Good evening. I'm calling this meeting to order. The time is 05:33PM in accordance with the Texas Open Meetings Act, Texas Government Code chapter five five one. 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 OD Wyatt High School JROTC cadets. And I will turn it over to chief of communications, missus Tennant, for our recognitions. Good evening, president Martinez, superintendent Molineux, and members of the board. Would you all please stand for the pledges? I pledge allegiance to the flag of The United States Of America, to the Republic
for which it stands, one nation under God, indivisible, with liberty, and the justice for all. Honor the Texas flag, I pledge allegiance to the Texas, one state under God, one and indivisible. Thank you. You may be seated. Forward ISD vision. Igniting in every child a passion for learning. Forward ISD mission. Preparing all students for success in college, career, and community leadership. Thank you to our cadets, and good evening again, President Martinez and Superintendent Molineux.
Tonight, we have the privilege of honoring two exceptional groups who exemplify the talent, dedication, and spirit that define our district. At this time, we invite our trustees to come forward to personally greet the students and staff who helped make our district shine. As we begin, we kindly ask that you hold your applause until the conclusion of each group's recognition, so that every student and their teacher can be heard and celebrated. Okay. Let's start with welcoming our greeters from OD wide high school's JROTC.
These remarkable cadets embody leadership, dedication, and service. These are qualities that define the JROTC program and inspire the leaders of tomorrow. So join me in showing our celebration for cadet lieutenant colonel Tatiana Treveaux Carson. Cadet command sergeant major Veronica Hollis, cadet staff sergeant Zahra Perez, cadet captain Benjamin Qasquete, cadet captain George Ramirez, cadet staff sergeant Xavier Dimas.
And this program is led by retired major Mario Rivas and retired sergeant major Sarah Brown. You may applaud. Okay. The fun part. Fort Worth ISD proudly celebrates Native American Heritage Month honoring the remarkable Native Americans whose enduring contributions have shaped our nation's history and character. This month reminds us of our responsibility to honor and support Native American communities, amplify their voices, and acknowledge their invaluable sacrifices. Today, there are 574 federally recognized tribes across The United States, Each with a unique
heritage that enriches the story of our nation. Our Fort Worth ISD Native American students represent a rich diversity of tribal heritage. Many are enrolled in members of federally recognized tribes, and hold a certificate of degree of Indian blood card, while others are proud descendants of multiple tribes. Did you know? District wide, Fort Worth ISD serves 248 Native American students who are part of our American Indian education program, which supports their cultural identity and academic success.
So at this time, please help me welcome the following Native American students, along with their families, who are here with us tonight. First up, from the Choctaw Nation, Hazel Pollock and CJ Pollock, students at Benbrook Mid High. Also, Savannah Jones, student at Leonard Middle School from the Choctaw Nation. From Osage Nation, Oliver Zuniga, student at Benbrook Elementary School, and his mom, Sadie Murray. She's a part of the Parent Advisory Committee. She's a secretary and the treasurer.
From the Navajo Nation, Sarah Dokey Reyes, athletic coordinator, head softball coach at Paschal. From Pascua Yaqui Tribe, Maria Ortega, student at Forest Oak. And Isabel Ortega. From the Lipan Apache tribe of Texas, Nicholas Carranza, student at Briscoe Elementary School, and his mom. I see you. Yes. Angelica Meha, a teacher at Mitchell Boulevard Elementary School. From the Muskogee Nation, Diana Jial Sullivan, a teacher at Mitchell Boulevard Elementary School, and
program parent advisory committee member. From the Tewa Wawerika tribes, we have with us tonight, miss Laura Nungari, an art teacher at Mitcham Middle School. Joined by Jay Albert Ngari, historian and community elder. From the Kiowa tribe of Oklahoma, we have with us tonight, mister Michael Tonkimay, community elder. Jeffrey Hunter, program parent advisory committee member. Terry Hunter, parent, program parent advisory chairperson.
From the Choctaw Nation, we have Jessica Johnson. Chickasaw. Chickasaw. Chickasaw Nation. Thank you. We have miss Jessica Johnson, program parent advisory committee member. And from our Fort Worth ISD American Indian Education Program Liaison, Miss Elizabeth Gravel. From the Chinookes Sioux Tribe, Claudia and Giovanni Figueroa, Students at Worth Heights Elementary and their parents, Blair from the Stoney Nakota Sioux Tribe, and Fernando Figueroa from the Comanche
Nation. Let's give them all a round of applause. And President Martinez, this concludes our recognition for tonight. And at this time, we will take a short recess to allow the trustees to take a group photo with all of the deserving students here with us this evening. We'll be back in about five minutes. Bye. Thank you for your patience. As we, return, I wanna acknowledge that trustee Toby Jackson is joining us remotely. Trustee Jackson, can you hear us? Yes? Okay. Great. At this time 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 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. Tonight, no presentation makes it 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 permitted double the allotted time of speakers who do not require the assistance of a translator. Speakers, when your name is called, approach to the podium by going to the back of the room, down the stairs, and coming up the side wall on your right. As soon as the speaker begins speaking, the time clock will begin. Our first speakers tonight, first speaker is Tiffany Ravella followed by David Romaine.
Tiffany, Ravila, David, Romine, followed by Alexander Carraway, And then Josh Erwin. And Josh Erwin will be followed by Bob Willoughby. If you aren't aware of the parking situation of Wadiabili has changed this year, They took away our large parking lot right next to the school and we're kind of scrambling for spots at the beginning of the year. Currently is costing my daughter about $100 a month to park in and or around
the school at, some of the parking lots nearby, sometimes on the street. Did you all know that it's cheaper to park on West 7th Street than it is on Jones Street by the school? I know this because, hypothetically, I took the app and I parked over on Jones Street, and I, told myself that I was on 7th Street. And it's gave me a cheaper rate, so I was able to save a couple bucks. And, nobody would ever know the rise Wiser if I were to do that, but that's a couple bucks could, definitely add up. But what that did is it got me thinking.
If you can just enter your street, a different street, why can't you just change the price of the current street or maybe have a promotional code or go old school and give the kids a ticket to hang on their window so when the parking meter attendant comes by, they can just say, oh, they're clear, and they can go, move along. My point is that there has to be a solution, and I just can't imagine that the city of Fort Worth doesn't wanna work with us to help some high school kids out. If you haven't been to the campus, no one parks over there. Many of the areas are parking desert.
There are parking lots for days. There are meters empty for a day for, for blocks. So I don't understand why this is a problem. Another problem is I don't really know what's going on. I don't understand if we have 20 spots or if we have 40. I don't know why we can't park where we parked last year. I don't know why we only leased 20 spots instead of however many spots the school needs. What happened this year? There's no communication about it inside the school or outside. And lastly, and most importantly, I think this is about equity.
The young women at lee Young Women's Leadership Academy should be able to park the same as any other high school kid should. They didn't pick the location downtown. They picked YWLA because it it nearly guarantees them admission to college. They didn't pick this location. Y'all pick this location. And if it wasn't you, it was your predecessor. But it's now your responsibility to ensure that these young women get what the rest of Fort Worth ISD gets. Thank you for your time. Thank you. Bob Willoughby will be followed by Cheryl Fortner.
I'm glad he was ahead of me because he's taller. He's got the mic up. I can raise it up. Very good. I just want to send out the same invitation to you that I did to everybody else on WFAA, Channel eight's Nextdoor, request about what they thought about y'all being taken over by the state. And I made the comment on there that if anybody that says that the board and you're called trustees. I can't believe that. But they said the board I said anybody can come out and tell me that the board is not 100% corrupt. Well, I wanna offer the same to you too.
If anyone you wanna confront me in public and say you're not corrupt, hey, my door's been open since I've been coming down here. Well, ten years ago, I started a little bit, but in the last couple of years maybe or so, I've been down here. It had to be a couple of years because our lawsuit's been going on for over a couple of years. Time flies. But I wanna get I wanna get your philosophy down for right. Because the reason why I'm suing you is because of the school's mistake. And ISD doesn't argue. They They made a mistake. They said they made a mistake and it cost me a thousand dollars of my money. A thousand dollars.
