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[Music] Good evening. I'm calling this meeting to order. President Martinez is on her
way. This time is 5:32 PM. In accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551, this meeting is officially open with a quorum present. We will now move to our pledge, vision, and mission statements which will be led by Aean Carter Riverside
High School JOTC cadets. Welcome. Good evening, Dr. Yes. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation
under God, one indivisible, with liberty and justice for all. And now, the Texas pledge. Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God and indivisible.
You may be seated. You may be seated. Our Fort Worth ISD vision, igniting in every child a passion for learning. Our Fort Worth ISD mission, preparing all students for success in college,
career, and community leadership. Great job. Let's give our students a round of applause. [Music] [Applause] Good evening again, Trustee Jackson and Dr. Molinar and trustees. Tonight, we have an incredible honor of celebrating
some outstanding groups who exemplify the very best of our district's talent, dedication, and spirit. At this time, trustees, if you will make your way down front so that you can personally greet these students and staff who make our district shine. And audience, we ask that you hold your
applause until the very end of all of the recognitions of each group so that each student's name and the teacher's name can be heard as we recognize them. We want to start this evening by welcoming our outstanding greeters from
Aean Carter Riverside High School's JOTC. These remarkable cadetses embody leadership, dedication, and service. These are qualities that define the JOTC program and inspire the leaders of tomorrow. Let's show our appreciation
for and you can make your way that way. Oliver Lozano, Monserat Sanchez, Hector Tran, Leila Knox, Jose Hernandez,
Dulce Rojo, Rebecca Bayza Deleon. And this program is led by Lieutenant Colonel Charlie Huey and retired Senior First Class Paul Aino. You may applaud. Next up, the Texas Educational Theater
Association's Award of Distinction recognizes schools and districts across Texas that demonstrate excellence in theater education. It highlights programs that raise standards for theater through highquality performances, access to resources, student involvement in UIL contests,
participation in theatrical design competitions, community engagement, and theater technology. Fort Worth ISD's recognition reflects its outstanding commitment to providing diverse and meaningful theater experiences for students. The recognition was announced
as part of the 2025 Texas Educational Theater Association's Award of Distinction program during the annual TEX ETA convention in September 2025 in Dallas, Texas. We want to thank our teachers for their unwavering dedication and passion for theater education. Your
hard work has played a vital role in Fort Worth ISD, and we are deeply grateful for all that you do to enrich our students lives through the arts. At this time, let's recognize the teachers who are present with us. From Arlington Heights, Andrew Bolard
from Dunar High School. Nanette Smith from Mlan Sixth Grade Center. Christy Gist from Mlan Middle School. Richard Blizzard. Rachel Blizzard. It's Miss Rachel Blizzard right there
from Metobrook Middle School. Deja Zakaria from Rosemont Middle School. Thomas Barry and C. Nicholas Morris, the coordinator for dance and theater.
Let's give them a round of applause. The district of distinction award recognizes the top 8% of school districts in Texas for excellence in visual arts education. Districts must meet a rigorous 14point rubric that evaluates participation in vase and
junior vase curriculum integration, student showcases, community engagement, and the use of visual arts to support creativity and social emotional learning. Fort Worth ISD met these standards through strong programs, committed educators, and a wide student involvement across our district. Fort
Worth ISD will be recognized this fall and will be honored by the TAEA District of Distinction Awards ceremony during the fall conference. Congratulations. Thank you to our incredible visual art educators for your passion, creativity, and dedication to student success. This
achievement reflects the impact of your hard work and the vibrant art experiences you provide our students each and every day. So, thank you so much. And here with us this evening as you come forward from CC Moss Elementary School, Miss Geneva McBrown,
Fen Manuel Jara Elementary School, David Arona. Thank you so much for your work. And of course, we cannot forget Mr. Canon, our director of fine arts. Let's give
them all a round of applause. And at this time, due to the large amount of students and teachers that we have here to be recognized, we'll take a short break and take some photos right outside, and we'll be back in just a few minutes. [Music]
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Thank you all for allowing us to take photos and waiting for us. At this time, we will hear public comment addressing items on the agenda as well as items of a general nature or topics not specifically listed on the agenda. Let me remind you that because of
restrictions by the Texas Open Meetings Act, board members may not engage in a verbal exchange about a subject that has not been posted. We will listen and take notes, but the board is prohibited from responding to any inquiries made during a board meeting on any topic not posted
on this agenda. However, the board may reply with one, a statement of specific factual information given in response to the inquiry. two, recitation of existing policy in response to the inquiry, or three, direct the person to visit with
staff about the issue. No presentation may exceed three minutes unless the speaker has prior approval for additional time because of the use of a translator. Speakers who require the assistance of a translator are permitted double the allotted time of speakers who
do not require the assistance of a translator. Speakers, when your name is called, approach the podium by going to the back of the room, down the stairs, and coming up the sidewall on your right. As soon as a speaker begins
speaking, the time clock will begin. Our first speaker, Trusty Jackson, can we just clarify that given the number of speakers, it's actually two minutes each. We are clarifying that given the number of speakers, it is now at two minutes.
Thank you, councel. Our first speaker is Hannah Enriquez, followed by Amanda Aay. Good evening, board members. My name is Hannah Enriquez. I am a former Fort Worth ISD student and an advocate for students, including those with
disabilities. I'm here to raise concerns regarding Title 9. It is my civic duty to ensure that Fort Worth ISD is enforcing Title 9 and that students with disabilities are not being discriminated against. Unfortunately, students with
disabilities are being told on multiple occasions that they cannot speak Spanish in the classroom. As an advocate for students, I reject national origin and disability discrimination. Details of what was witnessed will be provided in
coming weeks. As a proud Mexican-American, I am inspired by students and parents for speaking up and for my grandfather who was an advocate for bilingual rights, having fought the right to speak Spanish in school in the
60s. I trust that you can understand the weight of the situation, not only from a professional standpoint, but also from a cultural perspective. Board members, it is your job to enforce Title 9 to make sure that educators of all people
understand the severity of discrimination. I want to be affirmed that educators that you hire must have proper training about Title 9. It is not just a policy at the bottom of a packet. It is important to protect all students from
any form of discrimination. Above all, this violates federal law, title six of the Civil Rights Act of 1964, the Equal Educational Opportunities Act of 1974, and the Texas Bilingual Act of 1973.
Happy National Hispanic Heritage Month. Thank you, Toby. Thank you. Amanda Ina will be followed by Kim Medford. May I interrupt? Uh, Dr. Dr. Muller, can you have somebody reach out to Miss Enriquez to find out some more
information about her concern? Thank you. [Music] Good evening, members of the board and Dr. Molinar. I have stood in this very spot along with others in this room for years advocating for re needed resources
for our underserved community and schools. For decades, the seven schools in the newspaper have been underresourced and struggling serving some of our most underserved and highest need students. Now that we are under a TA microscope and seats are on the line, we are now
seeing these campuses receive what they should have had all along. This is not without admin and teachers having to be thrown under the bus and having to reapply for their jobs. Are the EDs who were over those campuses having to reapply for their jobs when they were given directives? Proactive is better
than reactive. Other concerns, uh, third through fifth grade A IPC's have had blue bonnet activity books attached to them as early as last week, and I believe the board has taken a vote on that tonight. Pretty sure that's against the law. Teachers
have not had training on this curriculum, and I hope the training we will receive will be by actual blue bonnet people and not the typical one teacher from a campus gets trained and hope the rest of us make it. The IPC's are incomplete, including not having key
components such as slides within the twoe cycle that I am supposed to be having my lesson plans done by, including valuable key information in which teachers are rated on walkthroughs. Several six weeks tests did not align to the majority of the teach taught in the first six weeks. I'm
receiving several reports reports that spot observations are not being completed in fair and equitable ways. In some cases, admins are coming in 20 minutes late, yet rating the teachers on what they should have seen 20 minutes ago. And this does not work in a minute-by-minute bell-to-bell schedule.
This is not happening at my campus. I still have 11 seconds. Excuse me. I'm sorry. I am also getting reports of teachers being rated low when uh administration has vendettas against them. Teachers should be respected, honored, and trust that we know what we're doing in our
profession. Thank you. Thank you. Kim Medford will be followed by Emily King. Are you sure? I was supposed to be third. She's sixth.
No, no, ma'am. You're You said Decker. Miss Decker. You're number six. It's Kelly Medford. Kim Medford. Pardon me. Kim Medford. Is Kim Medford present? No.
Emily King, followed by Scott Blanco Davis. Good evening. I would like you guys to look at the paper you have in front of you. Um, I'm going to give you 30 seconds to read that over. Yep, that's it.
I don't know if that was 30 seconds, but long enough to get the point. Um, now, what grade do you think this child is in? Was any of what you read decodable? Could you use phonological awareness to read what was written?
If you couldn't, let me ask you this. How did my child make it to second grade without anyone stopping to intervene? Why wasn't this flagged in first grade? Most importantly, why weren't my why were my concerns ignored in kindergarten
in the three previous ARS that we had conducted? This is not just my story. This is my child's This is not just my child's story. This is what happens when the system dismisses parents and pushes kids through year year after year without identifying learning disabilities. Children who need help are
being brushed under the rug. And while we sit here and talk about school takeovers, this is part of the reason kids kids are not reading and schools are not successful. It's not because parents don't care. It's not because kids don't try. It's because schools are failing to diagnose and serve children
with learning disabilities. This happens every year. The gap gets wider. Kids lose confidence. Families lose trust. By the time it's finally acknowledged, it's almost too late. I'm standing here tonight, not just for MJ, but for every child who has been overlooked. Early identification is not a luxury. It's
survival. Until that changes, no amount of takeover or reform will fix that. And I'll leave you with this. If you couldn't read my daughter's writing writing just now, why did the school think she could? Why didn't anyone stop to help her? Thank you. Thank you.
Scott Wanco Davis will be followed by Kelly Decker. Good afternoon. Um, let's talk about the curriculum. I I don't know if I've had a greater vote of no confidence in my abilities since I've
been at Fort Worth. Um, one, y'all require us to take safe schools. I have take taken bloodborne pathogens 34 years straight, but your curriculum did not have any safety training at the beginning of the year for middle school
science. No one had to sign any releases. And now y'all have a bunch of liability issues if everybody followed the curriculum because they had no safety training for any of the middle school unless they did what I did and
fell two weeks behind accommodation. We're supposed to accommodate every student, but from what I understand, my curriculum's only showing up about a week before the second six weeks even
started. I can't look at it. Last year, the district left out an entire unit that I could catch at the beginning of the year or my students wouldn't have seen it. But I can't even see the next six weeks until the week before. Um,
let's go into scripted PLC's. We want to accommodate for all the kids, but how do you accommodate for someone like me who teaches a pre-alggebra class, sixth grade accelerated science, seventh grade accelerated science, sixth grade regular science, and eighth grade
regular science. I spend more time doing paperwork than I do getting ready for science. I got to come in an hour in the morning and two hours after school to get ready. I'm not even sure who I should be talking to, but our school's sitting at
the top 1% according to one one report, USA and World Report. Why am I having to follow the same curriculum that people are using just to get kids test ready? I got kids surgeon ready.
Y'all have a nice night. Thank you for the time. Thank you. Kelly Decker will be followed by Natalie Norton. Good evening. I signed up to speak today so that I could ask Mr. Lynch for immediate help at Monig Middle School.
Briefly, Monig Middle School is one of the schools that rose out of F-rated status this year. We are now a D. A lot of work went into that. It was never an F-rated school to me or my children or my husband.
Our D status is so fragile and the microscope is so great almost blinding. Monik doesn't have enough teachers to double black every class. And there aren't lines of certified teachers dying to break into a Fort Worth ISD career.
