys just have a conference? >> I wanted to see our teachers also showcasing their craft. join me and he asked for help in my class. >> So our traditional campuses, it's our parent teacher conference day. >> I understand. >> And this really is to engage our parents
more in the partnership of their child's education. So our students are off today, but our teachers are here. They're on contact and then they ask the parents to come and meet with them, sign up. They can do it in person, they can do it virtually, zoom, or even by phone.
And then our ATSIE campuses we have 15 campuses that we have designated for 25 additional instructional days. So this day the students do come to school but parents are welcome to come come in the classroom observe instruction but then
at those 15 campuses we have set up resources as well. So for me, this is one of the best days of our fall semester because it really is bringing our parents in with our teachers and then I've even seen some of our especially our high school um parents
have brought some of the students in with them during the conference. So that way the students have also their voices being heard during the parent teacher conference. We're going into Thanksgiving season and we have a lot to be thankful for here in Fort Worth IC.
>> See you later. Thanks for being here today, too. I appreciate it. >> Great day. >> Great day. >> Morning. Good morning. Good morning. >> We're here at Dumbar High School for Dads of Dumbar. This is our 11th year and we consider ourselves the regional fatherhood breakfast. Basically, um
we're trying to engage fathers and father figures in the forward D by starting here at Dumbar High School. main thing we do every morning at Dads and Dumbar is we go invite our students and welcome them into the school. All kids have the right to to the best path
ever. Uh but it it's you know just having people around them you know uh just to talk to them to to show that you know you care about him. I mean not just my son his friends you know what I can do for any of them. Most of those students are those that don't have
father figures. And believe me, I see a lot of them that feel like nobody really care and I can just do what I want. >> In life, you may not know everything that you will need to know. It helps to for them to come up here and speak and guide us. >> Don't give up if you got something in
your sights. My first semester, I I did everything but uh study. Um I didn't know any better. So, I'm I'm issuing it as a warning. Take advantage of your study halls if you're a a student athlete or even if you're not,
budget your time. >> Right now, everyone shows up, you know, on Friday morning, but now we just want to see how we could just be more hands-on with our students and our young men and our young ladies, uh, because they need us. And so, this is just the beginning. So, as we look to revamp going into the new year, look forward to just everybody being more involved with
our students. >> Good morning. Welcome to the Choices Expo. Everything that you want about Fort Worth and about industry and finding a career one day, going to college is in this room. >> Photography, we do have a really great yearbook program.
>> TV studio is state-of-the-art, uh, culinary and medical. We have our our most specialized programs in the room. Everything from applied learning at the elementary age, Montasauris, world languages institute. We have high-tech programs for STEM, for medical programs
as well. And students come through those programs seeking opportunities for dual credit for college. Some of them get industry certifications when they leave. The idea is for them to be set up for success whenever they leave for high school. >> And Amar's in robotics, right? >> Oh, so we also have our robotics program out of the school.
>> We have over 20 schools here today, over 80 programs available for families to explore, actually talk to real students. They're here to talk about their experiences. Today we're learning about how to treat patients. >> We're in the second row over there. So, if you want to come by, we have a really
great program for you. >> Are you coming to high school next year? >> Do you know what you want to study? >> So, when families come, they're really looking to tap in. >> It's very informative and we have a program for almost every interest area that kids have. >> Yes, it's great.
We want to say thank you to all these AllP Pro Dad MVP honories. So, can you guys make another big All Pro Dad round of applause for all of these legends. >> On behalf of all of us here at AllPro Dad, thank you so much for what you do
each and every day. It matters. You can see the impact that it makes. Uh and we just want to appreciate you. We want to take this appreciation back to your school districts and celebrate like we are here today. So, so thank you. Thank you very much. >> Ready?
>> A M. >> In first grade, I noticed that other kids were a little more ahead of me in reading. I was confused why. And that's when I got tested for dyslexia. being identified with dyslexia, being able to also participate in the curriculum that
we're offering, and then being successful is life-changing for our students. There's no words. I I can literally go home driving and I'm crying because I've seen that. I hope the parents know this is going to help their
child out a lot when they get diagnosed. Dyslexia is a learning disability that stays with you and that we're teaching our students and then into adulthood how to manage having dyslexia. The new curriculum is called take flight and is
well known um on the national level. It's a point of pride that we're offering another strategy in area literacy for our students, but then also for the city of Fort Worth, but we're not doing it in isolation. We're doing it in partnership. We have great parent
advocates in our community and across our city around dyslexia. It's not just a curriculum with a um scripted instructional delivery. It's also building the capacity of our dyslexia teachers that we identify to receive
that very intense instruction to be certified. >> This is going to give me an opportunity to become a better teacher and help the kids in a better way. >> We hope it accelerates the learning for our dyslexia students to make sure they're able to accelerate their own
academic process and their success as well. I'm taking oo chemistry, honors chemistry, honors algebra, AP human geography. >> We have built in the best practices for a dyslexia student or instruction
through dyslexia instruction into our curriculum frameworks cuz those are best practices for our students. >> A valid open action. >> So we look at the academic progress of our middle schools in the area of literacy. And there's a need to make
sure we're identifying the students that maybe were not identified in elementary. I see that when they start and how much they struggle not being able to read, not having that confidence and after a year when you're working with them and then then you see everything that they
can accomplish now. >> I couldn't read as good as I do now. >> Not viewing dyslexia as a negative way and viewing it as like my superpower, which is really cool because like I I have it and not everyone in my class does. So that makes me stand out.