And instead of taking responsibility for that mistake, your philosophy is don't take responsibility of mistake if you can get out of it. So you use the ISD money with lawyers and you spent more already, and we're gonna go into even more. You could have settled the case probably for a fraction. But you know what? The chair wouldn't even return a call. That's why I had to go to the courts. If you'd return one freaking phone call and there's no law against you doing it out of here. You don't have to answer here, but there's no law getting out there to answer. So I don't know what the state's gonna do, but whatever they do and the
kind of people up here, the kind I want that will come out and answer questions that's not afraid to do an open interview. Then we'll be on the right track. But until that happens, we really don't have control out here. You might do some good for some people and they're gonna love you for it because they live inside their bubble, and they don't look outside their bubble, and they don't care outside their bubble. Sure. There's a certain amount. But there's an overall picture. Now we're all picture is we need people you know what? I think you ought to be cut down to about four and we ought to vote at large. But you know until we have a a board that will answer and debate stuff
like that, we can't talk about stuff like that. But I really think so and voting at large be a good thing. And we need voter education more than ever because we had voter education. Some of y'all wouldn't be sitting up there. They know not to trust people that don't answer questions. And I'm glad Choctaw was here tonight. I've got an Indian card. I'm part Choctaw. Maybe that's why I like to argue so much. But here's something needs to be in school of all. Teach to everybody should learn this. If you don't answer questions, there's something wrong and you don't. And I gotta say, out of y'all and city council and the commissioner's commissioner's court
finally broke open a little bit. They're starting to respond. Even got a a letter thank you for coming. That should be normal. Instead, I'm framing it. You know, that should be normal. Thank you for your time. And I wish someone else is up here that we could trust. Thank you. Cheryl Fortner will be followed by Amanda Eine. Hi. I gave you a copy what I'm going to read. I'm Cheryl Fortner, a retired math teacher. I taught for thirty four years in the Fort Worth ISD and ten years at, TCC. Before I started my my work at TCC, I was hired by the Fort Worth ISD to be a math teacher coach at a middle school, from 2009 to 2011,
so I became aware of what was happening in the math classrooms. I attended the TEA, takeover meeting last week here. I gathered from the comments of teachers and parents that they were not aware of what may be happening in classrooms around them or in another school. They were probably outstanding teachers and parents, unaware that there are teachers not teaching correctly or unaware of parents, not concerned about their child's education. They weren't getting them to school on time or keeping them home to work.
Some suggestions that I have, have teams of students who have the same English, science, history, math teachers. We did that years ago. These teachers need to have a common period where they meet and discuss any student problems and discuss what they are covering so all is, understood what's going on in other classes. And, they could help students who might need medical help, which happens, or behavior or bullying issues or might even be living on the street, which, I'm familiar with.
Hire teachers with some college math courses who are going to be teaching math. Have principals walk around and know what's going on during passing periods and even peek in some classrooms. Instead of giving more money to good teachers who are just doing their job, hire these teacher coaches. I I don't want a job. For teachers struggling with discipline or subject matter, spend money helping those who need the help. Have parent conferences with parents whose children are struggling. Offer tutoring classes, maybe as a required elective if needed.
Leave the good teachers alone. They're doing their job. Work and focus on teachers needing help. Some math teachers that I observed did not know their math. They would draw a right angle like this, which is an acute angle. They didn't give or teach the formulas how to use the formulas in geometry. Some teachers didn't even know how to use the equipment in their room or the graphing calculator. Some even just went over an example in the book, gave the assignment, and continued to sit at their desk. Teachers should be up and walking around and ready and able to answer questions and
at their door during passing period to stop some of this bullying. Every teacher needs to know their stuff, how to stuff, and who they are stuffing. Thank you for your time and for all that you do. Thank you. Amanda Inay followed by Daniel Bennett. Good evening, Doctor. Molineux, President Martinez, and board. My name is Amanda Ahne. I'm a parent, a taxpayer, and a teacher here in Fort ISD, district teacher of the year in 2023. And yes, I am very proud of that. Now on to some mental verbal abuse and bullying going on by the coaching staff
at Northside High School. My son, I have words that I can't say because there are kids in the room, was called derogatory women names, b's and h's, for two weeks straight under this leadership. Publicly, in front of the whole team, he's been heard calling students with IEPs retarded. The district did an investigation, and their investigation said that because these names are not called to my son directly, it didn't affect him. Well, I'm here to tell you it did affect him, to the point that even
his quarterback coach was overheard calling him a dipshit, I think I can say that, over the headset. All of this, and, got more, led to me pulling him, my husband and I, mid season, although he was QB one and starting quarterback. Or, sorry, starting quarterback and receiver. Backup receiver. The coach denied him the right to lead his student led prayer, which is against the law. He told him his student led prayer was too long and half the players can't read anyway. My son was also denied the right to an armband to help him in the reception of plays, the plays called, and to give accurate play call and delivery to
the team. My son has an IEP. In that IEP, it says that he can have visual aids and graphic organizers and extracurricular activities. That is an armband. When my son asked for an armband, the coach told him that the previous coaches were stupid and dumb for giving him that. And then when I asked, I was told that my son was not gonna be babied or coddled, and he wouldn't be able to use it in NFL and and college football anyway. Ironically enough, people like Josh Hoover and Patrick Mahomes wear them all the time. This is against the law. The district investigation said that because the word armband was not in his IEP, that
it did not have to be followed, and that is against the law too. Because an armband is an graphic organizer and a visual aid. During the investigation, only players who remained on the team were interviewed. All the nine plus juniors that have quit were not interviewed. This coach also called another parent and asked her to falsify a report on my son, who's a four point o GPA, fellowship of Christian athlete, model student. And anyone on that campus or in our community, president Martinez, knows that about my
son. Now I do not agree with this bogus investigation. As a teacher, if I was to call my student these names tomorrow, I would be at McDonald's asking if people would like ketchup on their hamburger. So I'm asking for justice for my son and all the other players who had to quit this team. Thank you, Daniel Bennett, followed by Kelly Moreno. And Kelly Moreno followed by Ashley Tolliver. It'll be Kelly Moreno, Ashley Tolliver, and then Brian Tolliver. The fundamental question for a school district needing to downside and in the midst of
a state takeover should be, how do we improve access to quality education? How do we improve academic performance? I'm here to talk about days of Allah because all of the data points to these kids losing that access, confoundingly contrary to the entire mission of public education. These kids will be moved from an A rated school four years in a row into one that had a C, B, D, C the last four years. If the argument is financial, then why close the highest rated of the three close
schools instead of the lower rated campus with twice the needed repairs? If the three schools are too close to each other, then wouldn't it make more sense financially to close the lower ranked one with 10,600,000.0 in the best solution. This is not a the best solution. This is not a clear cut solution to optimizing performance, but is one that sacrifices underrepresented students. If finances didn't purely motivate the closure list, then what did?
I can tell you what it should be. How do we improve access to high quality education for Fort Worth ISD kids? Days of Allah is a clear example of what a model school should look like. Academic excellence in 77% economically disadvantaged, 87% minority school. Administration and teachers that turned around a lower performing school and into a tight knit community. Teachers and volunteers that stay after school to help the struggling students. It's great to maintain inherited greatness. It's remarkable to make and sustain that greatness where it was not before.
You cannot dismantle such an administration and staff and expect to build it back up with a different with different pieces and different circumstances. Days of Allah is exemplifying the TEA's stated belief that poverty is not destiny. Days of Allah should be a blueprint for success, not a target for closure. Thank you. Ashley Tolliver followed by Brian Tolliver. Good evening. I have been coming to these school board meetings for a little over a year and a half now. Prior to that a lot of people knew that I was homeschooling my daughter because
she does have autism and ADHD, and so when you have a child that has special needs, you know a lot comes with that. Three weeks ago, we enrolled her into days of Allah. When we enrolled her, and let me kinda backspace a little bit. Over the year and a half that I've been here, several of you trustees don't even look at the parents that come and speak. You don't give anybody eye contact. This is not a hit towards you, but I'm getting to my point of why I'm here today. My daughter was assaulted by a substitute teacher at Days of Allah named miss Corinne
Todd. And please excuse me. I'm six and a half months pregnant. I'm hurting. I'm tired. But I had to be here tonight because it's not just about my daughter. It's about every special education student that is in this district. If I was to walk past these lines and physically grab each of your faces up so you can acknowledge me, so you can look at me, that is assault. And that is what happened to my seven year old daughter two weeks ago. Thank you, doctor Molnar, for being proactive in this incident. But my question is, what happens to the parents that don't have those connections to
the people that they need to get in touch with? This is not just a day Zavala issue. This is all over Fort Worth ISD. And I may not get through this without crying because, like I said, I am six and a half months pregnant, and I am so upset that our babies our babies that have been diagnosed with special education needs, our babies that have autism, our babies that have Down syndrome, my baby just speaks. But do you know how many other students are in the district that do not speak, and they're not able to come home and tell their parents that someone hurt
them? It is a lot, and I know that because I have spoke to several of those parents within the year and a half that I have been coming to these school board meetings. My connection with one of the most prestigious organizations, Parent Shield, has been allowed me to come and speak to the people that I need to. But what happens to those parents that do not have those connections? I know what happens to them. They get no response. I emailed using my personal email and I added, miss Martinez into it. I got no response back from anybody, but it wasn't until they heard Parents Shield
that that's when they move. What happens to those parents? And so I'm here today to say y'all need cameras in these schools, in every classroom, because abuse and assault is never okay. Thank you. Thank you. Brian Tolliver will be our next speaker, and we'll call again for Tiffany Rovilla. Good afternoon, everybody. Doctor Molineux, trustees. This is Eliana. Eliana, I wanna pose a question to you, and this is pertaining to bullying harassment. So could you tell doctor Molineaux and the trustees how it feels to be bullied?
I don't like to be bullied because people be mean to me all over for no reason, and I don't like it. Now my daughter, like my wife said, before I came up, is diagnosed with ADHD and autism. And I myself has have been a key witness to bullying myself in school because I have a disability. But my issue is is when you have staff, and I'm pretending to Desavala, that
is supposed to be an advocate for our children, are not really standing up and actually confronting the conflict with bullying. My wife, bothered to my attention that there was a curriculum, that was supposed to be implemented across the Fort Worth ISD pertaining to bullying. And I I told her, I said, I remember growing up, there was a a thing called the D. A. R. E. Program. I don't know if y'all remember anything about that, but it was pertaining to drugs and, you know, saying no to drugs.