And so the last six weeks, our kids have gone without teachers and core classes. And it's a lot of kids. Sometimes they've gone without supervision. There is no single person at fault. And it doesn't make any sense to point fingers.
I originally came here to tell you that Monik students deserve more and I had hoped to test for Worth ISD to see if you could meet the challenge. So although I signed up to raise these concerns, I had to pivot this afternoon. I had to pivot because over the past 36
hours the district has taken remarkably swift action so fast I can't keep up. If this were a football game we are at the 90ard line in terms of solutions. The amount of change that Dr. Dilly and Miss Lovado presumably at Dr. Molinar's
direction enacted over the last two days is mindblowing. I get the sense they cleared their schedule to make it happen and is truly appreciated from the bottom of our hearts. Here's my pivot to the crowd, to the media,
to Mr. Morath, to the TEA, to the parents, to the teachers, the special interests, the lobbyists, the trolls, and the tired teachers. Fort Worth ISD is good. [Applause] Fort Worth ISD swooped in and performed
emergency surgery on our school. We are looking at time. [Applause] Natalie Norton will be followed by Pamela Bennett. Good evening. Uh, I'm a Fort Worth ISD parent and employee and I'm here tonight
to voice my staunch opposition of the proposed Blue Bonnet curriculum. This curriculum is a direct threat to our students constitutional rights and the inclusive values of our district. My primary concern is that the curriculum violates the First Amendment's establishment clause. By including so
much Christian-based material, specifically biblical narratives, it blurs the critical line between teaching about religion and promoting a state sponsored religion. Our public schools are a safe space for everyone, not for a single faith tradition. This approach
not only ignores the law, but also undermines the core principles of our public education system. Furthermore, this curriculum sends a harmful message to our students. Fort Worth is a diverse community with families of many faiths and many with no religious affiliation at all. By centering its lessons on
Christianity, the Blue Bonnet curriculum tells students of other beliefs that their identities are not important. It's an exclusionary approach that makes students feel belittled and unseen. It tells them that they do not matter. We must ensure every child in our district
feels respected and included. Finally, adopting this curriculum exposes Fort Worth ISD to unnecessary and costly civil rights lawsuits similar to the one filed by the ACLU against Fort Worth ISD concerning the display of the Ten Commandments in every classroom.
These legal challenges would divert our resources away from where they belong in the classroom, supporting teachers and providing highquality education for all. This is a risk we literally cannot afford to take. I urge you to reject the Blue Bonnet curriculum and all its
adoption would mean civily, educationally, politically, and historically. Take a stand and choose materials that are academically sound, constitutionally compliant, and truly inclusive of our entire community. Thanks.
Thank you. Pamela Bennett will be followed by Tanisha Lomax. Good evening. My name is Pamela Bennett and I'm the family engagement specialist at Ever Brisco Elementary. My invitation still stands for y'all to come and walk
with us from Mccertie to Riverside to our campus. Invitations always student. We also have the Riverside and Glen Garden Vista houses which belongs to Brisco Elementary. a block over which is ask
Christian belongs to EverJ Brisco which when we are closed we are under two miles so we will not have a school bus students that are educated from first grade will be will automatically have to go to school so my thing is three year
olds and four year olds that can't ride a bus will not get any education a lot of our students that are five are their parents is probably not going to walk them to those campuses either the main thing is of of last week, if you don't know, a train stopped on the railroad
track, which would affect our students trying to walk to those campuses. This but the the train sit there for like 15 to 20 minutes, all because it was another car off of Maddock that has stopped on the track. So, our thing of it is we would just like this school for
y'all to come out and walk with us to see how far we already come to to extend where we will have to go to when we're closed. Thank you. Thank you. Miss Lomax will be followed by Reed Bills. See,
good evening. First of all, I want to say thank you to listening to all the parents, the families, the educators. You guys have gone through great strides to make a lot of progress. I know there's still some kinks in that curriculum. Um, like the gentleman shared, we can only see about a week or
so ahead of time, but I thank you for taking the time to look at those things and how important high quality instructional materials are. So, why don't we take that same acronym that HQIM and turn it into highqualityformational media for all the schools who are slated
to close so that we can hear from district. There are a lot of parents, I've been talking to a lot of them that are like, "What's going on now? I'm not able to make it to the board meetings. I'm not able to view those things. I have a night job. I have other things I have to do. So that way we can see just
how strong I have this Brisco strong shirt on. And it's not just a shirt. It's not just a saying. Our community is strong. Give us the opportunity. I have a husband who can paint. He can do HVAC. We can come out to our community. See how we can help. We need more parent
involvement. We can do it. I know I can help rally. Give us a chance just to see how strong our community is. I think we should keep Brisco open because it is a great school and the teachers make sure that we're safe and that we understand our lessons and our
teacher make sure that the curriculum that we understand it and also if we don't keep Brisco open other kids will not be able to have a good learning environment and every and
every student will not be able to learn and I thank you guys so much. Also, somebody else brought up how it is Hispanic Heritage Month at Brisco. We have teachers like I'll use Miss Anton for example. She goes out of her way to celebrate every culture where it's Ramadan, it's Hispanic Heritage Month,
it's Black History Month. Let's not lose that for the community. We need that. Thank you guys so much. I appreciate you. Thank you. I want to thank our Brisco students as well. Thank you. Miss Bills will be followed by Charles
Bills. My name is Reed Bills. I am speaking on behalf of the League of Women Voters of Tarant County. The League is a nonpartisan organization that does not support or oppose any
political party or candidate. We oppose the adoption of the Blue Bonnet curriculum. Our local league has studied education issues in Fort Worth ISD for many years and extens after extensive
study of important issues. We have reached the following position. The League of Women Voters of Tarant County supports a quality public education system which provides the most successful student outcomes.
Nationally, the league opposes threats to basic constitutional rights. The curriculum that the board is considering incorporates extensive biblical references. These references will allegedly
boost student achievement and save teachers time from developing their own curriculum. Data from school districts that have used Blue Bonnet report otherwise. One such curriculum was used in a pilot
program in Houston ISD. The Houston Chronicle reported that the district complained that the curriculum is riddled with errors and inappropriate content. The outcomes reflected the inadequacy of the program.
The League urges you to forego the TEA bribe to use the Bible-based curriculum, which is inferior to the one now in use. Avoiding Blue Bonnet will save the district money spent to defend against charges of First Amendment violations
and accu accusations of discriminating against students who are not Christian. Thank you. Charles Bills will be followed by Shannon Proctctor. I also want to reiterate that we to
reject this Blue Bonnet um curriculum. If it if it wasn't inferior, they wouldn't have to try to bribe us to use it. Um so, uh that's the main issue. And of course, it's very problematic. you know, they're Muslim, they're
non-Christian students, and they will definitely be this is oppression for them. Thank you. Thank you. Shannon Proctor will be followed by Keith Annis. Hello, good evening. My name is Shannon
Proctctor and I am a parent of three Fort Worth ISD students who has carefully read through the Blue Bonnet reading language arts curriculum. I will discuss what I found in the kindergarten lessons which goes far beyond teaching literacy. It also inexplicably includes
Sunday school lessons. In a unit about kings and queens, Solomon the wise king, children are told Solomon's wisdom came from God and the correct answer to the unit's reading comprehension questions is that he was faithful to God. In contrast,
Monsamusa's story emphasizes wealth while his faith is minimized. The golden rule lesson presents Christianity's teachings as primary with other religions treated as secondary. And in the art unit, students are asked to sequence the entire Genesis creation
story, turning an art lesson into Bible memorization. The US Supreme Court has long held that public schools cannot sponsor or teach religious doctrine as fact. In McCullum versus Board of Education and later cases, the court ruled this violates the
First Amendment. Yet, the agenda before you describes Blue Bonnet as neutral, highquality instructional material. In reality, it embeds Bible lessons, treats religions unequally, and reflects the influence of groups like the Texas Public Policy Foundation, who is funded
by the likes of Tim Dunn and the Heritage Foundation, both of which openly promote Christian nationalism. Our children need strong evidence-based instruction, not political or religious agendas. Please reconsider before approving this adoption. Thank you.
Thank you. Keith Annis will be followed by Allison Lonza. Good evening, Dr. Molinar and members of the school board. My name is Keith Annis and I am a parent of two Fort Worth ISD students who are both doing
exceptionally well thanks to the education they get at Fort Worth ISD. Today I'm addressing you as the V VP of finance for Fort Families Organized Resisting Takeover is a parent advocacy group whose short-term
goal is to mobilize efforts to prevent Fort Worth ISD intervention by the Texas Education Agency. We are committed to keeping Fort Worth ISD under local governance to ensure responsive and accessible education for all students.
Our vision is a united Fort Worth where parents, educators, clergy, and business leaders from all parts of the city, north, south, east, and west, stand together to protect our local voice in public education. Ensuring all children,
have the opportunity to learn, grow, and succeed in schools governed by and for our community. [Applause] Allison Lanza will be followed by
Vehista Asseri. Good evening school board and Dr. Molinar. My name is Reverend Allison Lanza and I am the executive director of Be the Neighbor. I am a Fort Worth ISD alum and the parent of a first grader at Ridgely Hills. Today I am also
addressing you as a volunteer with Fort Families Organized and Resisting Takeover. We know that our students will have the most success when our schools are under local control with leaders chosen by our community. Our community stands in full support of district
leaders who are willing and ready to work to improve outcomes for all students. Looking at averages is not enough. When scores are disagregated by race and other factors, we see that Latino, African-American,
emergent bilingual, and special education students are further behind than the state average. These students need more support and resources to show accelerated growth. How can our community of parents and community leaders be leveraged to help? We want to
help. No matter what school our individual children attend, our group will speak up for all children across the city. We know that as members of this community, they are all our kids and we want them all to succeed. We will
hold those in power accountable for the growth of all students. Thank you all for the improvements you are making each and every day and rapidly in helping all of our kids to thrive. Thank you.
Theista will be followed by Zach Leonard. Good evening, Dr. Molina and school board. My name is Theista Userie and I'm a parent of two kiddos at North High Mount Elementary. Today, I'm addressing you as a volunteer for Fort. Fort Worth
ISD has some of the most committed and passionate educators around. Our teachers are heroes who often sacrifice their time beyond contract hours and even their own money to support our kids. I've seen it firsthand at my children's school. I've watched teachers
buy school supplies, snacks, clothing, even science kits for their students. They run after school clubs focused on fitness, health, the environment, and creativity. They attend soccer games and plays after hours, not because they're
required to, because they truly care. My children have had teachers who pushed them to be their best, recognizing their unique strengths and individual personalities. The teachers my children have had and the ones I know they will continue to have at North Highount have given me confidence in and love for our
school. They are the heart of the district, the heart of Fort Worth ISD. We urge you to care for your dedicated and experienced educators at all of our schools. They are the reason this district has kept going through so much instability. Listen to their needs and
to their counsel. Create an advisory board of your best and most experienced teachers, those with a proven track record, and include them in shaping new initiatives. They know what works. We've seen so many changes over the past few years, and most educators will tell you
they need time for things to work. Support them, trust them, and give them the stability they've earned. Thank you. Thank you. Zack Leonard will be followed by Elva Kamacho. Good evening, Dr. Molinar and members of
the school board. My name is Zach Leonard and I'm a parent of three children in Fort Worth ISD. Today I'm addressing you as president of Fort Families Organized Resisting Takeover. You are considering yet another change to the reading curriculum today.