>> That helps. >> We have to not only celebrate our students and our parents but celebrate the teachers who are doing this hard work every day for our students. I just work for them every day. Every day at night because I have sleepless nights
thinking what can I do tomorrow to make it better for them. Fort Worth ISD is making it easier than ever to enroll in our schools with our brand new enrollment website designed with families in mind. Enrollment.fwisd.org
is your one-stop shop for all things enrollment. Fewer clicks, easier navigation, a faster, smoother experience from start to finish. Whether you're a returning family or new to Fort Worth ISD, everything you need is right at your fingertips, all in one place.
And yes, it's fully bilingual, so every family feels right at home. It's go time, Fort Worth ISD. A new school year is full of promise, and your journey starts right here. Enroll today at enrollment.fwisd.org
and experience enrollment simplified. Want to know your students location in real time and get instant alerts from the transportation team? With the Stopfinder app, all that information is right at your fingertips. If you're eligible for district transportation,
you will receive an email with instructions to set up your account. No worries. Didn't get the email? Just call us at 817-8157900. We're here to help. Here's what Stopfinder lets you do. You can track the exact location of your student's bus
in real time. Get geo alerts when the bus arrives at or leaves your student stop. View transportation schedules at any time and sends secure messages to Fort Worth ISD's transportation department and a whole lot more right
through the app. Getting started is very easy. Step one, search for Stopfinder in the App Store or Google Play. Step two, activate your account using the invitation email from Fort Worth ISD. And finally, step three, you're all set.
You now have full access to your students transportation information. So, don't wait. Download Stopfinder today and travel with peace of mind, knowing exactly where your student is at every stop. Have you guys seen the new ID badges
that everyone's wearing? >> Yeah, I heard that we have to wear them like every single day. No exceptions. >> I guess we're official now. Starting this school year, every student from elementary to high school must wear their school ID badge every day. Wear it around your neck using the schoolisssued
lanyard. >> Wearing your badge in your pocket, not going to cut it. >> On your hat? Not even close. And sorry, no stickers, glitter, or customizing. It's got to be clear and readable. >> Your badge helps speed things up in the lunch line. Just scan it and go.
>> Need to check out a book? Your ID badge makes it easy. Hello. I would like to check out this book. >> Good to go. >> All right. Thank you. >> And most importantly, your ID badge keeps you safe on the bus. It lets your
parents know exactly when you get on and off. >> It also helps us know who's on campus and helps during emergencies. >> Badges aren't just rules, they're tools. >> Show it. >> Wear it. >> Own it. It takes a team to educate a child. From
the bus drivers who safely bring them to school to the dedicated staff who keep everything running long after the bell rings, every role is essential in shaping a student's future. Fort Worth ISD needs you and your unique skills. Whether you're teaching in the
classroom, supporting behind the scenes in IT, preparing nutritious meals, or teaming up with our classroom heroes, there's a place for you here. Apply today and start building a brighter tomorrow for yourself and the students you'll inspire. Because Fort Worth ISD
is where the best begins. Since I was little, I wanted to be a teacher. >> So, I want to see people writing quick. You have one minute. I've never really thought about being anything else. How many in total for this second part? And everybody would say, "Oh, you're so good at math. Don't you want to be an
engineer?" I come from a family of teachers. My mom was a teacher in Colia. All my aunts and uncles and most importantly my mom and my dad are educators. 5* 3 is equal to what? I
studied first, fifth, third, and fourth grade with my mom, my dad, and my aunt. I think it is a blessing that my sister is my literally my team member and my mom works at the school, too. So, it's something that I'm just so happy to come to school every day cuz we work in such
a good team. It's such a good environment. So, really think it's a blessing. We come to school together. We leave school together. So, we're always together. I love being with my mom and my sister. It is unusual to have a family all together at one school. >> Oh, I'm severely proud of my daughters.