And I feel like there should be a a bullying, program implemented across the Fort Worth ISD just to, speak about and let every every kid within a Fort Worth ISD know how long it is to be a bully, especially to somebody that has special needs or any kid at all. I mean, I know we've seen across this nation, there's kids that committed suicide. There's, kids that have retaliated because of bullying and committed homicide to their bullies because
they got tired of being bullied. Like, there's more to it than just sending our kids to school and say, hey, here you go. You have a place to go. It's safe, but it's really not safe. And the place that they should feel more safe outside of their home is a place where they have adults that can advocate for them, that can speak up for them, that will stop the bullying. They're supposed to be able to be able to go to school and get a quality education, but how can they even have a desire to go to school and they're getting bullied? But I I just what I wanted to address this email. I appreciate your time.
Thank you. Thank you. So this will be final call for Tiffany, Ravella, David, Romine, or Alexander Carraway? I don't see any of them present. Alright. That concludes our public comment. We will now, thank you all for sharing your thoughts this evening. We will now move to the call to order public hearing on campus targeted improvement plans. Are there comments or questions from any of the trustees concerning the campus targeted improvement plans? Seeing none, we will move to pub the public comment portion, campus targeted improvement plans.
We I believe we have no speakers. So we will close the public hearing on the campus targeted improvement plans. The public hearing is now closed. We will now move to the superintendent report. Are there any comments or questions from any of the trustees? Thank you, president Martinez. I'm gonna go ahead and get started. Mhmm. I'm going to say thank you. I got a new clicker, so hopefully this one will work and it won't have to click for me. So this evening, we are going to review our six week assessments and then also give you update, about what we have been calling our resource campuses.
We have now have a name which we will share this evening around our ACE model. And then also do some celebrations of our parent teacher conference that was held last Tuesday. So our six week assessments. Just as a reminder, last school year, we were doing nine week assessments, that we're not really able to measure a curriculum because we do not have a curriculum framework in place, an instructional planning calendar. But in addition to that, we know our school district is on a six week
cycle and not a nine week cycle. So for us, during the spring, when we started to cycle. So for us, during the spring, when we start to implement our new instructional planning calendar, as well as our curriculum framework, we decide to move into six week assessments. This is really for a dual purpose. Our six week assessments, not only measure the progress of what had been taught over the prior six weeks, but it also shows us where we need to go into do reteaching into our curriculum and add that and spiral that in. But then also what maybe teachers need extra support in covering our curriculum.
So our six week assessments are not cumulative from the six weeks before. It is only over the prior six weeks that have been taught by our teachers. So this evening, we're going to share our first our second six week assessments. And we did share real briefly, at our last meeting or a couple meetings prior and our first six weeks assessment for this school year, our twenty five-twenty twenty six. And then our last assess assessment we took our second six weeks. We went ahead and these are short assessments.
They are not very long. They're not what you would call a benchmark as a full blown STAAR assessment. These are a lot shorter. And just as a reminder, it's really measuring only what was taught during that six week period. We have here, of course, our average percent score. But then we also have put in approaches level meets grade level and a master's grade level as well. And that is the same designations that you see how star is measured in addition to that. And then also how we are, hopefully this evening adopting our new
And start governance goals as well as our growth progress measures, which also you will see somewhere how we're always gonna be sharing our data and these three character or care categories, approaches, math, meets, and grade level. So just starting off, you'll see our third grade reading English and Spanish combined for third, fourth, and fifth grade. And you'll see lots of celebrations here definitely around our literacy. When we look at meets grade level, that's how our star really does measure if our students are meeting that grade level that they're being assessed on.
And, of course, masters means that our students have mastered that content. As we're going through the implementation of our new instructional planning calendar and our curriculum framework, we know that the implementation of fidelity with that framework is very important for us not only to monitor our student progress, but also the success of the curriculum being implemented. Here, just on third grade, just would like to show how from the first six weeks when we look at Meets, we were at a 20.67%
and you're now seeing our students at a 40%. Definitely not where we want to be, but this shows us how we're progressing as we're implementing the new curriculum and we're able to assess. Remember, the assessment is not only for our students. It's also to see what support our teachers may need in their professional learning communities. But then more importantly, it's measuring to, the success of our written curriculum and then how to layer in reteach practices throughout that school year. A lot of our campuses also institute after school tutoring and then our Tier two
and Tier three interventions throughout our blocks. And then also with our middle school and high school, some of our teachers, and campuses have advisories, so they're able to push in the interventions. Some other celebrations just around our literacy here for fourth grade. When you look at fourth grade, how we went from a 13.4% to a 57.48% on the meets level. Now, these are two different assessments. I want to make sure everyone is clear. The first six weeks is not teaching and assessing the same thing as the second
six weeks. But what we're looking at is if we're improving, because that shows us that the implementation of the curriculum is also improving with fidelity. And then also, just a little highlight with fifth grade reading, how we see all gains in all three areas as well, where our approaches level went to 65, our meets to a 41. Moving on, let's look at our middle school. We know we did a lot of things different in middle school this year. We double block, and for those who don't know what double block means for our
middle schools, last year and the years prior, our middle school students were receiving only a forty five minute instructional period of literacy and math. This school year, we double blocked, so they received ninety minute instructional periods. We knew, if you remember, when we were sharing our star scores around our middle school in reading and literacy or literacy and math, that we were very low, sometimes in math, even in the single digits. The double block was very necessary. When you look at our sixth grade reading and just at the meets level, we
went from a 16% to a 47%. We're seeing our students have more time and our teachers, they're utilizing that block. And we're seeing the that reteach where if a student is struggling, our middle school teachers are pulling our students in small groups that day, and they're going through the reteach cycle. Now we have many students, and let's go ahead and call out, our seventh grade. When you look at our seventh grade, our master's level, it was less than 1%,
and we're seeing that increase to 6% at master's level. Each day, our students, and those of you who join us on a monthly basis or twice a month basis, you know I'm very passionate about our students deserve a chance every single day. Every day should be a new day for that student, and they can excel every single day, not necessarily need to be labeled as a student that needs to be in a reteach, but can go into that challenge block. These assessments show you how our students are moving. One day, they may need a reteach, but the next day, after they receive that
tier one instruction, they're able to go into a challenge a block or a challenge b block. This morning, I was at a campus at Carter Park Elementary. We were able to see one of our third grade bilingual literacy classrooms, how that teacher only had two students in their reteach block, and the rest of the students were either in their challenge a block or their challenge b block. We're seeing the implementation working, not only on assessments, but more importantly what we're seeing in the classroom. Last week, I was at, Briscoe Elementary.
I was in a classroom and, we were I was doing a think pair share with one of the students during a lesson, and I asked her, I said, is this something that you're struggling on? And she was like, no, ma'am. And she goes, come over here. She takes me to her goal setting poster. She's like, I'm number 11. Here's my home broom teacher. There's my second six week six weeks assessment. I got a master's on that. They are internalizing their own learning, their own goal setting, and how they're doing on a daily basis.
And so then I should show me what you got in your first six weeks, and she got a meets. And then we looked at her MAP score. All of this was happening with a five minute period because of that chart. And on her MAP score, she was not on level. And I was like, how can you be doing these assessments? And you're getting a meets and you're getting a masters. And she's like, because each day I'm learning and I'm feeling it. Sometimes I need help, sometimes I don't need help. But then I master that. And so, of course, being the teacher in me, I said, did you try your hardest on your beginning of the year map?
And she said, no, ma'am. I think she was done with our conversation after that. But but, you know, proud of our students, how they're internalizing their own learning and how they're working also to meet their own goal setting. Here's our English one, and, you know, we have been struggling in this district. I have been in our this district for, twenty eight years, and I remember as being a director in their school district and, looking at our English one and English two scores and just really struggling, with the writing portion, but then also the, reading
portion of it. And so this has been a real focus, and you've seen this, actually recently, not only on our media platforms, in the newspaper, but also on the television about English one and the struggle some of our English one teachers are having with the implementation of this new curriculum. This shows you how important it is that we are consistent and that how much we needed to put a new instructional framework in place for our students and for our teachers.