And I want to issue a word of caution here. There are some religious stories used in this curriculum and most parents that I have talked to are concerned about the obvious blurring of the lines regarding the establishment clause of the first amendment and the necessary
separation of church and state. Supreme Court has issued a wall of separation concept in its decisions such as precedent from Everson versus Board of Education in 1947 and Lemon versus Curtsman in 1971 that states that
we must not create excessive government entanglement with religion. In the letter sent to parents on September 17th, it stated that hundreds of teachers helped to review the RLA curriculum last spring. Have you asked your experienced librarians and teachers
what text they would suggest using? And what was the feedback you received this spring when you reviewed the curriculum? I would love to hear more about that. You have educators with a wealth of knowledge and experience in this district, more than any politician in the capital. The solutions to our
problems are here. Move forward by building trust with the people you represent and lead. Our community supports you and it supports our students foremost and our teachers. If you support them and elevate their
voices, the community stands behind you too. We are in this fight to improve literacy with you. Thank you. Thank you. Elva Kamacho will be followed by Guadalupe Lynch. Good morning board. My name is Alva
Kamacho and I'm a for I'm an employee of Fort Worth ISD and I want to talk about the word accountability and I will start with this. So then each of us will give an account to himself to
God. Romans 14:12. And what accountability means in the Bible is both an attitude, a practice. It means taking responsibility for your actions and willingness communicating with others about your choices so you
can show your integrity and grow in maturity. The quality of the state of being accountable, especially and uh oh, I'm sorry. This is a def definition now in the dictionary. The quality of being
accountable, especially an obligation or willingness to accept responsibility or to account for one's action. And it is kind of ironic that the example it gives is saying public schools lacking accountability.
So, I want to talk about accountability. It's been a while since you guys have seen me up here. And the last time I was here, I was complaining about no heat in our schools and other leaks and
uh just infrastructure problems within our district. And I made a comment about how you guys got this new building and y'all are sitting and it's pretty cold in here and schools are still without
air conditioning and I'm not understanding that. Who who takes accountability for that? I mean, who takes accountability for not listening for years and years prior and
post prior and postcoid for teachers? Who takes accountability of them not wanting to continue teaching or leaving the profession? [Music] Thank you. [Applause]
Guadalupe Lynch will be followed by Patricia Forsythe. Hi, good evening Dr. Molinar and members of the school board. My name is Walup Lynch and today I'm here as a parent of two children at Riverside Applied, an Agraded school that still doesn't have
working uh traffic lights. I've spoken to Miss Spencer and to Miss Martinez. I've also mentioned it to the super and we would like something done. Today I'm here in addressing you as the vice president of the grassroots top for
Fort. Um, we recognize that our district has not always met the needs of all of our students. Concerned parents, educators, and community members have come before the school board many times to voice their needs and raise the alarm. Most recently, literacy scores
have been the focus. The latest STAR test scores from spring 2025 show that the statewide 78% of third graders scored approaches grade level and 52% scored meets grade level in reading. In
Fort Worth ISD, 68% of the third graders scored approaches grade level and only 41% scored meets grade level in reading. an increase of eight points from spring 2024, but still about 10% points behind
the state average. We expect this growth to continue and we are committed to contributing to this upward trend in any way. Guys, what we're saying is that we know Fort ISTD is in the right hands and that we see the progress. We would love
to be a part of it. Thank you guys. Thank you. Patricia Foresight will be followed by Adrien Forsythe. It's okay. It's okay. It's okay. Good evening, Dr. Mullen and board members. My name is Treasure Forsight and I'm a
proud product of Fort Worth ISTD, class of 2011, AE Heights, and I'm a proud mom of two Mustangs at Richley Hills. Tonight, I'm here to speak not against progress, but in favor of purpose, specifically the purpose of education in our elementary schools. We've invested heavily in technology, placing devices
in the hands of our even our young youngest learners. And while there are benefits, we must ask, what's the cost? We are seeing the decline in foundational literacy skills, not because children can't learn, but because we are giving them screens before we're giving them voices. Oral fluency, the ability to read with aloud
with confidence, expression, and understanding, is disappearing from classrooms. And it matters more than we think. Oral fluency is not just about reading out loud. It's about thinking, processing, and communicating. It builds vocabulary. Comm uh strengthens comprehension and boosts public speaking
skills that directly influence future academic success and even job readiness. Children learn to listen, to pause, to question. No app can replicate that. Yet today, in classrooms filled with screens and headphones, we quieted the room and the children. Instead of reading aloud with teachers and peers that click
through programs that promise personalized learning but deliver passive instruction. We don't need more technology in our elementary schools. We need more conversations, more shared reading, more poetry, and more time for children to develop fluency, confidence, and connection through language. Let's return to what we know works. Let's
bring our back oral fluency. And let's give our children divorces literally and figuratively before we hand them another device. Thank you. Thank you, Adrian Foresight. Okay, you got my
My name is Adrian and um I got my I got a I got I got a Wly Hills. What grade are you in? I'm in second grade, but I'm supposed to be in third grade because my mama hold me back. That
needed help in reading. Take away. And you need to take away the headphones and take away the iPad cuz everybody's miss collect like me is very smart and we don't need the
iPad to read the questions. We need to read it by yourself. Um, you need to put the book in front of them and actually need make it read them so when they get stuck, you know where to go. So the teacher know how to go
where to go back and actually help them. Say thank you. Thank you for letting me shake the must. [Applause] [Music] [Applause] Adrien, thank you and thank you for
being here. Mary Spradlin will be followed by Todd Porter. Good evening. I'm Reverend Mary Spradlin and I am a United Methodist District Superintendent and a member of Pastors for Texas Children and I urge you to not
adopt the Blue Bonnet ELA curriculum. I reviewed this material and testified against it at the state board meeting before it was adopted. It was inferior then and it is inferior now. Looking at just one lesson in the first grade curriculum, I see that in 60 minutes,
six-year-olds are expected to be educated in the following. Taxation without representation, the Sons of Liberty, the Boston Tea Party, the first Continental Congress, George Washington, Ben Franklin, Thomas Jefferson, the concept of boycotting goods, the categories of loyalist and patriots, plus five vocabulary words and five
phrases. I hope you can see how ridiculous these expectations are for six-year-olds in 60 minutes. And where in this lesson are children learning how to read? While the curriculum has won praise for those who want the Bible to be more prominent in public schools, the authors and origins are still shrouded
in mystery. The 10-member TEA advisory board contained no public school teachers. It did include actress Danica Mckeler and politician Ben Carson, who once said that Darwin's theory of evolution was influenced by Satan. Only one member of the board had any
expertise in teaching children how to read. Although the authorship is a mystery, it is verified that some Blue Bonnet illustrations come straight from books published by Mike Huckabe's Evangelical Publishing Company, which also publishes a guide for parents who want to save their children from indoctrination,
including from teachers at school who parents should be able to trust. The authorship may not be transparent, but the agenda behind this curriculum is clear. Members of the board, you sit in your seats because you were democratically elected by this community
and it is your job to do the best for the children of this district. We value local control. If you have not had time to review this curriculum properly, please take more time. If you feel you must adopt it to avoid takeover, then we
have already lost local control. Thank you. Todd Porter will be followed by Lane Craig. Greetings, Dr. Milanar, members of the board. I'm Todd Porter and I'm here in my capacity as a member of the community in Fort Worth and as coordinator of the
Evangelical Lutheran Church in America congregations in Fort Worth and throughout North Texas and North Louisiana. I can't remember a time that I did not know Jesus. Some of my earliest memories are being in church and listening to my dad preach, singing songs, learning from the Bible. Though I
lived more than half of my life in Texas, I grew up in Oklahoma. My AP English class included the Bible. We studied literary forms of Hebrew scriptures in English class. I know the Bible from a lifetime of studying it at church, in school, at home. I've known
Jesus from my earliest memory and I have spent a lot of time at church trying to comprehend and interpret and apply all the ways that I could look like Jesus. I'm telling you all this to explain the deep and abiding faith that brings me
right here. When I take what I've learned in 55 years of Christian living and compare it to the Blue Bonnet curriculum, I find the curriculum lacking. I'm especially concerned about the way it privileges Christian writing and interpretation over other faith
traditions. I'm saying this as a Christian, the God described in the Bible, the one who speaks the universe into existence, the one who speaks through donkeys, the one who speaks through a still small voice and booming thunder, the one who speaks through the
created order, through fishermen and tax collectors, perhaps most importantly, through a Galilean tradesman. This God does not need us to filter the world from one another or require our students to listen to what we think he said in
order to learn to read. I'm asking you reject the Blue Bonnet curriculum. Thanks. Thank you. [Applause] Lane Craig will be followed by David Hayer.
Hi Dr. Melinar and Trustees. U my name is Lane Craig and I am the parent of two kids um at Deavala Elementary and Pascal High School. So I'm also a college English professor um with a real vested interest in children's literacy and as a Unitarian Universalist I'm a member of a
religious minority who spends probably about as much time as that guy in church but it's not a Christian church and my kids are not being raised in that same tradition. And so I feel that um speaking about the Blue Bonnet curriculum and its impact on our community is personal to me for different reasons than you've heard some
other speakers talk about. I struggled to think of the things that I wanted to say to y'all about this curriculum. Um and luckily people have said a lot of things that I think are important. So I just want to mention two. First, um districts who have adopted this
curriculum have found it controversial. Fairfield ISD, I don't know if y'all know where Fairfield is, but it's on my way to my parents. It's a really small community. Um they adopted the Blue Bonnet curriculum, but they cut 30 lessons because they consider them too controversial for the small rural
Fairfield community. I think if we think about um sort of how that might carry out in a more diverse um large community like Fort Worth ISD, we can see that if these problems are in other areas of Texas, they're going to be there for us, too. Um, I also want you to think about how teachers of all faiths, as we've
heard about tonight, are doing such a good job of pivoting and educating our students and making up for some of the losses and acquiring these great gains. And that those teachers don't really deserve to be confronted with a curriculum that will create conflict, drama, um, and controversy in their
classrooms. We simply don't need that right now. Um, finally, I hope that um, as you listen to arguments about literacy, which is very important, you understand the idea that adopting the blue bonnet curriculum as the only solution to the literacy crisis is a dangerous either or fallacy. There are
ways to improve literacy without capitulating to Christian nationalist messaging and without infringing on my children's rights to a a education free of religious ideology. Thank you. Thank you. David Hayer will be followed by Caroline
James. Good evening. I'm David Hayer, a resident in Fort Worth ISD and a proud grandfather of a Fort Worth ISD student and a Christian who is asking you to not
adopt the Blue Bonnet curriculum for reading. In a CBS News interview, Mark Chansy, a a religious studies professor at SMU, said he spent months studying Blue Bonnet and is concerned about what he believes is a bias toward Christianity.