>> I marry a another teacher. >> I don't know if it's the water in Fort Worth. >> And then we also have father who works for World Language Institute. There are families that just seem to care really a lot about the students that they have and it seems to >> kind of wear off in the other family
members. >> Thank y'all. Great day. >> They are hardcore dedicated teachers, educators. >> I wanted to leave a legacy in Fort Worth before I leave every year is to work for
for them for the students. Let's go. Taekwondo is a way of life. Ready? One. >> And what children and athletes and teenagers get out of this is the discipline to do great things amongst other peers. U be leaders in the
community within academics and sports. The kids that do do Taekwond do in dojoos like this, you can tell they're the quieter kids that are able to listen and get their work done quickly. Makes me way more focused. >> Like in class whenever I can't
concentrate, I'll think of here and then I'll just concentrate into that or think about what I've been taught about it. >> This sport helped do multiple things for him. Helped him with discipline. uh helped him learn not only a team sport but an individual which also helped him uh achieve a lot better in school.
>> What's the end result? What are you trying to achieve >> on Sports Illustrated front page? >> It's a tough competition. It's been going on for over a month now. And so the ultimate thing is you get a spread inside of Sports Illustrated, $25,000 and branding with uh Colossal and some
other great charities that are out there. I think that when you're uh putting together your mind and body, it's a whole entire spiritual experience for them to learn. And I think that they're able to take that and persevere in many other things in that they have in life as well. >> When I get my black belt, I can put it
on my college degree and it'll show that I can make a commitment and stick it out >> to be able to persevere through the things that they need to, whether it's academics or other sports. But self-confidence and perseverance are the top two things they learn. >> And then we're going to go low here.
G O O G M R I >> welcome to Marre M. Walton Elementary. It's a place for the community to rally behind and rally it has. We are truly blessed to have an incredible support
system that chose to invest in our future years ago with a bond package. >> This is a very special day because this is the start of something new that will make a big difference for our students like us and for many kids in the future.
This new school is not just a building. It is a promise. They promise that students will always have a place where they feel welcome, where teachers believe in them and where their dreams can begin. >> One, two, and three. Congratulations. >> And it's a really good morning because
of moments just like this because walking up and we're seeing awesome students with their talents on display, their intellect on display, and we're actually doing something substantial for them. you young ladies here, you fill this school with passion and laughter every day. And we are just so excited to
be able to give this community a new campus. So, I want all the adults here, this is our why. So, as we start this project and we move this dirt and we make decisions, this is our why. And there's kids that are not even born yet.
They're going to walk the halls of this new campus. We will see concrete poured, steel, raised, and wall built. But what will truly rise is the opportunity and inspiration for our students, our
families, and our community. I believe we we're not just in the middle of a literacy crisis. I believe that we're in the depths of a a literacy crisis. And uh and so I would like to sound the alarm. >> Can >> can Okay.
>> Reach is more than a reading program. >> There you go. >> It's a passion. >> Yes. >> Passion to help young learners attain reading grade level. >> Very good. >> Training an adult >> to sit with them for 30 minutes to deal
with the fundamentals of of literacy. >> I love it because I know that it works. The confidence that we build within them will carry them for the rest of their life. >> We are promoting literacy across our district and across this city. Ret1 is a wonderful partner.
>> It's more than just a village that's going to take that that it'll take to raise a child. It's going to take our entire city. >> Our city is only as strong as our education system. Using the community members like we did, I think shows that we all can do this together. So, I'm asking each one of you to volunteer, to
come and work with one of our first grade students. >> The time it takes to make a huge difference is just 30 minutes a week. >> Imagine me helping the students, this group of students, they benefit from one-on-one, right? So, imagine having an
extra hand helping as well. >> It's like the bulb gets brighter and brighter each and every time we go through the steps, through the different lessons. So at the end of the year they shining bright as above. >> Some people ask does it make a difference? >> Proof is in the pudding. Definitely it
worked for me because I stayed I listened. I got helped through the whole process and it was just a good experience. >> And how are you today? >> I'm amazing. >> If you love children and if you can read then guess what? You become a read to
win adult reading coach. Thank you so much for joining us today for the student visioning session of Worth Heights. >> We value the student input. We value faculty and parent input as we're designing the interior spaces, the outside of the building. So today we're
here to hear from the students. >> I like that it is very spacious >> to hear from the parents. >> It's a little nostalgic for me to be able to have my son uh attend this school and be a part of this community. >> Let's hear from the faculty um about what they envision for the school.
>> I envision a walking path down the hallway so everybody knows how to stay on on the right side and on the left side. >> I love that the teachers are involved, the community, the students that we're able to help build our new campus.