We have wonderful teachers out there, but we have teachers who are saying they were able they were, working with students. They were getting great results. And when you pull those results, they were at a 22%. 22% is not great results for our students. The state last year was at a 51%. Our district was at a 32%. It is necessary that we put in for our English one and our English two a new instructional planning calendar and a new curriculum frameworks that we must follow for
our high school students. Remember, they have to pass that English one and that English two as their EOC for graduation. We must do everything we can in our district to provide them with aligned curriculum with high quality instructional materials that are aligned to an assessment for them to be successful. We do not need our students to have to be a retester. We cannot have tenth and eleventh grade students who have not passed their English one exam for graduation. So when we look at these results, we are seeing that we are having some
success, but then we have some drops. If you look at the second six weeks, we actually have a decrease. Well, this is when we have implemented our writing piece into our English assessment. The first six weeks, we did not implement. In the last board meeting, I shared with you, and I'm gonna go over that again, real quickly here in a few minutes, about our, short responses, our extended responses and our short responses. And this is what happens when we add those back in and we see our students are struggling. That's why we're implementing a new writing curriculum going into the third six weeks, and
I saw evidence of of that writing curriculum today being done in a third grade classroom. It's so important that we want our students succeed that we must allow them the time and give them the opportunities to have a curriculum that is aligned to our state assessment as well. Going into math. So we know math is a struggle for our district, and we actually were able to work with our Texas urban council school districts last week, and they are struggling in the math area as well, especially in the middle school math, which you will
see here in a few minutes. And, you know, I asked our math executive director and, you know, I talked to some teachers as well, what are what's going on in math? Why are we still struggling in this area? Especially when I look into fifth grade, and then we start looking into that middle school grade level. We know in fifth grade, and we actually got to see that today in the classroom as well, how our students are shifting, from the first six weeks to the second six weeks, really from concepts they've been familiar with from third grade and fourth
grade and fifth grade. They're getting introduced to a lot more complex standards and critiques. They have multi step problem solving, problems that they have not done in third and fourth grade that they need to be taught. How do they attack that? How do they solve for that? Their teacher has to rehearse that as well. If that teacher is not used to being able to instruct and be able to show and model how to do multiple step problem solving, then our students won't be successful as well. They also are now doing order of operations, and they're also doing measurement and conversions.
That is a lot going from a fourth grade to a fifth grade, but that is the redesign of STAR as well. In the past, our district did not have a curriculum in place that aligned with that redesign of STAR. We have a new curriculum in place with Bluebonnet Math, and we see that Bluebonnet Math off offers us the curriculum that is needed to be aligned with the redesign and also aligned with those state standards. It is there, but as teachers and as administration, we have to also rehearse these
things because we have not been doing it in the past, and we saw those in our math scores, not only in fifth grade, but then look at our middle school scores. And those that we have talked about a lot here at our board meetings, and we know that that is one we're monitoring our LSG goals as well. But it's very important that we rehearse. We have double blocked for a reason. Double blocking does not mean you teach two lessons in one period. It means that you teach a whole concept of a lesson. You teach a whole lesson out, what that standard is teaching.
And then when you assess your students and your demonstration of learning, your DOL, then you pull them in for a reteach if they need it. You have that time now built into your schedule. And the students that are able to master that are able to do that challenge block. All across this district, we are seeing classrooms and we're seeing teachers implementing and pulling the small groups. This is going to take time, but we're already seeing the results in this over and over again. We also our trustees have been able to, adopt a budget that allows us to
give, professional learning community time into our middle school and our high schools for them to be able to rehearse and to practice. That was a conversation we had with assistant principals and principals today as well when we were at the campus. If you're not utilizing that time and leveraging that time to really craft, how are we teaching that teach? How are we teaching that standard? How is it assessed as well? But what's the process to get to that for the students? If you're not learning that process and our new instructional planning calendar and that framework
shows exactly the steps for our teachers. And one of our speakers, miss, Fortner, who came up to speak today, she talked about math classes and talking about you must have teachers who know how to teach math, who had taken some math courses. Sometimes we're we we are trying to hire our best math teachers, but that is a high need area. That's why our new instructional framework and our curriculum framework has that built in for our teachers. If you're struggling in being able to teach math, we have a lot of support
that's scaffold in there for them as well. Here's your our advanced math in sixth grade or accelerated math as well as our advanced math in seventh grade. You know, this is when we're taking our math classes, and we're actually accelerating them. And this is a great conversation we have with the other urban school districts. When your students are behind level, which we know our students are in Fort Worth ISD, especially in middle school math, the worst thing to do is to slow down. They're never going to catch up if you slow down. And we have to stop not having high expectations that our student can learn.
Our students will meet those expectations every time we put it in front of them, and we offer them support. And so when you're taking the sixth grade and seventh grade and you're making an advanced math, we have, made a challenge to our middle school campuses that at least 50% of their sixth grade students should be doing advanced math. We need to accelerate their learning so they're ready, not only for algebra, but we want our students to take more than just algebra. Algebra is like the requirement to graduate.
They need more than that one math requirement. Our students deserve that as they move on to any college or career to have more than one math class. Here you're in C are scores for the second six week assessments for pre algebra and algebra and then, of course, our honors as well. And we always have, you know, our honors is definitely our top scoring, But then when we're looking at our algebra one, we're seeing when we're at meets, we're at 43%, but we are growing. And so we also see in our high school how the implementation for our our
math curriculum is starting to really help our students accelerate in their math. So I talked about writing, and we did a big session on writing in our November meeting when we talked about how we started looking at our STAR breakdown of our ECRs and our SCRs, our extended responses as well as our short responses. And just as a reminder, these are the grade levels that our students must have some type of writing piece. They have an extended response or a short.
Remember, the extended is like an essay. It's like the old essay in narrative format, informational text, and the short responses are answering using text evidence. And we just as a reminder, when we looked at it last year, we had forty nine percent of our students from the 2025 star breakdown that were zero for the extended response. And then the short ones, we had 35%. So over 41,000 testers, we were scoring less than half of them were scoring more
than half of them were scoring a zero. That's way too many. So they did not even they weren't even able to pass that assessment. So what do we do? We implemented more writing, but then it's not just implementing more writing, it's also helping our teachers learn how to teach writing again. Our curriculum has been absent of a strong writing curriculum now for years, and so we need to put that in place, not just for our students, but for our teachers. Today at Carter Park, third grade classroom, Mrs. Polk was just fantastic watching her.
Not a first year teacher, but a first year teacher in third grade, and she was teaching writing to her students. And she was using the new, the new resource that we just trained our teachers on and the Schaeffer writing curriculum, and you could see students in third grade writing full pages. They started out. They were able to outline their story. They were they got it from first their piece of literature. They were able to transfer it into a writing outline and then start writing a
full story in this classroom. And then she was pulling a small group and helping them reteach for the students who were struggling to transfer from the writing outline into the narrative portion. So here's the results that we saw just moving from just introducing the second six weeks late into the six weeks, the update of how our students are now attempting. So if you remember, we had over 49 we had about forty nine percent of our students not even trying or attempted for writing, and now you can see where
we're at with our zero scores, our number one if they scored a number one on the rubric or a number two and then our blank. And so writing is now part of our daily curriculum. The third six weeks, which just started, is the full implementation of that writing curriculum that is written into our IPCs. So we're gonna see this increase, and I'll bring this back to you. And this was the first attempt today in that third grade classroom of an extended response, and the students were doing it. But that meant that teacher, she had gone to the professional development, she was coming
back, and she was putting it in practice in the classroom. And that's the important part. When we're providing the professional development, when we're providing the resources, when we're writing it into the curriculum, it has to be implemented into the classroom on a daily basis. And there is evidence of that today. So you've heard us talk about resource campuses, and we have been starting to advertise. We have, you know, trying to name an initiative can be a lot harder than it is actually rolling out an initiative.
And we went back and forth, and we were like, we all call it ACE because it is about accelerating campus excellence. So instead of saying resource campuses, we're gonna call accelerating campus excellence. So this is our gonna be our ACE initiative. So I shared with you before that we have designated seven campuses that we're doing this ACE model to, and we're gonna go over that tonight because we you'll start seeing job postings. We've been having meetings with those campuses. We will start having also some job fairs.
So here's the campuses that have been designated our ACE campuses. And as a reminder, these are multi year unacceptable campuses. They have to have a two year count as a four year count count. We also, in addition to that, we designated 15 campuses that we call our additional school day campuses, where they have twenty five additional school days. So our ACE campuses are also part of those 15 ADSI campuses.
So that will be part of their new 2627 school year, and they're already doing it this school year because our AdSE was implemented in July when we adopted their calendar. So you'll see we have Western Hills Elementary and Western Hills Primary. They are a paired campus, so they share their rating because currently, our Western Hills primary is just pre k through first, and our elementary is second through fifth. So whatever, rating our elementary campus receives, our primary campus shares that rating.
Even though our pre k, k, and first grade students do not take a star, they still are held accountable to that school rating who they're paired with. Also, we have Clifford Davis Elementary, Eastern Hills Elementary, as well as West Hanley Elementary. Those are our two campuses that that were consolidated at the end of last year to start the 2526 school year. We are building a brand new campus, out on the Eastern Hills site, which is almost completely demoed at this point, where we'll be able to break ground on the
new campus. So these two campuses are also, going to be a resource campus as well as ATSI. And then we have three middle schools. Recently, legislation allowed us to include middle schools into our Adze calendar, which would used to only be elementary. So we took advantage of that, and we have three middle schools that have consistently been underperforming, and so they have twenty five additional days, and they have been designated ACE campuses as well. So what does it mean when you're at ACE campus?
And we've talked about this before, but ACE Campus, it's been implemented it's actually been implemented over 40 campuses, 50,000 students, but we've even done that here in Fort Worth ISD. Our LAN campuses and our Leadership Academy network were originally ACE campuses. This model came out of Dallas ISD, and it's still a model that Dallas has in place. However, this is something that has become statewide, and it's one of the initiatives that our own commissioner actually shares success stories about how to accelerate the learning for campuses
that have been historically underperforming. Of course, according to the TA 2023 annual report, you'll see substantial progress. And this is what we know our campuses that I shared with you, we need to accelerate their growth, and we need to do it very, very quickly. Our students cannot take another year of being on a campus that is not performing. It's a restart model. So what does that really mean? That means there's a reapply for that entire campus. The only, support staff does not have to reapply would be your nutrition services, your
custodial staff, and possibly the nurse if they agree to the additional days on that campus. Everyone else has to reapply. That's from the principal, assistant principals, and teachers. That is part of this initiative, and that is a requirement of the reapply. But then it's also that you're incentivizing the most impactful teachers, teachers who have proven evidence of accelerating more than a year's growth for our students. But we're gonna compensate them. And you're gonna see that, example of the compensation in just a minute or two.