His issue with Blue Bonnet isn't just that he believes it favors Christianity above other religions. He also takes issue with how the curriculum teaches about Christianity. He said, quote, "The people that in that they invited to write these lessons had
a very very weak grasp of the material." End quote. In a letter that Professor Chansy sent to the state board of education, he included a few examples of where he believes the material falls short, including in a fifth grade poetry
lesson on the 23rd Psalm. The lesson states it's one of the first known examples of freevere poetry without a consistent rhyming pattern. Professor Chansy said, quote, "The 23rd Psalm and lesson doesn't rhyme because
it is an English translation of a Hebrew original." He went on to say, "This is a case where whoever wrote the lesson didn't bother to read the Wikipedia article on Psalms for basic research." Following the school board meeting in
June, Deputy Superintendent Chadri was quoted in the Star Telegram, quote, "We are now adopting the blue bonnic phonics component. So the reading is split into skills and knowledge. Skills is the phonics. Knowledge is where some of these religious elements are. What we're
adopting has nothing to do with any of that." End quote. Further, the article said that Dr. Molar said the district will continue to use the Amplify curriculum for other reading resources, but is replacing the curriculum's phonics component with blue bonnets. Chowry said the phonics program will be
an extension of the Amplify curriculum, but with major upgrades. Thank you. Caroline James will be followed by Trice Dorsy Holland. Good evening. My name is Caroline James. Good evening, Dr. Molinar and school
board. I'm here tonight to talk to you about literacy and to thank you for taking bold action on behalf of students. My favorite teacher to this day is my third grade teacher, Miss Jensen. I thought Miss Jensen was brilliant and beautiful. I wanted to be
just like her. I felt so grown up in third grade. Third graders wrote in cursive. They read chapter books. They did twodigit multiplication. And they played on the big kids playground. I loved third grade. Every child deserves
an awesome third grade experience. You recognize that not everyone in Fort Worth was having a good third grade experience. Just 16% of third graders at Western Hills Elementary are reading on grade level. Only 21% at West Hanley
Elementary and 23% of third graders at Clifford Davis are reading on grade level. There is simply no time to wait. These schools, these children need our help now. Everyone deserves an awesome third grade year. Thank you for taking bold action on behalf of these students,
on behalf of these children. Thank you. Torsy Hollands will be followed by Gracie Ramirez. Good afternoon, Dr. Molinar and trustees. There's a lot going on right now, but let's not get distracted. On
January 21st, 2025, the board unanimously voted to make literacy the district's top priority, defining success as every student reading on grade level. To me, that was game changer. It showed that the D district, excuse me, was placing the most
vulnerable group, our children and students, at the center of its priorities. We just want our kids to read. There's a lot of debate going on right now about the Blue Monet curriculum. I stand here today not to discuss the biblical references. However, one
important part to consider is that Blue Bonnet includes a parent and family component. Each unit with each unit comes with a parent support letter available in both English and Spanish which can be taken home. These letters outline what children will be learning
in each reading lesson and includes conversation starters for parents to help engage their children about the material. While I recognize there's many parents who may not want their kids to ex to experience these biblical lessons, please keep in mind there's also materials such as the Civil War,
Holocaust, slavery, racisms, and many other sensitive topics that parents may not want to be shared with their children, but are still part of classroom instruction. Unlike Blue Bonnic, however, they do not offer that parent structure guidance to support and engage their children. I would also like
to thank um Dr. Molar and Trusty Lynch for supporting us in our literacy fair. Lastly, we have several parents here today from Carol Peak um who have reached out to support with forth ISD leadership but have been failed. These parents are extremely rooted in the
community and active engaged actively engaged in the school. While all of this is important, the most important issues that are alarming me are safety issues that will be addressed after me. Please make sure that those issues are addressed. Thank you. Thank you.
Gracie Ramirez will be followed by Steven P. Hi, my name is Gracie Ramirez. On August 19, I emailed Kristen Reeves, the superintendent, Kelly Spencer, and Mr. Muhammad, which they have not responded. I'm res I'm representing the parents
from Carol Peak Elementary. Our concerns are the safety of the students and staffs. With that being said, they pick and choose who they ask for IDs when parents go to pick up their children or to even volunteer. Mr. Martinez is asking parents to
volunteer as he said if they don't have a state ID for them not to worry about it that they'll figure out a way for them to volunteer. He said that if they don't Oh, sorry. So, how can someone be around the kids
without a background check? He's also intimidating parents that are illegal by telling them they can't make a report due to their immigration status. So, that's that's terrifying them to file a complaint. He has favoritism for some of the staff. Meanwhile, everyone else is
walking on eggshells due to the fear of retaliation and speaking up. Also, school is also allowing non-walkers to walk home without an explanation as to why that happened. We are deeply concerned for the safety of our children. I would like for this to be resolved and I'm looking forward from
hearing back from y'all. Um, Miss Ramirez, Miss Ramirez, will you make sure you talk to uh Miss Spencer over here and then to Miss Spencer before you leave this evening and we'll we'll make sure we address. And I apologize. No one has returned your
email and we'll take care of that. Thank you. Thank you. Steven P will be followed by Robin Chararma. Good evening members of the board and Dr. Mullinar. Uh there are two items tucked away on the consent agenda item
uh tonight that has profound effects on students, classrooms, and teachers. The first is the class size waivers uh for K through four classrooms that are oversized. Um I back in napkin math 65% of those
waivers are in schools rated C, D, or F with 9% of them in schools that you want to designate as resource campuses. And you look at the names of the schools, they're the same schools you see on the list year after year.
You do provide a stipen to teachers for these overclass uh oversized classrooms, but what additional support is given to these schools and to these classrooms? And not on this list are the list of bridge classes where a teacher is
teaching two grade levels at the same time. Uh a former HR director in Fort Worth eliminated that those bridge classes because she knew it wasn't good for students or teachers, but they've crept back. So, what additional support is being given to the uh bridge classes?
And also on here, you're changing the non-renewal of term contracts, and that specifically hits at your veteran teachers. The board uh supporting document says the board wants to take action to propose non-renewal later in the school year. There is a reason why
you kept it at 45 days for so long is because so many teachers were leaving you and the especially the teachers that you wanted to retain. Now, you just want to take more time to non-renew dollar contracts later in the year while districts all around us are h having job
fairs, signing bonuses, instant contracts, stipens without all the strings attached that you attach to your stipens. But your veteran teachers, the ones that you want to remain, you're going to ask for them to wait so you can have more time to non-renew veteran
teacher contracts. Thank you. Thank you. Robin Chararma will be followed by Kim Medford. Good evening, Dr. Molinar, school board members, educators, family members of Fort ISD. My name is Robin Chararma and
I run a Texas care clinic locally. Due to pandemic, social media and handheld devices, children today are struggling with behavioral health uh issues. We provide unique service to children at their place of choice like churches,
schools, community center and their homes. We provide services with regards to skills uh training and uh development, anger management, ADHD, social uh and other anxiety caused by social media, learning disabilities,
depression, suicide prevention, uh medicine management, crisis intervention, and fosters children counseling. Our mission is to provide early intervention so that today's children become productive member of uh the society in the future. That's all I have to say. Thank you.
Thank you. Is Kim Medford here? Trusty Jackson, did you see the second page? And we have Robert Van. Good evening members of the board and uh my name is Robert Van. There have been a number of excellent
presentations here this evening regarding the blue bonnet uh curriculum and I am one more person that is saying hey uh this is absolutely improper for this board to adopt because of the
extensive religious material very biased religious material that you're looking at throwing at kids in the first second third fourth grades. Uh this is just uh totally uh out of line. Uh
somebody mentioned earlier the name of Tim Dunn. Tim Dunn of course is a billionaire West Texas person who has used his billions to pretty much take over the government of Texas and now
also of Terra County. uh this uh whole thing with using this these religious texts for schools is a part of this their seven mountains uh project to try and take over just about everything
that there is with uh their particular version of a Christian religion. Uh it has to stop. And uh this is a this is a matter that um I think you understand possibly possibly
there's some pressure there from the state government uh looking at oh hey if you adopt this maybe there might be a chance that we won't come in and take over the district. I don't think that's going to work out one way or another but there should not be that kind of
pressure here. I don't know for sure if there is, but it it certainly is is one thing that this this state is uh is possibly using. So, uh I'm asking that you do not adopt this uh blue bonnet curriculum. Thank you.
A point of privilege. Uh Dr. Dr. Molner, is it possible to get a small a stool or something to keep at the podium so that when students speak that they can reach the microphone easier? Thank you. Thank you for sharing your thoughts this
evening. Thank you to Vice President Jackson for opening the meeting and um just want to assure you that I heard each and every comment as I was driving in from Tyler today. So, thank you again for sharing your thoughts this evening. We are now up to um number five of the report uh board committee reports. Are
there any comments or questions from any trustees? Dr. Rodriguez. Yes. Thank you. I I just I couldn't let today go by without mentioning that it's with a sad heart that I bid farewell to
one of uh our great employees, an excellent CFO, Karma Nietta Canelia, who I can finally say your name and now you're leaving. But uh I just I just wanted to thank her
for her years of service here and uh for sharing her knowledge and her willingness to explain the complexity of school finance so we as board members can go out to our community and share what we learn from you. So I I wish you
well in your future endeavors and thank you. [Applause] And next on the agenda is the superintendent report. So I'll turn it over to Dr. Molinar. Thank you, President Martinez. And this
evening I would like to of course do my superintendent report. We'll include our strategic priority number one, student academic excellence. We will talk about um our beginning of the year map testing as well as our resource campus initiative and then the blue bonnet
curriculum this evening. Let it catch up with me. It's not the clicker is not advancing. Okay, perfect. So, we have completed our first or this is we're in our six six week of our first six weeks of school and we have
completed our beginning of the year MAP testing. So in Fort Worth ISD, our students do a beginning of the year, middle of the year, end of the year that we do MAP testing, which is a national norm test, which we're right along. We're aligned with our upcoming changes
around House Bill 8 that will change our um star assessment to have a beginning of the year, middle of the year, and end of the year um star assessment. So Fort Worth ICD we've already have been doing map testing that do those three points throughout the year. Um so this um
evening we're going to share a little bit about we wanted to explain for some of our new stakeholders what exact exactly our um new grade level norms are. So, our MAP testing we do is a national norm that we use for growth
reports that shows how our each student in our district starting in kindergarten um into high school, how they are growing in the areas of reading and in math. And we'll show more detailed reports when we um really conclude our
goal setting in our October workshop. But our national norms go across the United States. These are just not um norms within Fort Worth ISD or even Texas, but the United States as a whole. So, the norms that we have used um
before were really um constructed in 2020, which was precoid. However, the norms that we're going to be introducing to you this evening were postcoid norms. Um and these are new norms started in 2025. So, as we're doing comparisons, we
just want to share with our stakeholders that the national norms have pivoted from 2020 norms to now new 2025 norms that have been um conducted nationwide. There are very important patterns that show how our students how they're
growing from the beginning of the year, middle of the year, end of the year. And then there's also a family report that we'll show a little glimpse of that shows projections for our parents to see more details around how their students are learning the different components that we test for our MAP testing.
And because the norms are anchor anchored into our new national norm samples, um we're going to show you just some examples tonight from last year's norms, but just as a reminder that um we
do have that new norm setting. So here you'll see this is all students and all grades tested. As I shared just a minute ago, we're going to share more in October and we'll break it down in more detail. However, here's our tested subject areas. Reading in English,
Spanish, math, English, math, Spanish, as well as in our science area. You'll see our RIT score. This is where our students start out um on their grade level, and this shows how they grow. You'll see the what we're showing you tonight in our data here on this slide
is these are our students, all of our students. Students are below grade level, on grade level, and above grade level. because it's very important that we're able to track each student down to where they are starting and how they are growing from the beginning, the middle,
and then the end of the year. So just an example here from the 2025 norm and just remember that's a really those norms were set in 2020. When we look at our reading in English, that writ level was 185. We do see a 7point difference from
our beginning of the year and reading and this is all students um that are taking reading in English from our K to our high school. And then when we see if they met the grade level norms that that means like our students who are actually
already on a grade level norm from 2024 it was 41. So we see a twopoint difference. Here you're going to see a um negative when you look at the national the grade level norm in the area of reading Spanish. It's important to note that we have about 22% of our
students take the Spanish assessment in reading and at least 6% in math. So much smaller group. However, we do want to make sure that we're recognizing where their norm setting has started for beginning of the year. all of this information. Um, this is a very looks
like a a very simple slide, but the reports that we get and our teachers review during their professional learning committees have a lot more detail where we're able to take our students, individual students, and then work on individual resources for them.