>> Oh yes, that's nice. And right here we don't have like where we put our name and stuff and they have like actual scoreboard here and I I like that >> just to have a say so. Uh we know what we want for our children. We want them in a safe environment. We want the best
educational that they can receive. So I'm I'm glad that they're involving us. Which one's your favorite out of all of them? This one. >> Okay. So we like this one the best. Yes. >> I just put love. We're really valuing and from the faculty and parents >> a collaboration zone outside of the classroom. >> Oh, this this collaboration zone
outside. This is for inside. >> Fort Worth ISD offers your child the start they deserve. We help your little one build a strong foundation focused on academic and social emotional skills. One that prepares them to explore and maximize every opportunity. Free all day prek classes taught by certified
teachers trained in early education and child development. Your child's future starts here in Fort Worth ISD, where the best begins. Visit fwisd.org/prek to learn more. >> Surprise. What we love so much about Coach
Gonzalez, it's really several things. First of all, motion for the teacher. In accordance with the open meetings law, the board opened the meeting at 5:36 p.m. with the quorum present. Recess open session. Convene executive session. Adjourn executive session. Now
reconvene open session at 8:19 PM. With the quorum present, we are up to consent agenda items. As board president, I'm making the following statement. And in accordance with board BBFA local, this is a reminder to all board members of the legal conflict of interest requirements
and disclosure requirements you may have for matters under consideration on the agenda for this meeting. If required by law, board members shall recuse themselves from all discussion and shall abstain from voting on any matter pertaining to such a disclosure. Trustees, we have been provided an
opportunity prior to tonight's meeting to submit questions and receive responses concerning the consent agenda and action agenda items. Are there any questions or comments at this time specific to the consent agend agenda items?
And I know we are going to pull item E. for voting. Any other questions or comments? Do I have a motion accepting consent agenda item consent agenda minus item E?
Do I have a second? Any discussion? Please move to voting. Motion passes 6. Now back to consent agenda item E. Approve first reading of revisions to board policy DC local and DCD local.
Do I have a motion? Um, Dr. Rodriguez, do I have a second? >> Trusty Dar, >> this is for 11 E. >> This is for item E. >> Okay. >> 11 E. Yes. >> Any discussion? Please move to voting.
Please move to voting. Motion passes for two. We will now move to action items. And we do not have B, C, D, or E. So, we are at F. Approve the termination of Olivia
McCoyy's probationary contract for good cause pursuant to chapter 21 of the Texas Education Code. Do I have a motion? >> Yes, ma'am. I move we approve the termination of Olivia McCoyy's probationary contract for good cause pursuant to chapter 21 of the Texas
Education Code. >> Thank you, Ryan. Dr. Ry, do I have a second? Trusty Dar. Any discussion? Please move to voting. 6 motion passes. Next item is G. Approve first amendment of interlocal agreement
between Fort Worth Independent School District and the city of Fort Worth for afterchool services for the 2025, 2022 and 2026, 2027 school years. Do I have a motion? Trusty D. Do I have a second?
Any discussion? Please move to voting. 6. Motion passes. Next item. H. approved second amendment and second renewal of interlocal agreement between forward independent school district and the city of Fort Worth to provide after school services at multiple sites for the
school year 25 2025 2026 have a motion do I have a second Dr. Ryan, any discussion. Please move to voting. 6. Motion passes. Next item is I approve
2026 2027 accelerating campus excellence ACE compensation plan. Do I have a motion? Trusty Phillips. Do I have a second? Dr. Ryan, any discussion? Please move to voting.
51. Motion passes. J is the next item. Approve amendment to the contract for the owner's represent representative for program management services for the 2021 capital improvement program. Do I have a motion? Trusty Dr. Ryan. Do I have a second?
Trusty Phillips. Any discussion? Please move to voting 6. Motion passes. The next item is K. Approve grounds maintenance services for athletic fields and athletic facilities. Do I have a motion? Trusty Phillips. Do I have a second?
>> Second. >> Trusty Dar. Any discussion? Please move to voting. 6. Motion passes. The last item is L. Approve major facility renovations and building automation system upgrades for Western
Hill Western Hills Elementary. Do I have a motion? Dr. Ryan, do I have a second? We any discussion? Please move to voting 6. Motion passes.
Have a quick comment that I would like to make before we adjourn. This school board recognition month. I want to thank my fellow forthd trustees for their tireless service to our students, families, and educators. You serve not for recognition, but out of deep commitment to this community and
its future. Each of you knows the needs of our students and families better than anyone else in Austin or anywhere else and represents the values of the community we were elected to serve. At a time when local voices and local leadership matter more than ever, your willingness to stand up for our schools, our students, and the principle of
communitydriven elected governance is both meaningful and necessary, and I'm grateful to serve alongside each of you. The time is 8:27 p.m. and the meeting is adjourned.