And then also, there's has to be evidence based academic program. You have to use high quality instructional materials. All of those things have already been adopted, are in place for this school year, and will continue into next school year. Our ATSI campuses will actually be utilizing our new reading curriculum for their elementary, our blue bonnet reading in the additional twenty, twenty three days of summer learning, on those campuses. So those teachers and the students can be exposed to the new curriculum beforehand.
Also, extending learning time is required. So our ATSI calendar, which is twenty five additional days, count for extended learning time for our ACE campuses. So what happens to the current school staff? So I shared a little bit about that. They are happy to reapply. However, they have to meet the requirements that are set out where they have evidence that they have been able to, they have evidence with academics and data that they can move students more than a year's growth. And then how are we going to make sure we have the best, teachers at
our ACE campuses? Well, we're going to be launching a very targeted recruitment plan for not only internally, but externally as well, not only for across the metroplex, but across the state of Texas. Teachers who are TIA designated, which is a teacher incentive allotment, which is another, initiative that is put out by our state, will definitely want to apply for a ACE campus because they are required for us to meet the threshold to be considered a
resource campus by the state. We must have at least 50% of our core teachers be TIA designated. So those who are wondering, like, how can I be a part of an ACE campus? Well, there are things that you need to know when you sign up, and you will be compensated, but there's requirements and there's expectations that come with that. You not only our teacher's contract is currently a hundred and eighty seven days, you are also required to work additional twenty five days, which is part of our ATSI
calendar. You also are required to, at a minimum, participate in two hours of professional development a week, after school, and we will have PLC time on those campuses as well. Maintain no more than 10 absences. Of course, this just excuses any FMLA or any medical leave that's approved, but that's 10 absences. And that sounds like some of us, that's a lot. Like, how can someone be out ten days? But our state does give our employees ten days, and we have some employees who
take the entire ten days and then sometimes take more than ten days. As on these ACE campuses, it's very important that our teachers are there every day. These are our best teachers on our campuses that need the most help. We need them in front of the students every single day. So there is a requirement of no more than 10 absences, of course, like I said, unless it's, approved medical leave. Also, you have to engage in data driven planning, instructional framework, and that planning calendar with Fidelity as well.
And then communicate and collaborate with parents. We're doing two parent teacher conferences a year in our current calendar, but our parents and this is what we got to see last week on Tuesday. Our parents want to partner with us. They want to be a part of their child's education. So these campuses, there will be a requirement that there is more frequent communication and meeting with parents and partnering with our parents more than just twice a year. That can be during a planning period, that can be after school, that can be
through, our our parent, communication pieces that we put in place, but we want to not only accelerate academic growth, but accelerate accelerate our parent partnership and the engagement of our parents as well. And then, of course, for anyone that wants to apply, we do look to make sure they have maintained professionalism during the 2526 school year, as well as, before that. If we've had a, teacher that has not been professional or have had history, of
not doing well on our campuses in the best interest of our students, they will not be considered as well. You need to have at least two years of certified teaching experience. This is a requirement by the state to be a designated resource campus. So on our ACE campuses, you must have at least two years by May 2026 of certified teaching experience, at least two years. No written reprimands in your personnel file. And, also, you have to show not only evidence of commitment to the students, campus,
but also to your community as well. Because we are we serve our communities because that's where our parents are, and that's where our students are. The applicants have to submit student achievement data demonstrating a track record of accelerating growth, not just meeting our approaches, accelerating student growth. That's very important, and that's why we're looking at our TIA designated teachers, not only internally, but externally. And then you see recognized or above TIA designation. All staff must reapply to be considered.
So even staff members who meet these qualifications currently on those campuses must reapply, and sign a commitment form to be considered. So when we talk about how we want to incentivize our teachers, here is an example of our salary schedule. So you'll see here, and this is a current average base, and what we did was we took, current teacher salaries from our current schools that were identified as our a schools, and we took their average salaries of those teachers.
And we were able to look at let me make sure I didn't go too far there. Sorry. I'm on the wrong screen. We took their average salaries, and we're showing you in, like, a category one, which is a star test it, grade level. And you'll see down there how we have named out a star test it's three three math, reading, language arts, elementary, middle, and high. So you can see that there. Our current one average is around 73,000. The new base salary, this is without their TIA.
This is without a stipend. If they're a bilingual teacher or whatever they receive extra stipends stipends for, even a coach, their base would be at a minimum of a $100,000 for our teachers. And then you'll see where our category three of non tested and our category three of student support. So here's the scenario here. Here's a current third grade teacher on the current campus teaching third grade reading and language arts, ten years experience, who's a TIA master designated teacher.
They're currently teaching a hundred and eighty seven days at $72,000. They also get a TIA allotment of extra $24,000 and this is actually a current scenario here we have in our district. So their compensation at this time is $96,000 If they decide and if they're accepted to apply and they're accepted to be part of a ACE campus, you'll see with the designation, that they will make up to about 27,000 additional dollars in compensation to
work at that ACE campus. And that does not include any additional stipends, whether you're a bilingual teacher, you have your ESL, if you have a masters, if you decide to coach, if you're at a middle school. This is just an example of the difference it can make from a current third grade teacher to someone who chooses to teach at an ACE campus. So you're looking at they would be making a $124,000. We have teachers who are on our pay schedule that will never see a $124,000.
Some of our longest tenure tenure teachers, our assistant principals do not make a $124,000. We're putting the compensation back in the classroom where it belongs, in front of our students. We're recruiting the best. We are recruiting the best teachers around the state of Texas, outside the state of Texas to come and teach our students in Fort Worth ISD. So here's the timeline because we know we're gonna have a lot of people interested. So first, people come because of leadership, and people stay because of leadership on a
campus. That is the key. We know that's the key. Is that the highest leverage of moving a student academically? Teachers in the classroom move students academically, but teachers come because of that leader. People that come to work for a leader, and they stay. So the first thing we need to do is we need to recruit the best leaders also, not just around Texas, not just in Fort Worth ISC, but across United States. We need the best for our students here in Fort Worth Independent School District. So we already have that principal and assistant principal job posting up.
So if you're curious or do you know someone who may be interested and they have proven track record of being a turnaround campus administrator, please encourage them to apply. And they will start helping us recruit their teaching and support staff as well. We have two informational meetings that we are going out to campuses. We also will have district wide informational meetings for anyone interested. This will be internally as well as externally. And then we will also present either in December or January or academic calendars around
our ATSI campuses and around our ACE campuses. In January, we will be bringing our compensation plan to the board for them to see our compensation plan, because it's very important that we lock in what that compensation is gonna be for our teachers so we can recruit the best teachers. Then we will also, at that time in January, announce any principles that we have selected that time, and then we will start we're actually gonna start posting our teachers, the teacher for ACE before January.
So you'll probably, be on a lookout, but you'll probably see those right after Thanksgiving post it because we wanna start getting a pool of teachers because we need to verify the data that they also, turn into us. In February, we're gonna have a red carpet recruiting event for those who qualify from the application process. We're gonna ask them to come. We can speak to them, and our leaders of these campuses will be there to help with the hiring as well. And then we will continue always sharing with our parent and our community for parent
community meetings about their campus as in addition to that. So the ACE, district support initiative, this is really very simple. It's about the opportunity and making sure that no child is left behind because of a school that they attend or have attended or will attend if they're transitioning from a fifth grade to a middle school. I'm always very transparent, but not only internally but externally, that we are not where we need to be in Fort Worth Independent School District.
Did we increase our f campuses? Yes. Did we increase our a's? Yes. But our students are still not on grade level. Our students must be able to read. Our students must be able to do math. We have to prepare them for the next steps. It is our job to do something bold, do something aggressive, and doing ACE campuses is just one of the initiatives that were taking place. And we will compensate the teachers that wanna go on this journey with us. And it's gonna be a great journey. The city is supporting it.
The state supports this initiative. Someone asked me the other day, is this still gonna happen with the state takeover? Yes. It's gonna happen. This is for kids. This has nothing to do about adults. This is for students. This is a student focused initiative that the state supports, that our own commissioner speaks about and share shares data about with districts who are doing it. The initiatives we have in place are not slowing down. We are continuing to move forward, and we have the support. Our ATSI calendar, you're gonna see this go out tomorrow for our 15 campuses that
are our ATSI campuses, including our seven ACE campuses. You're gonna parents, you're gonna receive a link asking for your feedback on some calendar choices because there are twenty five additional days. So we have a couple different options. We're excited about both of them. I'm always excited about one more than another. Try not to have favorites. Thankfully, I only have one child, so that works out for me in my life. But I do have a calendar I'm a little bit more fond of, so I'm really hoping, it can help us infuse and incorporate some enrichment for our students as
well. When you look at that full year redesign calendar where our teachers can go into some great professional learning and our students can experience some great things with enrichment in arts and math and music, extra brain breaks, extra recess, physical activity. So when I say we're going on a journey, not only with our ACE campuses, also with our ATSI campuses in addition to that. So last Tuesday, we had our first 25, 26 parent teacher conference day.