And one of the resources that we have adopted this school year is called I Ready where we're able to take to see exactly what our students need to work on from this beginning of the year assessment and then they can work on it starting now until the middle year when they do their middle of the year
assessments as well. And then you'll see here I'm not going to read you numbers but you see our math English and our math Spanish um for our MAP testing as well. So this is an example of our parent report. So, all of our parents
will receive this MAP report and you can access that on our parent portal in addition to our um student assessment site. And if those of you attended the uh community literacy uh KOMO community
literacy event on Saturday, we actually had a table set up to show parents how to access not only these family reports um for map testing, but also star assessments as well as grades as well.
You'll see here if you look on the left hand side where it shows the chart. We can go back real quick. Thank you. the left hand side that shows the chart. Um, this really shows where your particular student as a parent is what percentile.
So, here's an example that this particular student was in the 69th percentile. So when you read at the bottom, it actually gives our parents, and we have this in English and in Spanish, um the reports that they're in the 69th percentile, which means they
scored better than 69% of their peers on a national level. That's not a Fort Worth ISD level. If you look on the other side of this chart where you see the colors, here's another example. Um a high growth student, your student grew
from fall 2024 to fall to 20 um 25. and then 98th percentile. And then when you see that green box there, it talks about that this student is likely to meet on the STAR if it's taking if they take the STAR assessment in the spring of 2026.
So this one-page report gives our parents a lot of information, but there's more information our family reports, but wanted to share this. Um, this is available, like I said, on our parent portal. And if you have difficulty accessing that, all of our
campuses are ready and able to help our parents not only access the reports, but then also how to read these reports. So, we encourage and we want our parents to ask for these reports and then help walk um our parents, have our staff walk
through our parents about what do these reports mean, but then more importantly, what interventions are your child is your child receiving at the campus to be able to address um their current MAP testing results. So, school actions,
this is our topic of our resource campuses. Um, school actions is really the way we as a district that we can make change. And you've heard me discuss bold and aggressive moves um, since taking on as interim and then being
named permanent superintendent. Um, this does not mean a one-time thing. This means that we have to continuously continuously think about how can we impact student achievement and not student achievement for accountability reasons, but student achievement. So,
our students are reading on grade level and performing on grade level. There's many different school actions that we can take and we have already taken some um you heard me already share in past presentations around our ATS calendar and our board. Thank you once again for
adopting a calendar for 15 campuses that is going to provide 25 additional instructional days for our students. Well, tonight we're going to share with you additional school action that's called a resource campus action. Um, this is a approved school action um
through our Texas Education Agency. And I'll talk about um in a couple slides um how we are going to apply to be a designated resource campus. But first, what is a resource campus and what is the criteria? A resource campus has a a
campus has to already have a targeted improvement plan. That means that we have campuses who have been identified that have not been successful for multiple years that we submit to the state a targeted improvement plan with um very specific targets and very
specific actions um that we are putting in place for our students. It also a resource campus has what we call the ACE turnaround um plan which is accelerating campus excellence and we're going to talk about what that ACE turnaround plan
means. Also, this is the important part here is the resource campus has a teacher incentive allotment criteria where at least 50% of the foundational curriculum campus teachers meaning if they teach a core
content areas such as ELA, math, science, and social studies. 50% of those teachers must have a TIA designation. TIA is a teacher incentive aotment where teachers have been able to show that they have more than a year's
growth with students in the areas of those core content areas. in Fort Worth IC. We also have other contents that our teachers are able to get that um identification and then once they are identified as a TIA teacher, they also
get additional compensation because they show that they have grown our students more than a year's growth and have received an an evaluation from the teacher evaluation we call tests that they are able to move our students
academically. not only in growth but then also in achievement as well. And then all of our resource campuses must be part of our additional days school year, our ATSIE campuses. So this is limited to elementary middle schools
under current um statute and we have taken advantage of that. So we currently have 15 campuses and the seven campuses I'll share with you this evening all have fallen already under the ATSIE um calendars that we have already adopted.
We have high quality instructional materials, HQIM. Those must be state board adopted and we currently have those in place. And then this evening, you know, on our agenda, as you heard our speakers, I'm asking the board to approve our blue bonnet curriculum for K
through 5, which qualifies as a HQIM Holly qualified instructional material. As well, there's staff and requirements to become a resource campus. The principles, assistant principles and teachers must apply or reapply. That is
a requirement of a resource campus and they have the ability but they also have to meet the criteria that we have described above. That does not mean that they do not have a job in Fort Worth ISD. That means to be able to teach on these campuses that we are asking you to
reapply. And we have done a model very similar before when we first start the leadershipmies. um with those campuses. Some teachers choose not to reapply. They want a different campus. They want something closer to home. Um they want um to
explore different opportunities. So when we say of reapply and what we're forcing on teachers, this is part of the criteria, but it's also a teacher choice if they want to do it. We're we are not mandating a teacher has to reapply but
it is a requirement as a resource campus for the principal assistant principles and the teachers and all the foundational curriculum campus teachers must have two years experience that is a criteria as well to be a TIA designated
teacher it takes you a year to be able to earn that designation and then of course with having two years experience we have data we're able to pull to show research and proven results that the teachers were putting in front of these
students have for two years been able to grow students academically more than a year's growth. Also, a requirement is that for every 300 students, we must have at least one counselor in place for each campus and
then a licensed mental health professional in addition to that counselor. And then our camp or these campuses um have at least three unacceptable performance ratings of a D or an F or not in the last 10 years to
qualify. There is possibly state funding attached to this model. However, you have to meet the criteria and you have to apply and be accepted um by TEA to be able to receive that state funding. So, the campuses that have been
designated, you'll see here there's seven campuses. We have our first two campuses, Western Hills Elementary and Western Hills Primary. They're what we called a paired campus. Our Western Hills Primary has prek through um first
grade. They are a paired campus with Western Hills Elementary. Because our Western Hills Primary campus, they do not participate in STAR testing. they do not receive a rating. However, since that campus feeds into the elementary
campus that does have a accountability rating, it is a paired campus. So, we have designated this campus already an adsy campus and now will be a resource campus for the 26 27 school year. You'll
see also we have an unacceptable rating for three years in a row, Clifford Davis, which that campus has been designated. We have Eastern Hills Elementary and West Hanley Elementary. These campuses have were consolidated
this school year. We are building a brand new campus on this site of Eastern Hills Elementary. Last year um in the um late fall, early spring, we brought different boundary changes in the board
for consolidation of Western or I'm sorry, West Hanley and Eastern Hills. And then also new boundaries for some of those students also went to Sagamore Hill. So these campuses have been consolidated for this school year. But when we look at that, we have
consolidated unacceptable campus of two years and unacceptable campus of three years um together onto one campus. Um their rating still um warrants and meets the criteria for a resource campus.
We are being bold and aggressive in Fort Worth. When we look at our middle school, I've been very transparent and very I have a sense of urgency around our middle schools. I know the foundation of elementary schools is very important. However, I cannot ignore my
middle school students that are sitting on middle schools campuses and my elementary school students feed into these middle school campuses. This isn't just about criteria of teachers. This is also putting systems in place for these campuses. You'll see here we have three
middle schools that have been designated. One with a a unacceptable year four and two an unacceptable year three. We have William James and we have Morningside Middle. Our board took the bold action to agree to consolidate
middle school Morningside Middle School and William James. And we are building a brand new middle school on the William James site that we have already started doing design work. For me, you cannot combine and consolidate two campuses
with two different models. It's very important that this action that we're taken for William James is also necessary for Morningside Middle. When these two campuses and staff come together, the systems must already be in line. The calendars have to also align
and also be shared cal calendars. There's no reason to wait until the consolidation happens. And plus, you look at Morningside, they are unacceptable campus three years in a row. So, they meet the criteria for a resource campus as well. And then we
have Wedgewood Middle School. our Wedgman Middle School consolidated into our six, seven, and 8 campus and has been unacceptable for three years in addition to that. So I do want to um just say to Miss Kamacho when you talk
about accountability and you spoke earlier um this resonated with me because I am held accountable for campuses that are continuously not performing and I have to be held accountable for having a school action
and doing something about it and we are putting a lot of things in place and we are seeing success but it's not enough. So this is how I'm holding myself accountable, my staff accountable as well as I'm asking the board to hold
me accountable by putting this school action in place for resource campuses. When you look at how we will impact seven campuses with students and parents, this can change the trajectory of them
being on grade level by putting teachers with proven results. That does not mean the teachers that are currently in the staff members on those campuses are not working hard and they're not valued. And anyone who's giving that message to the
teachers on those campuses, that is false message. But these students, they have to have the best teachers in front of them. Teachers have the research and the results that show that
teachers with experience and teachers who have shown that growth for our students. So there's many ways when I look and we make these decisions and right here I want to show you just an example and I have one for each campus and you're
going to see commonalities here when we look at these characteristics here. This is Western Hills Primary and you know Western Hills Primary, they have made some great gains when we look at um their circle testing for our preK assessment. Their growth from last year
to from the 23 to 20 um 24 25 school year and areas of kinder and first grade when we look at reading. Um however, it's still not enough. But here's another characteristic, the chronic absenteeism. 34% of that campus has
chronic absenteeism. Students who are not at school, it's hard for them to learn. But then you look at their mobility rate, and this is why I say no one can say our teachers and staff on those campuses are not working hard. The mobility rate on this campus alone is 43%.
Students moving in and out of that campus, 43%. That is very hard for teachers. It's very hard for teachers who do not have experience to also try to grow our students there. And then we look at what does that
campus. So when we talk about reapply, we already have three camp three teachers on the recognized rating and three at exemplary and one at masters that are already TIA designated. So of course we want those teachers to reapply and be part of the resource
campus for Western Hills Primary. But then here I want to show at the bottom where you see teacher vacancies. And when we talk about when Mr. P shares with us about out of classroom size and out of compliance and over the 22 to1, we know that that is not what we want.
But I need kids with qualified teachers and it's hard to staff some of these schools. And that's going to see you're going to see that common characteristics that as I go through each of these slides about each campus. And when you look at end of the year, they had four vacancies. Currently, there's three
vacancies on this campus. It's not lack of trying. It's not lack of trying from the principal, from our talent management, from our recruiters. We're trying to recruit teachers there. But think about asking teachers. You're going to ask a brand new teacher to walk onto a campus with 43 student mobility
rate in a in a campus that's already unacceptable rating. And then when you look at our teacher turnover rate there, 19% last school year, 19% of that campus had
a teacher turnover rate. I'm going to move to Western Hills Elementary. That's the paired campus. This one looks a little different. This is when we start looking at accountability ratings. And you have STAR. Just as a reminder to our stakeholders who are new to accountability rating, Star is measured,
we're measured in three domains. Domain one if you look on that right side is around student achievement. That is simply did a student at that grade level did they approach meeting the standards? Did they meet all the standards for that grade level or did they master all the
grade the standards for that grade level? When you look at Western Hills Elementary and you look over the years, they are currently uh unacceptable for four years in a row. They have a overall D rating. um they did advance from a F
rating, but when you look at domain one at a 50, domain two at a 60, and there's lots of calculations in these and um can get very deep and in the weeds, but I want to explain to you the overall picture of why these campuses are chosen
as well. Their mobility rate, this is their paired campus with Western Hills Primary, is 42.6%. Chronic absenteeism is 31.3%. Different resources, different needs need to be put in place for these
campuses. When you look at teachers who are TIA designated, we have four recognized, two exemplary at that campus. And then of course, of course, that campus also currently has two vacancies for that campus as well.
Moving on to Clifford Davis Elementary. Clifford Davis is um a little unique when we talk about Clifford Davis. Our campus um they have many many different languages. Some of our students have never been to school before when they walk through the doors. Um a lot of them
are refugees. They have never had any formalized schooling at all or education. Some of their languages are not in written format. We cannot translate parent letters home because there's not a language to translate them into. There's not a way for us to do
that. We have to exhaust all of our volunteers and assistants to make sure we have translate translators on board. We have to use um some wonderful resources across our community to help our parents engage with this campus.
It's very difficult campus. We have to do something different for this campus as well. They qualify for a resource campus. When you look at their overall ratings, they have for the past three years been an F-rated campus. And
then you can go through the domains. We do have three TIA teachers on that campus that currently there. When you look at the teacher turnover rate, 26% to retain 26% of our teachers turnover
rate at Clifford Davis Elementary. Also, you're going to see a decrease in enrollment. They went from 867 students last year to 598. That's a decrease of 269 students this year.
And that just shows the impact of what's happening across our nation. So this is probably stabilizing for a while for new refugees coming in. So we've already seen a decrease on that campus. West Hanley Elementary and you're going to
see two slides. West Hanley Elementary as well as Eastern Hills. Those are the two campuses I shared at the beginning and unacceptably two years, unacceptable two years. However, Eastern Hills unacceptable three years. Consolidating those two campuses allow us to meet that
criteria. But consolidation, they're at 537 students. You'll see at West Hanley, their overall accountability rating right now is at a 47. We have five vacancies on that campus, but we do have
three TIA teachers that are recognized that are considered um recognized to have that um designation. The teacher turnover rate is at 10%. Um however, when you look at their mobility rate, it's 28.7. If you go to
the next slide, these are the uh the students. This is last year's results of them moving into that campus. We once again we have a overall rating as a FC campus uh third year unacceptable. We have teacher turnover rate 10%.
And the mobility rate for Eastern Hills was 37% last year of students moving in and out of that campus. If you know Eastern Hills Elementary from before, very heavy with apartments. um just a lot of um
community help that's needed over in that area as well as well as safety and security just um for our families over there. Going into our middle school campus campuses, our first one is William James Middle School. It is
currently been four years unacceptable. You'll see we are decreasing enrollment in that middle school with their mobility rate 22.1. And this is what is a little unique about this campus. We have no teachers that are currently designated as a
recognized exemplary or master teacher. So when I talk about hardworking staff, they are working very hard. There's a lot of teacher. You look at 27% teacher turnover rate. They're currently have one vacancy. However, we have we still have students
going to that campus that were not showing more than a year's growth for those students. Our next slide is Morningside Middle School and they you see they al as well have a decrease enrollment of 388
students. Overall, they're unacceptable for three years in a row. They currently have three vacancies. Um but they do have uh three teachers who have designation for teacher incentive aotment that will be able to reapply uh on that resource campus. And then our
last campus is Wedgwood Middle School. Wedgewood Middle School has a mobility rate of 25.5 chronic absenteeism 30%. But they do have five teachers who are designated for teacher incentive aotment
and they have currently five vacancies on that campus as well. So our next slide when I talk about what's the characteristics and I talk about what every child deserves in Fort Worth ISD and where they can thrive. I want to reiterate,
we're not saying that the staff and employees on that campus are not working hard. However, I'm holding myself accountable to do a school action to provide proven teachers who have shown growth in front of those students. The
characteristics we saw of student mobility rate, chronic absenteeism, and vacancies, we have to figure out how to address those with different resources. These are multiple year unacceptable campuses and they're facing many many challenges that some of us don't see on
for some of our students who attend other campuses. But that it gives me even more urgency to do something different for these seven campuses. We need experienced teachers with teacher incentive aotment. They're going to have the additional counselor for per 300
students, a licensed mental licensed mental health professional, high quality. But what's important that we're going to talk about is strategic compensation because how can we get the teachers to want to teach there? And we have to be strategic and we have to be
able to compensate teachers who want to go and they want to stay. They want to stay and they want to make sure that they're working with the neediest students in our district right now. So, when we talk about FAQs, like why now? Like, I've been asked that many times.
Why are you announcing this now? It's September. We just really started a school year. We're 6 weeks in. Why are you doing it now? Because I have to do it now. To recruit for seven campuses for the needs of these campuses will take me the entire school year to find
the best. And I'm not talking about just internal recruitment. I'm talking about also external recruitment. It's about multiple job fairs. It's about going and actually going out to other districts surrounding our metroplex. Finding
teachers who are already designated TIA teachers in different districts and telling them come be part of this team. Come be part of this school action and come be part of Fort Worth ISD. and you will not only get your teacher incentive aotment, but we're going to pay you
extra on top of that. We will have some teachers who will be surpassing assistant principles and close to principles that are on other traditional campuses, but we're asking you to come work with the neediest students that we have on our in our district right now.
So, it is it's a sense of urgency and that's why I am doing it now. I'm not trying to disrupt the campus and culture and climate of those seven campuses, but I have to take this time now and spend a whole year planning and recruiting and then also looking at school calendars,
middle schools. I mean, for these three middle schools, we've designated, does that school time work? We need to talk to the parents. We need to talk to the community. We need to build a calendar that works for these three middle schools. Arrival and departure time. Do
they need to come to school earlier? Do we need a longer school day for these seven campuses? This year, all the 25 additional instructional days are during the summer. What does that need to look like for the 2627 school year? All of that
has to be done now. In the past, in our district, and I have been in our district, I've been part of that, we have waited too long to roll something out, and we haven't taken the time to plan it. So these seven campuses are getting our full intention, our full
attention and recruitment and the urgency to take this school year to be ready for a full implementation and roll out in 2627. And there's no there's no attendance zones. These the the attendance zones do
not change. Everyone that's enrolled and is supposed to feed into these campuses will be part of this initiative as well. So, what happens to the current staff? Yes, we do have to reapply and we went over that. Our custodial staff, our
safety and security, our child nutrition staff, all of those roles, they do not need to apply. We're talking about our instructional support staff. Those are the ones who need to reapply. But like I say, this is not because they're not working hard. We have we have a place in
our district for our teachers who want to still be part and we will help them. We've like I said we have done this before and we have spots for them. You you heard Mr. Pool, we have teacher vacancies. We have out of compliance. Those campuses that our board has to
approve tonight. It's not because there's not a teacher vacancy that we can't fill. We have out of compliance classrooms because we can't fill our vacancies. So we will have a place for them to be able to fill our vacancies so we can
make sure we're not causing the bridge classrooms or causing out of compliance. We that is not what we strive for. However, it also is important. I'll get on my out of my out of compliance kick in a minute, but it's also important
that we put our students in with a certified teacher as much as we can within that grade level. If that means we're two students over versus having a substitute in the classroom that's has no background in teaching and no
qualifications or training, I'm going to put two extra teachers or two extra students in that classroom because they deserve to be with a certified teacher as well. And that is why we pay a stipen that other districts do not do. We pay a stipen for out of our out of compliance
classrooms. Are we going to make sure the best teachers are at the re? How are we going to make sure? Well, the TIA money helps, but then we will be offering additional compensation and we'll have a whole different salary structure for our
teachers and our principles and our assistant principles who commit to working on these campuses. We are starting to recruit October one. We are working on job descriptions. We are working on already job fairs rolling it out and when we
find the right people and the right people who want to take on this challenge we are signing them up. We are committing them and we are making sure that we are already starting to provide any of the training they need for the 2627 school year.
How does the funding work? Well, we have to first we have to meet the criteria that was laid out to be a resource campus. But that doesn't matter to me. I will build our general budget around to make sure that we are going to meet the needs for these resource campuses and
for the compensation for the staff on these campuses. Of course, we want to be able to engage and take advantage of the additional funding that comes for a resource campus. But if we mi miss that criteria for some reason we can't find
50% we are still going to build it in our general budget to cover it because that's how important this is. We are not just relying on the state accepting our application to be a resource campus. We the amount um per student will
definitely increase but we do have to apply for that but all the additional funds will go back on those campuses for the students and for compensation. Any additional funds we generate will not go into the district's general fund.
They go back to those seven campuses for what they need and to support them. Our next steps, this is our planning year. This is why I'm rolling it out. This is why I'm announcing it so early cuz we have to have a plan in year.
This is a very aggressive step to do seven campuses, especially three middle schools, but this has to be done for our students. So, this is our planning year. We need to make sure we have plenty of time to
be deliberate to plan it out to also communicate about it to talk to our parents about it and then also see who are current staff internally from other campus who are interested. Also, we have some fantastic
leaders in this campus that are going to be ready to take this on. I've already had a couple emails. I want to know more about it. I have internal principles who want to know more about what does it take to be a principal at one of these
resource campuses. And then we will ask if we meet the criteria um we apply to Texas Education Agency asking for the designation designation of a resource campus. It is a very rigorous process
and a criteria to meet and I know that but we're up for it for Worth ISD. All of our teams, all of our departments have committed to it as well. And we're just asking that our public and our community rally and commit to it to us
and help us really transform these seven campuses and the lives of the students who will go there. And I think about our students we haven't even met. my four-year-olds who are going to go onto those elementary campuses next year, my fifth graders who feed into those middle
school campuses next year. This is lifechanging for them. And then 2020, 2026 and 2027 is our implementation year. So, we're very excited about that. our next topic,
strengthening literacy our K through five and that is our blue bonnet curriculum that I'm asking our board to adopt this evening and I want to share with you why and I want to share with you the benefits not only for our students but for our teachers and for
our parents that this curriculum does provide for us because I do believe literacy those of you who um have listened to me speak who have grown up in this system with me as a professional lit Literacy is my passion and just like
everyone else has been studying Blue Bonnet, I have been studying Blue Bonnet. I have been reading the lessons. I have been looking at each one and I get excited about what this can offer not only our students but the benefits as I said for our employees and our
staff as well. So when you talk about Blue Bonnet there is requirements. This is not a curriculum that we have you know chosen that is not on the approved list. It is approved list that is a commitment that we have made in Fort
Worth IC that we only adopt a high quality instructional material and I believe this is a highquality instructional material and this is not because the threat of a takeover. This is from what we are listening from teachers.
We had a speaker tonight and who has spoken in the past about the struggle with what we're trying to implement and I'm going to share with you how this curriculum will help those teachers who have have concerns with the implementation of our framework even
this year. House Bill 1605 it it is directed that TEA has to have to create a state-owned highqualifying instructional material. Blue Bonnet does meet that. We already we do have the phonics. One of our speakers discussed tonight about teaching a child to learn
to read. Teaching a child to learn to read is done through the foundational skills as well as the knowledge part. We have the phonics in place this year and this is adding that second layer that is a continuation of this curriculum. It is an approval and access the state board
of education um you know whatever their resume is they are our state board of education and they approved this curriculum. This is the on the approval list and it went through the new IMR process that stands for instructional
materials review and approval process. It went through that process. It had transparent development by Texas teachers, families in a public review. It is fully aligned to not only our TICSS but our ELPS for all of our
students who are emergent bilingual and not just in Spanish but in other languages. It's fully aligned with those as well. And it has the science of reading that is proven embedded in this curriculum. And as Charnee shared, the teacher and
family support and the resources that is provided in this new curriculum. We cannot internally create all the resources that is provided here. There's no way that we can do that internally. I don't have the staff and I don't have
the budget to even employ the staff to create what they're going to provide to us for our students. So why is it the right steps? I'm going to start with students. Students first, kids first. That's my motto. So why is this a benefit for my students and our
students here in Forthd? It's a unified literacy approach. When we talk about literacy, we always talk about not only reading, and you can't teach vocabulary in isolation. Grammar goes with writing. When I look at the amount of our students who scored a zero
in their open-ended responses and on our STAR assessments because of the lack of the writing structure, it's huge. We have to have our students writing from preK until high school until they graduate. When we talk about our
students not able to do a college essay to get into college, that's on me. That's on us. Not having a structured curriculum in place from the get-go. Students need to learn to write in elementary school. Blue Bonnet has that
embedded into it. A very structured writing that comes daily, even in their demonstration of learning, their dos. This will provide that access to writing for our students. Students must have that. Adults have to
have that. Adults were students. They grow up. We have to have that part in there. They're taught together in a content structure. It's not in isolation. When we talk about when we, you know, those of us who are a little older, who have been in this profession
a while, we taught thematically. We taught units. We talked writing across curriculum. It wasn't an isolation. This curriculum is bringing that back right now. We're trying to embed that into our current curriculum at Amplify. There's a small piece in, but we're trying to
scaffold that. It's already here for us. Knowledger content. These units integrate science, history, and literature. We know it's hard for elementary teacher. We call them self-contained elementary teachers. And most of our
teachers in the K through three space and some in our fourth grade space, they teach every subject area. That means they have to plan for a reading lesson, a math lesson, a science lesson, a social studies lesson, and then they have to like pull in probably a writing
lesson. This gives us the ability to provide our students with integrated lessons to be able to expose in the science history by building that background and deepening the comprehension in those content areas as well. And then as I just shared just
using text evidence to strengthen not only the writing if you please go and look at this resource and show how many times they produce writing on a daily basis. opportunities for students in K
through five to write every single day. That's part of the curriculum and teachers don't have to plan it. They don't have to think about it. It's given there right to them and you can access everything online and look at it.