And so we actually ran it two different ways. So for our traditional campuses that are not our ATSI campuses, our students did not come to school that day. And our teachers hosted our parent teacher conferences, with our parents in person. Some were virtually online through Zoom, and some were actually by phone. And I love I got to actually hear a father do a parent conference, via phone. He was at work, and he couldn't make it, but he still wanted to take that phone call.
So there was lots of options there for our traditional campuses. Our assessment, team, they also put together reports, not only the map reports. I do wanna thank, also Ternish from Parent Shield who collaborates with us on making sure our parent reports are parent friendly, easy to read, that we're giving the information. She has been a great partner, with giving us feedback, and we go back and forth. So we really feel confident when we're, printing out those reports and designing them that
we've gotten a lot of feedback from Parent Shield around those parent reports. And then on Tuesday, we really focus on students around writing, especially our students who have participated in an assessment that had some type of type of a writing, a short or extended piece as well. We want to share with our parents what they did on the star last year and then share with them on different tips and resources that they can do at home to help encourage writing as well. And then our 15 ATSI campuses, they actually our students came to school, but that
day looked different. Our teachers were given, something different to do. They weren't required to just follow the IPC because we invited our parents into the classroom to actually be able to sit and observe and participate in instructional delivery. They got to see student goal setting. They were able to help their students with a lesson as well. And then our campuses set up resources, in different areas, and that could have been our Fort Worth after school program. Nathan Graff, who is our executive director of transportation, I got to see his team.
He had a team from transportation at every campus that they were able to answer any questions around transportation. It was great to see. We saw our PTA, partners as well as our Parent Shield partners. We had lots of different we had after school programming that was not promoted through Fort Worth ISD, some intervention programs as well. So it's really a resource fair for our parents. So our communications team has put together a video just to highlight and to be able to share with everyone, not only here, but at home who watches our board
meetings so they can experience just a little piece of our first parent teacher conference for the 2526 school year. Well, and our superintendent, thank you for being here today. This is really great. I wanted to see partnership. We get to actually ask the question. Every year. Being able to to receive all of this is is very helpful. I wanted to see parents today. Did you guys just have a I wanted to see our teachers also showcasing their craft. Join band. And he asked for help in my class. So our our traditional campuses, it's our parent teacher conference day.
I understand. I 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 ATSI campuses, we have 15 campuses that we have designated for 25 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, 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 ISU. See you later. Thanks for being here today too. I appreciate it. Great day. Great day. So the young man you saw, the young men's leadership, his name is Mark. I'm not sure Mark was happy about being there, but, it was a great experience. And, actually, Mark's mom, she was so just, you know, you love to see how parents are really, they just want to see their student also just achieve and succeed in school. And so by the end of that conference, she, she realized she could sign up
sign up for Canva. And so now she is monitoring Mark's, all his due dates and his assignments. So that was a great experience, and it was fun to watch the interaction between Mark and his mom as well. So just I wanna thank all of our teachers, support staff, but then our partners who participated last Tuesday. If you notice in that video, even if it was not, like, the best news about academics and how things were going, everyone was smiling, everyone was engaged, and everyone,
to me, felt welcome going to that school. So got to see lots of campuses. We were spread out all over, but just what a great day, and we're looking forward to our next, spring one in February where we'll do our second parent teacher conference day as well with that. So as you know, we are in the middle of our program and school of choice applications, and the last day to turn those in is January 9. However, we had our expo on November 8 and wanna just share what a great
expo that was. I always like to look at data. I'm a little bit of a data nerd, so I'm like, what did we do last year? Where were we at last year? What you know, what did this look like? And so last year's expo, there was 520 that registered on-site for a school of choice application, and we are at 780 on that day. There was a line of parents to get assistance to register. All of our schools were there, our programs of choice or schools of choice showcasing the great things happening on those campuses.
And here you'll see where we continuously have more applications, that are being submitted, online, but we do have to January 9 for any of our parents. And this is internal and external as well, of anybody that wants to join our districts. And we have some campuses that have a wait list, and we have some campuses that have spots. And we wanna make sure that we can, also put as many students into their first choice. But then when we look at their second choice, if we can accommodate, we definitely
will. So I want to thank, especially all of our departments to help put on a successful Gold Seal. And at this time, that concludes my superintendent report for this evening, and I will open it up to any questions. Jesse Dar. Thank you, President Martinez and thank you for this report, Doctor. Molinar. I am, I'm really proud of the work that you're doing and the work that we're doing, for kids. And this, there's a lot in this report that shows that. Regarding the, salary schedule for the ACE campuses, I'm assuming that administrative pay on those
campuses will also proportionately increase? Our administrators will, probably be making more than our executive directors. Okay. Alright. Well, that's enticing. How are we or how do we plan to promote these opportunities for the ACE campuses both inside Fort Worth ISD and outside of Fort Worth ISD? So, we have a weekly recurring meeting, that we have around recruitment and that mister Bailey and his team are that's heading up.
We also we're very fortunate that we have technical support, that we have that gives us ideas, that gives us strategies. Our communications team is a very strong partner with that with talent management. We also already have gotten, maybe some complaints that we are, looking at districts that surround us and trying to recruit their TIA teachers as well, and then our our nationally certified board, teachers in addition to that.
That's across The United States. So we, I want to thank miss, Tarynie Jenin. She has her staff working on different strategies with Mr. Bailey. But, you know, there's a lot of different ways on social media, to geofence and to and I'm I'm saying it all wrong and probably her team's so mad at me, but, how to also get in their DMs and send them matches, you know, messages, good messages, good DMs. You know, there's lots of different ways and, you know, just having a new communication
staff as well that have done different, strategic recruitment helps us. Okay. Thank you. And then my last question is, regarding, like, teachers who specials teachers and elective teachers. What kind of data one, do they need to be TIA also? And then if so, what kind of data are they using to support their application for those positions? So on the job descriptions, we will be placing, what data will be accepted in
all the content areas Okay. For them to be able to show that. Here in Fort Worth ISD, we're we are one of the districts that have really widened the net for our CTE teachers, our fine arts teachers to be able to earn a TIA designation. We know some districts have not gone outside of the core content. We have. So we'll also be looking for different evidence for that. And then when we're also, you know, looking at our librarians, our counselors, and so forth, You know, it's really is when we're looking at how do they engage with
not only our students, but our parents and have been part of that community to build that community. Because, yes, it's academic achievement and accelerating that and academic growth, but it's also building a culture on that campus, and everybody is responsible for that. K. Thank you. I appreciate your answers. Trustee Lynch. Thank you. Just a couple of quick questions. When we're looking at the six week assessments, I see it's kind of color coded like STAAR. How do we know that these align with STAAR? So the our, assessments we have and probably see and I can we have different
checks for the alignment of STAR. But then we're also pulling from our assessments the high quality instruction materials adopted by the State Board of Education. They have assessments built into it that we have access to to pull from in addition to that. We all like, today, I, actually, when I talk spoke with teachers, I was on campus today and asked them, how it's going with the framework. You know, we hear we hear some even come here and they complain about the new IPC. We have like I've said, I get emails.
I just got an email last night saying Yeah. What a game changer it's been, and they're a veteran teacher, what the lift we are taking off of them to be able to deliver that instructional delivery. But the teachers, I also ask them if there's something that you don't feel like is aligned. Are you using that feedback? Because we have I like to say button, but we have a tab there where our teachers are able to give feedback. And they were like, yes. You know, we're looking we're in our, PLC. We're looking at that DOL. We just didn't quite see that alignment, and they have said that they have gotten
responses back. And that's something we look at and, we, you know, work with our our team on. I do wanna say publicly, we know from our bilingual teachers that they have shared with us that, our bilingual being posted is a little, behind the English. That is something that, our deputy superintendent, mister Chowdhury, has been working on. We've actually been able to, get some external writers to help us, catch up on
some of that, but then also utilize our internal because we wanna make sure our bilingual teachers have access to our curriculum at the exact same time as our English teachers do. K. And then who gives that assessment? We give this at like, all of our grade levels give the assessments. Here you'll see our three through five, six week assessments because we do show that as our GPMs to be able to show for building up. So is it I mean, is it computer teachers. Computer driven? It is computer driven, and our teachers, they give the assessment in the classroom.
Okay. But it is calendared out, so there's monitoring in place. Okay. And then, you know, as I look through this and different for subjects, but how do you layer in things that kids missed once you see that assessment and we've moved on to the next? So we the good thing about being electronically is that we've already pinpointed some of our high leverage TEKS that we need to go back and scaffold and spiral in. Our principals received that update, and I get my weeks. Was it this past Friday that was in the principal packet, where we give them
reteach lessons. So we're actually giving them ones from the six week assessments that they give to the teachers that they embed into their tier two and tier three, intervention time that's built into the block that they can go and scaffold in as well. And then if our if our, teachers are monitoring the I Ready, which is our intervention resource for reading and math, they're able to also, designate some of those areas and look at that diagnostic report. Okay. Awesome.