It has on grade level text and you heard me at the last meeting that our students we cannot have low expectations. We have to expose them every day to on grade level text. Students are behind who are
already at grade level or more behind. When you keep exposing them to lower text in grade level curriculum, they will never grow. They will rise up every single time when we provide them. Now, it's up to us to scaffold. This
curriculum shows us how to scaffold. that scaffolding to be able to scaffold and make sure they make those connections is right there built into the curriculum. Today I received we had um actually it was our
chief of schools was at a campus today and shared with me and I shared with the board. We had a student who had never they they they do their student data tracking um after their first six week assessment today. He has
never had a master's never received masters meaning he mastered the content of the first six weeks. He's never done that fourth or fifth grade student. and she showed me a picture of him in
the hallway with his teacher putting a blue dot that means masters for their color coding and um I almost is like emotional the joy in his eyes the confidence
like our students deserve that every day and we have to put the best teachers and the best curriculum in front of them. He had never experienced that. And thank thankfully someone caught that on camera and shared it. And that's our why up
here. That has to be our why across this district. If there's a better resource, I have to put it in front of our students. Also, it does celebrate Texas. We love Fort Worth and we love Texas. If
you're a Texan, I'm a Texan. We have to celebrate the rich history of Texas. And here's just some of the lessons that spotlight. It exposes our students to, you know, Hector Garcia, Opal Lee right here in the backyard of Fort Worth and
it teaches them some of the great history of Texas as well. So why is Blue Bond right? And this actually helps us with some of our public comment with some of our teachers right here in Fort Worth ISD. And you
know, I thank I thank Amanda. She always um shares some of the struggles that she's having or maybe other teachers are having. And this really is going to help our teachers. The things that she's sharing here at public comment at each meeting. These this curriculum is going
to help our teachers. when she talks about the IPC and the slides or maybe the DO alignment, all of this is written into the new curriculum. Right now, our staff is trying to write and formulate
and structure amplify into our IPC calendar and they're doing an amazing job, amazing job. But Blue Bonnet provides all of that. So the structure we're already putting in place with Amplify will be a easy transition for
our teachers, but then it takes also out some of the concerns we're hearing. Some of the concerns I heard tonight about the the slides as well as six week assessment alignment. It's all right here already built in. If you look there on the right hand side of your screen,
it talks about daily IPCs. And what we did is we took the blue bonnet and we showed you how it's already built around our curriculum framework. Look at the teacher guidelink that has the embedded instructional materials right there, the vocabulary. The ELPS where we're writing
to make those connections across our our curriculum and our content. We have our bilingual department working with our ELA department that's also working with our special education department. And it's already done here. The state has
done it for us. It's already in place. The know and show the lesson slides that we have heard concerns about because we're making those those are starting points that we're trying to provide our teachers to make their planning easier.
That's why we're doing it. We know it's important. Blue Bonnet provides that for us. The know and show is already there and the lesson slides are already there. So when we hear concerns that our internal work that we're working very hard to provide for our teachers is not
maybe what they feel is up to par. Well, here's a resource that is state adopted, state approved, aligned with the curriculum as well. However, I will challenge anyone who wants to say that I feel like our curriculum writers, like I said, are doing a fantastic job. And MJ,
I want to thank you again for all the work that you and your team are doing. And we know the concern. We've heard the concern that they're re they're receiving the IPC's late. That's because we're doing all this work internally. We're doing this for our teachers to
provide this to our students. But we're doing it. This new curriculum in K through 5 will make sure it's already in place. So someone can go ahead two weeks, three weeks, four weeks, it's all right there. And then our demonstration of learning
link, our do link is there. You'll see there on the bottom of that chart. So all of those are embedded ahead of time as well. So everything that we're already trying to put in place with Amplify, which is a good curriculum, I'm not I mean Amplify is great, but when
you have a curriculum that is maybe a six or seven and the state is saying, "Here's a nine or a 10 with resources that take the planning time and then also take the internal time for the curriculum writing and the posting from
we're doing this for K through 12 and now we'll have this for K through 5. already aligned and completed to be able to share. And then of course the integrations we're already doing the IPC and then we have star embedded lessons.
It's not people can say teaching to the test. That's how we're held accountable to the test. We're not teaching to the test but the students have to see how things are formatted and how it's going to be tested. It's not fair to expose not to
expose them to a star formatted instruction as well, but that's not the daily lesson that we're doing. But they do have those resources embedded into starright. It also, as we've already shared, it has where how
we're teaching writing very explicit and then into the units as well that our students and our parents can access. So why Amplify have two boob on it? Well, because of the upgrades. If there's a better
resource and an upgrade resource for our students and for our teachers and I'm going to show you the parent piece in a minute and for our parents, then I must put that in front of our students. So the the continuity for the teachers when we talk about lessons, routines and the
structures, it really does mirror amplify and it already mirrors our instructional planning calendar. One of the things we heard um in public comment a couple months ago from one of our speakers was um not having enough time
during new teacher orientation, not having enough resource. That is why we're doing it now. We're going to be able to make sure we're taking time to do the transition to expose our teachers to it currently to be able to provide any questions to
start all of our lesson planning for the 2627 school year. Just like the resource campus, we're taking a long runway and we're making sure we have time to do this right. It's the same with a new curriculum as well. In addition to that, the pacing and design, it looks very
familiar. It does help on the reducing on the learning curve. So I I've heard some of I've gotten lots of emails like why are you changing? We're not we're changing the content that's provided in the lessons but the structure is the
same. Our teachers are not going to have to learn a new structure. And I know that because we had over 300 teachers who actually reviewed who took the time to came on their own volunteer basis to review the blue bonnet curriculum in in
April that we'll talk about. So the feedback in April we did we held multiple sessions and as I said this was just thrown out. Do you want to come and look at it? We did multiple um we looked at you know a couple different curriculums. Blue Bonnet was one of them
and 300 teachers and we have the feedback and they value the consistency of the structure across the grade levels. Some of our teachers go from second grade to third grade or third grade to first grade each year. They may they may move the structure is the same
across the grade level. So our teachers who do may may decide to move or their principles ask them to move a grade level that structure is already going to be in place. It's going to be an easy transition. The phonics, the grammar, the reading, the comprehension, the
writing is all put together in a single literacy block. They love that. And time-saving lesson designs as well. And it really does promote that student engagement when you look at the lessons internally. You know, we are providing
what we our teachers already in our IPC's what they said they value. However, this is putting all our materials together and it's creating something that's already provided it provided from the state to us. So, this is my favorite slide is the blue bonnet
family letters. So, this is um really addresses our strategic prior priority number two, student family engagement. When I talk about the importance of parents and I talk about accountability, I do want parents to hold us accountable. I do want stakeholders to
hold us accountable. Right now, we're not able to share with our parents exactly what their students are learning each lesson down to the story, down to the vocabulary. But then more important, who struggles when you get home to ask your child about school? How was school today?
Okay, what did you learn? Nothing. You know, we all get that. It doesn't matter. I mean, every child does that. So, I had to learn as a parent, how do I restructure my questioning? This resource gives you this the questions that you can ask them. And it says a
conversation starters. I know it's hard to read on the screen, but if you look at the bottom, it says conversation starters. Think about driving in a car. Not many of us get the the, you know, the ability to sit down and have like family dinner at 5:45 or, you know,
we're doing practices, we're doing drop ball, dance class or whatever. But think about even having these conversation starters to be able to talk with your students. why they're getting ready for bed, why we're doing drop off, why they're getting ready for school or dropping them off in the morning, or if
they have someone after school that watches them like, "Hey, can you ask them about this and talk to them?" This provides our parents not only with what story are they reading, what are they going to learn, what's vocabulary, but here's what here's how you can engage
with your your student. Every student should be able to answer these questions. It's hard to it's hard to be a parent nowadays to juggle everything and we want our parents to be part of the education. So this is going to help them as well.
Also these letters come in Spanish and English. By adopting this curriculum early this evening we are committing to the next five languages that are are um most our most I'm trying to get my words
here. our top five languages other than English and Spanish within our district that we will now have time to take and get translated these parent letters and engagement letters. If we adopt this curriculum this evening, we will have time. We will have all this year to have
our translators work on it to make sure K through five, the next five languages will have the ability to have this. What an amazing resource for our parents to have. for parents who never get a
communication in their home language. But we can do this if we have the time and this resource here in front of us internally. We cannot produce what they just produced. And I'm not going to ask my teachers in each classroom to produce
that. That's not fair. That's not fair to ask them to do that when I have a resource that can provide that already. There is a benefit of cost with this um total cost for our English and Spanish
is around $2.4 million and we are a district that's in a deficit budget. Is that the only reason why to look at it? No. But when we talk about responsibility and accountability, it is my responsibility when I can find
savings to provide resources for our students and for our teachers that I take I leverage those. So for our district, we will get this curriculum that is worth $2.4 million. We will get
reimbursed for free. So we will not have to take that out of our budget next year. That is a huge win for our district. Professional learning and rollout. Our literacy department um we're ready to to
go with lessons as well as working in collaboration teams. It's just going to be putting it into our already structured format around our pace and sequence around our school calendar, our campus-based instructional teams, our demonstration teachers, as well as our
acceleration teachers. we'll have this year as well to preview all the lessons and the content to really hone in on their craft and to rehearse as well. We're going to integrate in our IPCs and then the last six weeks of this school
year, we'll start to introduce it. will start. This gives our teachers the ability to provide and rehearse and practice. Instead of saying teachers come to summer training or we're going to like cram it in those three professional development days we have at
the beginning of the year, we can roll it out the last six weeks of our school year so our teachers get used to it. And then our 15 campuses that are designated ads for the elementary campuses designated we are able to implement
during the summer and that is a huge benefit for us. It's also for our teachers who are new when they're coming in. We have the curriculum already ready to start training them and having them preview it as well. And they come on to
our ADI campuses when we're there during the summer. Watch the how we're teaching. Watch the curriculum. Watch the instructional delivery in place. When we talk about having model classrooms, think about having model schools for new teachers during the summertime. And then, of course, just
fine-tuning our professional development through the year. So, final, what do our parents need to know? These two actions tonight, resource campuses and blue bonnet curriculum,
they are necessary for our students. It's necessary for those seven campuses that we're designating for the students who are sitting on those campuses, but then also for the students who are going to be joining those campuses next year. It's very important. It's about
opportunity. I have to put the best opportunity in front of our students. And then when we talk about high quality instructional materials, if there's resources that not only help my teachers, my parents, and my students, then I need to take advantage of that as
well. So, at this time, I'll open it up to any questions. Are there any questions or comments? Sorry for trustees. Trusty Dar. Thank you, President Martinez, and thank you, Dr. Marlinar,
for this report. Um, just one question and a comment. One regarding page or slide 18. It mentions that instructional staff must reapply for the This is for the um resource campuses that instructional
staff must reapply. Does that include administration? That does include administration. And does that include counselors, librarians, um specialist teachers like fine arts and PE as well or just the core content teachers?