Can you speak to what kind of challenge a and challenge b, what that means or what that looks like in a classroom? Sure. So the challenge a so the demonstration on learning is five questions after the first teach, and we got to observe it multiple times today. So the students after the first teach, it's electronically, they have ten minutes to answer five questions with content they just went over in that first teach. We call that tier one instruction. On level, grade level instruction. And then we immediately we can see, if you're walking around the room and you're
monitoring, which was what we want our teachers to do, you can immediately see which students have scored either one, they got one right, two right, three, four, or five. There's also a dashboard that as the student scores are going into, our teachers are able to see that. If a student scores none right or a one to three, they go right into a reteach. And so we saw that today. They were already naming, like, you know, they named five students. Go ahead and meet me at the back table.
And then a challenge a, they got four of those right. So they're given an independent assignment that is still At content, but it's at a grade level. And then if they got all five right, they're in the challenge b. So that's even a little bit more rigorous where we're trying to push those students who were at a meets level into that master's category, which is that purple category there that you see, and how STAR is also aligned. Okay. Awesome. Can you can you speak to kids not even attempting, short answer?
And I'm sure you guys have done some asking around, you know, aside from building confidence, which I think is obviously a big part of this, are there some other strategies or things that have been shared of of why kids might wanna attempt something? So, you know, and I say this you've heard me say it many times, that students live up to the expectations put before them. Of course, now the day of the test, there's a lot that we cannot direct a student to do. We cannot we see them not doing something. We can't redirect them. Like, you didn't answer that.
But when you put it in practice but what we did not have in a daily practice and then what we did not have in nine week assessments was our students being able to do that practice of that extended response and the short response. And now we have that embedded not only in daily instruction, but then also in our six week assessments. And then in December, our students will be taking a benchmark. A benchmark is a TEA released STAAR test, but we're not giving a full benchmark
because our students have not been able to, cover they have not been taught all of those TEKS that are tested. So what we're doing is we're taking that release benchmark, and we will only assess them on the TEKS that have been taught through our instructional planning calendar from the first six weeks. So that's when we'll get a cumulative look. And then, of course, in these grade levels, we'll make sure that we have the ECR and SCRs involved included.
And then that's why we embedded that in our parent teacher conference this year, was really putting a focus on writing and how we're pulling and doing professional development with teachers. In addition to each campus is sending us teachers, to go back and be leaders on that campus around the new writing, the Schaeffer curriculum, writing curriculum. Last question. When you're looking at some of the data through, you know, the second six weeks, is there anything that you saw that you didn't expect to see? You know, when you see a decrease from the first six week to second six
weeks, and, you know, that always concerns me, and that's when I go to the experts, especially in the area and the math. But then I'll, you know, I'll say the literacy. When you're introducing new concepts in that first six weeks, and this is true in a lot of grade levels, it's foundational. It's reoccurring that our students are used to. But then when you're adding in those multi step problem solving or multi step equations or when the, you're gonna start to see our students, especially in elementary, who don't
know their modification facts, this is when you start to see it happening. I like that I see my English one and two teachers, now participating more. I know there's still a lot of pushback because of the literacy pieces that we're using, but we're also aligning it with Star. So when we're only scoring 32%, we can't keep doing what we were doing. Yeah. We I mean, there's not a reason. Like, someone tell me why to keep doing what we were doing. Yeah. Okay. Alright. Thank you. Doctor Rodriguez?
Yes. Thank you. On page three, I was wondering I'd be interested in seeing the last nine weeks from the last school year because the first the first nine weeks, there's usually a a drop from the summer learning. Yes. So I'd like to see how they were at the end of the year. So we picked the first nine weeks because the first nine weeks have some of the same, TEKS that were taught. Because when you look at the nine weeks versus the first six weeks, twelve weeks.
So what hasn't changed is, what are the ticks for that grade level? So if we did the last nine weeks, those we would be looking at assessments that our students had no type of exposure to. We do see some of the same exposure to those TEKS in the first nine weeks to the first six weeks and second six weeks of this assessment. So when and we actually, I know I sent all the trustees the individual campus
scores also by SEs where you'll be able to see the comparison, but we're still happy to send you the last nine week assessments. And we actually did not do the end of the nine week assessments, and that was feedback from our teachers, because we were doing end of the year MAP testing, and we just finished STAR. We actually did not do that last nine week assessment. But we'll send you our last happy to send you our last nine week assessment. Okay. So moving forward when we have this presentation, it'll be the second nine weeks or
whatever. So it'll kind of Yeah. We can. Decide with the Now, yes. We can. What was interesting as we were going throughout the year, was also, the participation rate, and I showed that in board reports last year, how the participation rate of the campuses actually given the students the assessment. So we'll make sure we show you that. It's a nonnegotiable this year, because like I said, we're monitoring not only student progress, but we're monitoring how our curriculum is being implemented and then how the teachers are
also implementing the curriculum. And then looking how they need support. We have some campuses, and, actually, this is great information. You know, been on campuses recently where you can hone in on one teacher, one grade level, one content that needs extreme support in that area. Okay. Thanks. And I see on the reading in middle school how it's it's dips significantly, but then it picks up in the Yeah. Second six weeks. So I guess that has to do with the the new block. Yes, ma'am. Thank you. Mhmm.
And my final question is, on the on page 20. It says, what happens to the vacancies created from the teachers leaving to go to the ATSI and the ACE campuses? So our teachers who, who will not be picked up there currently, as long as they're in good standing, we will make sure they have a job within our district. And then, of course, any teachers who decide, to leave and go to a ACE
campus, then we will help those, principals recruit and staff as well. And we also know we need to make sure we're not allowing 10 teachers from one campus to move to an ACE campus. We know we cannot, you know, take from one campus to just go ahead and build up another campus. So we need to also sustain our campuses that are performing at that b and a level as well. Yes. That was my second comment. Is there a limit to the number of teachers?
Yeah. Definitely be monitoring that, looking at it by grade level, looking at it by content in addition to that. Yeah. Because with the demonstration teachers, I know some campuses lost three or four high performing teachers, and and they were like like a b campus. So now we don't know what they're gonna do because they lost some excellent teachers. Yeah. Yep. Okay. Yeah. I just wanna make sure that we're not I I I want the teachers to be able to go make the better salary and have the additional resources, but I
also don't wanna penalize the campuses that they're leaving from. And that's why we're also actively recruiting externally and not just internally in addition to that to make sure that we really are recruiting across not only our metroplex but the state of Texas. And we we've gotten, some principals who are even interested that are not in the metroplex area that have already reached out. Okay. Great. Thank you. Trustee Jackson, did you have any questions? No?
Have a couple, doctor Molinar. How are we how are these campuses funded and able to give additional funds for your salaries? So there's multiple funding sources, but, ultimately, this comes from our budget. So when we're budgeting, and that's why we announced it early, we're able to look at staffing early. We're able to look at that impact, that is needed to staff these campuses. So when we are budgeting now, we're budgeting for these initiatives. This comes first.
All students students have to come first. We currently unless it's a campus position, we have a lot of our positions, that have been vacant, that we're keeping vacant, in addition to that. So we can make sure we're looking at our budgeting for next year. And but then we also we are eligible for a lot of grants that will help impact us. And then as we continue through, we are gonna bring how there's be extra support on those campuses and how we're reaching out for grants and, different ways to help
fund those supports. Does the state provide any support? They do. They do through the grants. And our grant team, our grant writers, they're constantly helping us, do those grants as well. Now once if we meet the criteria under the state's umbrella for resource campuses, we have to submit, to the state. And if we are accepted because we met all the criteria for TIA, the reapply, the teachers have more than two years teaching certification, then we also are eligible for
extra funding that is very similar to a partnership school per student, and that will help offset a lot of the cost for the additional compensation and salaries. You mentioned that, in the top bullet there on page 14 that, this model has been implemented at over 40 campuses, impacting more than 50,000 students. At some of those other campuses, how quickly have they been able to see improvement? Some campuses have seen it in a year's time. In a year's time? Yeah. You definitely see movement within a year.
You know, this is the so and I can get in the weeds on this, so but let me just kind of summarize it. If we get the designation from the state to be if one of our ACE campuses get the resource campus designation from the state, the additional funds stay forever for that school. There's no statute of limitation on that. So that's why we are going hard on recruitment to meet that criteria because the
worst thing to do is you put all of these resources, and we've done it here in Fort Worth. We put all these resources in a campus. And then when we can't afford it, we take those resources out. And then we see the campus fall. Or we can't or that's where our new teachers go, or we have the teacher turnover. So we have to be very aggressive about the recruitment and meeting the criteria so we can be a designated resource campus through this model to get the additional funding so we can maintain these resources, beyond this initiative, two year, three year, four year.
I am so glad to hear that because I know in Dallas and some other areas when they, discontinued the model then some of those schools went back to this, rate lower ratings. I think that was all I had. That was all I had. Okay. Thank you. Alright. We are now up to number nine, comments by board members or superintendent on current district activities and announcements. Are there any comments from the trustees or doctor Molina? We have two high school football teams going to playoffs.
We have, Eastern Hills High School that will be gone. They play on Friday night. We have Arlington Heights going on Thursday night. So we just wanna wish them the best of luck and very proud of our student athletes, but also our coaches that put so much time in, our parents who drive those boosters, drive our kids to practices, pick them up, all of our also the meals before the game, but then the cheerleaders who are there each game practicing
and cheering them on, and then our marching bands. And if you go out and you watch, our marching bands, how they entertain us during halftime. So just I wanna just thank both of those schools, and we really do. You you have a whole community behind you on this next round. Trustee Dunn. Thank you. I had the great pleasure today of getting to visit three of the district six campuses and, it was a great joy to be able to spend that time with them today. So, I'd like to thank Rachel Walters at at Woodway Elementary School, Dana McKenzie at
McLean sixth grade, and Jennifer Kennedy at the Applied Learning Academy for welcoming me onto your campuses today. I had two doctor Molineux had the pleasure of seeing kids, engaging in their demonstration of learning. I saw small group instruction happening in classrooms. Every classroom I went in, there was, like, a 100% engagement of students. Everybody was engaged. There was problem solving. They were demonstrating literacy through listening, speaking, reading, and writing across the curriculum, not just
in their ELR classes, and there was a definite emphasis and focus on the students and on student learning. So I'd like to thank, the teachers that also welcomed me into their classrooms. It can be a little bit unnerving to have a board member walk in as friendly as I may look. It can still be a bit unnerving, and they were very welcoming, and and they didn't it I didn't see a dog and pony show. They were doing what they do every single day. So thank you very much to Woodway, to McLean sixth grade, and to the Applied Learning Academy.
Thank you. The time is now 07:27PM. The date is Tuesday, 11/18/2025. We will now recess and reconvene for executive session as authorized by chapter five five one of the Texas government code under sections five five one point zero seven one, zero seven two, zero seven four, and zero seven six. We're gonna take you higher. We're gonna lift you up. Oh. Oh. We're gonna take you higher. Oh. Oh. You How are you doing? I'm Karen Molinard, superintendent. Thank you for being here today.
This is really great. I wanted to see partnership. We get to actually ask the question. Everything. 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? We did. I wanted to see our teachers also showcasing their craft. Join Ben. And he asked for help in my class. So our our traditional campuses, it's our parent teacher conference day. 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 contract. And then they ask the parents to come and meet with them, sign up. How are you doing? I'm Karen Mollinard, superintendent. Thank you for being here today. This is really great. I wanted to see partnership. We get to actually ask the question. Every 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? We did. I wanted to see our teachers also showcasing their craft. Join Ben. And he asked for help in my class. So our our traditional campus is it's our parent teacher conference day.
I understand. 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. In accordance with the open meetings law, the board opened the meeting at 05:33PM with the quorum present, recessed open session, convened executive session, adjourned executive session, and now reconvene open session at 08:56PM with the quorum present. And we are up to consent agenda items.
As board president, I am making the following statement in accordance with board policy 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've 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 consent agenda items? Alright. Seeing none. Do I have a motion accepting consent agenda? President Martinez, is anyone still working on getting trustee Jackson on? Yeah. I think there's, outage. Oh, okay. There's a a I think it's a Zoom outage. Gotcha. Yes. Yeah. So we're gonna go ahead and continue. Hopefully, we might be able to get her. Yeah. So at this time, we're up to consent. Do I have a motion accepting the consent agenda? So moved. Trustee Phillips, do I have a second? Second.
Trustee Dart. Any discussion? Please move to voting. Motion passes eight zero. We will now move to action items, and tonight we will be pulling item c, and as well, we don't have any e through h. Alright. We first item, consider possible action related to TEA commissioner's letter dated 11/06/2025 regarding appointment of board of managers and conservator due to campus performance ratings.
Do I have a motion? Yes, ma'am. I move to authorize board council to file a petition for review and request for referral to the state office of administrative hearings regarding the commissioner's decision to appoint a conservator and a board of managers for Fort Worth ISD. Do I have a second? Second. Trustee Lowenon second. Trustee Lowenon says the second. Any discussion? Please move to voting. Seven one, motion passes. Counsel, can trustee Jackson FaceTime him? Would that be acceptable?
She's asking. No. By statute, she must be she can FaceTime, but she cannot vote. K. Because by statute, the audience has to be able to see her and hear her. Got it. Okay. Alright. And we will move on to item to item I, approve the twenty twenty five, twenty twenty six targeted improvement plans and turnaround plans. Do I have a motion? So moved. Trustee Darrin, do I have a second?
Second. Trustee Phillips, any discussion? Please move to voting. I'm sorry. Did Trustee Lance, did you have a comment? Okay. Please move to voting. I didn't know I missed it. Eight zero motion passes. And sorry. We are we skipped over one. So we need to go back to D. We are at D, approve board operating procedures first reading. Sorry about that. Do I have a motion? Trustee Phillips. Do I have a second?
Second. Trustee Darr. Any discussion? Doctor Ryan? Yes, ma'am. There are three issues with this that I just can't vote for. One of them has to do with campaign contributions and that, we've said we changed that as $250 and you had to sit out if somebody contributed to your campaign. And and I to me, that mask, or allows people and companies and corporations to put money into packs, and then we don't know who it is.
I mean, I could be taking money from the clan, from the Democrat Socialist Party, from anybody, and it wouldn't be recorded. I'd rather have it known to the public where money is coming from. It's kinda like, Beau Pilgrim handing out $100 bills on the house legislature floor. At least you knew who was bought and paid for. And in this case, if you got packs, you might not. The second, I'm fine with limiting the time of speakers, on the board to ten
minutes and going through the rounds. But somewhere in there, if I've gotta say something to represent the people that I'm working with, then and it takes twenty minutes, then I'm representing them. They get limited to three minutes, but if I'm speaking for them, I need to be able to speak for them and take the time to get that out. The last thing is if it was three trustees, needed to put something on the agenda. And the problem I have with that, if I sit there and talk to trustee
Lynch about something I want, and he says no. And I talked to trustee Bridges, and he says yes. And I try talk to trustee Lewyvenos, and he says no. I've talked to three people. I'm the fourth person. If I go to a fifth person, I've got a walking agenda. I'm just violating the law to try to find out somebody to support me on that, which is, to me, a big big concern. So I I don't know if there's a better way to to maybe table this and and come back and address those concerns, but those are big ones for me.
Trustee Phillips? Yes. If it's if it's acceptable, I have no problem with resending the motion, because I do think that's something that we can workshop. But as far as if we bring the board policy manual back to a workshop, we can continue to hammer those things out. I mean, because it does need to be something that we agree to as a board if it's gonna be operating procedures. So someone like to make a alternative motion? Just a comment. Not a legal comment, but a factual comment. Just a reminder that in December, you only have one, meeting. So it would not be until January workshop.
Completely okay with it. We don't have to rush that ad. We there's urgency. We will have to rush. January workshop is fine to be able to bring that in and have further discussion in my opinion. To president Martinez's point, there's a motion now with the, moved and I believe seconded? No. It was on the move by me, and I rescinded the motion if possible. Okay. Is there an alternate motion? Or are you you're rescinding. So is there any motion? And at the point of procedure, we should have had a second before discussion. So I just wanna make sure that that was not a second.
There was no second? Okay. So then there is no motion on this item. I'm sorry. Who does that stand? That there's no motion. To be clear there's no no motion was made. So we Motion, no action. No action. We're moving moving on. We need to do aye over again, counsel? Do we need to revote on aye? No. You can take the agenda in any order, so it's fine. Okay. And I also wanna acknowledge that we did get, trustee Jackson on to Zoom. So she is with us now, and we are on item j.
Approve the ratification of a purchase of additional math instructional materials and teacher education materials. Do I have a motion? Sonnich Jackson. Trustee Jackson. Do I have a second? Second. Doctor Ryan, any discussion? Please move to voting. We are missing two. Tobian is correct. Oh, Doctor Ryan? And trustee Jackson? Yes. Yes. So nine zero motion passes. K. Approve increase to previously approved architectural services, engineering services, and professional services amount for Meadowbrook
Middle School in conjunction with the 2021 capital improvement program. Do I have a motion? So move, Jackson. Jackson, do I have a second? Trustee Phillips, do I have any discussion? Please move to voting. Jesse Jackson? Yes. Yes. Nine zero. Motion passes. Item l, approve increase to previously approved architectural services, engineering services, and professional services amount for Jane McClug Middle School in conjunction with the 2021 Capital Improvement Program. Do I have a motion? Move. Doctor Ryan, do I have a second? Second. Trustee Phillips, any discussion?
Please move to voting. Trustee Jackson? Yes. Yes. Yes. Nine zero. Motion passes. We are at m. Approve increase to previously approved architectural services, engineering services, and professional services amount for Daggett Montessori School in conjunction with the 2021 capital improvement program. Do I have a motion? Doctor Ryan, do I have a second? Trustee Phillips, any discussion? Please move to voting. Trustee Jackson? Yes. Nine zero. Motion passes. Last item is in, approved continuation of fuel supply and storage management services agreement. Do I have a motion? So moved.
Trustee Lumenoz, do I have a second? Yes. Trustee Phillips, any discussion? Please move to voting. Tracy Jackson? Yes. Nine zero. Motion passes. The time is 09:09PM, and this meeting is adjourned.