Any teacher that is a certified teacher teaching a degree. Um our nurses will not need to reapply. Okay. So nurses, custodial staff, safety and child nutrition do not need to reapply. Correct. Okay. Thank you for that clarification.
And um my comment earlier today I had the pleasure of being in a meeting. It was just kind of timely. It wasn't intentional, but it was timely where the Blue Bonnet curriculum was discussed. And two of the things um well, first of all, there's some um Blue Bonnet
additional resources that um the speaker mentioned, not everybody is aware of. And one of them is u math demo videos where every math lesson there is a demonstration video that a teacher can watch to better understand how to
present this information and for a first and sometimes even secondyear teacher that could be very beneficial. The second one was unit model snapshots which take the unit in blue bonnet and
reduce it to a one pager with three different columns. One of them in the first column is what are the teachers tasks. The middle column is what are the students tasks. And then the third column is for administrators
doing walkthroughs as to what they need to be looking for and questions they need to be asking and answering in order to best know um whether or not the students are understanding the information and whether or not it's being presented with fidelity. Now I say
that I was in a meeting earlier today. So right now I am not advocating for anything because I need to do more research that I haven't had the time to do. But I want to bring that to the administrator administration's um
attention just so that if deemed appropriate that we recognize those resources exist and also that um we find the funding if needed in order to make sure that our teachers and our administrators have access to them if deemed appropriate. They already have
they are um the math um videos and um have all we Yes, they we are building those into our framework and we they recently are being added and if um you go on there's new ones added you they're
building their library. So as they build their library we're able to connect it into our IPC's. Okay, great. Thank you so much. Um thank you President Martinez. Uh a couple questions on page eight and nine. Uh do we know what is the main reason
for uh mobility? Mobility um there's not there's multiple reasons for mobility um dependent on which campus when we look at it um you know perfect example for Eastern Hills Elementary we have a lot of apartments that feed into it. the same when we look
at Western Hills Primary and then Western Hills Elementary as well. Um, you know, a lot of our parents, they don't have the luxury to maybe have the ability to have that stable home all year long or, you know, and then like
any parent, they want to find something better for their family and take advantage of that. So, there's that. some of our students and families experience um some situations that they need to leave and to move to a different
campus. Um that's another reason why we appreciate the structure um that we put in place this year. So, as our students do move campus to campus and we're on the same um scope and sequence, we're following our framework, students can
walk in and the sense of anxiety of just knowing the structure of the day and the structure of a lesson for math and reading um really could take the anxiety level down for them. Great. Thank you. Uh and then on page
28, the $2.4 $4 million. Is this a one time um free curriculum? Is it a one time every year? Right. So, we do get um there's some um costs what we call consumables that we
have to incur each year and you know those um we do get funds for that as well. Um but that cost changes on a yearly basis depending on the grade level and the enrollment. But those are for any of what we call them
consumables, our workbook for our students. So for next year will be free and for the year after we'll look at that pricing and then we look at our allocations from the state as well. Okay. Thanks. Trusty Bridges. Dr. Mullen, I thank you for the uh
presentation. I I greatly I I do greatly appreciate it. And um I don't want to seem like Debbie Downer, but I'm I'm just some concerns that um that I have. And going back to I think it was page 16
um in addressing some of the challenges that we have had. I I commend you for addressing the elephant in the room and challenges that we have and I've said this from the time I got on the board that we've had in in
the middle school department and and and just making some bold decisions that when it comes to that and I think that that the board has been behind you and that from that perspective now my only
challenge is as I've said many where my concerns are with this with this curriculum. I've not seen anything to say when we look at the the population of students, how do we see in terms of
how it works with this population? And then it looks great on paper and even though I haven't been on the board for 20 years, but I've observed many other things that have come across the table that seemed that the end all, the do all
and millions of dollars have gone by and our students still did not move. So, and again, don't want to be the Debbie Downer on that. Part two is that my cons
my concern from a community perspective. Not one person and and everybody knows that we're doing this and this is a great presentation, but not one person came out in support of it. And I have
never seen from my personal emails where I've gotten so many concerns about this about this curriculum. And part three, my fear is if we move with the
curriculum, what happens if we get sued? I mean, and and I don't know if that's illegal. I mean, what what happens if in the middle there someone decides to sue us? So, I'll go part one. I like to like I'm
a rule follower. Yes. Um so, part one. And when we talk about um populations, we have seen and I I actually not only well I'm going to use our accountability
ratings that recently released. We had campuses with populations that have never succeeded succeeded succeed. I mean just tremendous growth um for some of those campuses. But that was with just tweaks we put in
place. Really the second semester we saw that growth and that was our teachers digging in, our specialist helping and intervening. our district, our majority of our population is the
minority population first of all and for the first time we are putting actual systems and structure in place and non-negotiables across this district. And you can tell by some of our public comment they don't like it. But we're
also hearing for people who don't like you who have not gotten results for students with the population that you're sharing with me this evening. We have to put structures in place. We have to put monitoring in place and we have to put accountability in place. When we do
these spot checks, they don't need to come at the beginning of the lesson. They need to come in anytime a spotlight is looking at the first teach, the retach, and the acceleration, the challenge. Like we need to see that our teachers are doing all three all
throughout that literacy block. That's important because we're great at that first teach and then after that and that has been historical in our district we stop and if the kids didn't get it that's not
our problem. So now that's why we have these things in place where we're going in we're looking at do's demonstration of learning five questions to see if our teachers or see if our students were able how successful were they and when we look at and our students weren't
successful we have to ask ourselves why they weren't successful. So this is a whole change of reflection of our practice and we we're professionals we went to you know to college we have
multiple degrees you know to do this but that we have to reflect that it's not our kids all of our kids can learn and what when I look at these seven campuses the growth measure like our students should be growing on those campus at
least when we look at to domain 2 that's about growth grow. You're talking about students who are more than a year behind. Like those are the ones that are the easiest to grow. If we're taking the time and looking at each kid of what they need, each student what they need
and we look at that data after those five questions and we put them in the retach or we put them in the challenge. And that's what you're going to see that's different about this. And it's not curriculum driven. It's structure driven driven first, but the curriculum
has to be able to provide that those resources and that relief to our teachers. As a teacher, it is hard work to teach and to have like a retach lesson planned out, a challenge lesson planned out, a
small group planned out, my slides planned out, that is hard. But that's what our students need. They change every day and we have to be able to pivot and change with them and for them. This resource has given us that. And we're I'm not I'm not asking my teachers
to stay up for 2 3 4 hours creating any longer. We're giving it to you. If you want to tweak the slides, tweak the slides. Don't complain about the slides. Make the slides work. We put professional learning communities. We have put our budget in place, especially for our middle schools and our high
schools to have plan planning time throughout the day to work together to make the tweaks necessary that they feel in this framework. We're not saying the slide has to look exactly the same. When people say it's scripted, it's not scripted.
You That's why we give you that build-in time and the build-in block and make it work for your students. But we also before we heard that teachers all they were doing were lesson plans and it's taking a time. So we're putting things in place. We're not going to you know
not everyone's going to like everything but now I'm hearing the feedback. I'm hearing the concerns and I have a curriculum that can provide that for and resources for our teachers and for our parents to know what's going on in the classroom as well.
And part three is being sued. I don't know. Um I don't know what happens. Um I know that I'm required to have a high quality instructional material in place and this was a state aboard adopted one of the
education. So I feel very confident that I'm following that rule and it is on the approved list as well and the funding I get from the state covers that purchase. So, I feel very confident that I'm following what has been put before me by
the Texas Education Agency. I might interject uh Trustee Bridges and board that we can certainly have a discussion with regard to any legal implications in close session under attorney advice. Did you have additional questions or
comment? One more. Um, once again, thank you for the presentation. And I've got to say this from my own personal the elephant that's in the room
from the feedback that I get the concern from the school's perspective of us picking the I hate to say this the preferred religion as because as we go through the the uh curriculum in the little bit that I've seen and I've read
about it that's what concerns me. I've got many students who have Muslim background or Jehovah Witness. You can keep going on and on and on. I have to I I'm a I'm a bit concerned and again I cut both of my right arms off to get
exactly what you're talking about. I mean that for for for my kids. But at the same time there is a concern when we are concerned about reaching all of our children.
What kind of message and I'm just be honest that's this is a feedback I'm getting that by way of email and I was impressed. What I think he's still here was a gentleman who was a pastor.
who's come and said the exact who said the exact same things to me the concern. So I did read um read the lessons that um have some concerns and that were designated. I read those myself. I went
through them and we're using the Bible as a piece of literature refer to of characters to teach a standard. Um I did not see how we were teaching religion. I saw how we were using a like I said a
piece of literature and through that literature um a story um using vocabulary to get the vocabulary a story of characteristics of characters as well. That's what I saw. Um blue bonnet
is also open to the public of those lessons. I will tell you that there's 18 lessons that have any type of reference out of 726 lessons
and we have let's see first grade there's three lessons fourth grade there's one lesson I'm put I'm asking the board to approve a resource that is better for our students and our
teachers and our parents And I I do understand the concern that's not lost on me, but it's a better resource. It's what it's what we need here in our district for the structure and for what it can
provide for us. Thank you, Trusty Lynch. Um yeah, thank you. Appreciate the report, Dr. Molar. Um, out of curiosity, so with these resource campuses, 50% are TIA designated. So I
assume that they have to come from in the state of Texas. Correct. That is correct. 50% to meet the criteria of a resource campus. Um, now that means that we have the other 50% we find um teachers who meet the experience
criteria. um they are able to then of course try to re reach the designation um the second year once they're in um and we know you know like the criteria is not 100% it's 50% um per content so
we will have some teachers on those campuses who are not designated TIA so there could be some out of state teachers who are willing to come um they would not of course have the compensation for the TIA but they would have the compensation to work at the resource campus.
Okay. All right. Um and and obviously this is a bold step and change is hard but necessary. So if somebody was interested and you know conversations I've had a lot of people is teachers. I want to be a teacher but I can't afford to live. Yeah. Um so this could be a very attractive option for a lot of people. So people
that are interested I know there's a lot of eyes that watch these meetings. Where should they go or what should where should they reach out to? So Mr. Bailey and his team um they will be rolling out. We actually were we are going to rename it. It won't be called resource campuses. We will rename it
under Fort Worth ISD umbrella. There will be a whole launch. That's why we're doing this now so we can launch it. And there will be um special recruitment and hiring fairs as well as interest meetings that we will not only do in person but virtually as well for
teachers who are external who want to learn more about it. So, we'll be rolling that out and probably the next two weeks. We have we actually were accepted to be part of um a a cohort to do some planning around ads. So, we're
mixing this ATSI prep in for the resource campus as well. Um so, we'll be participating and then we also get some technical support with that. Okay. All right. Thank you. Um, that's all and we'll release dates and timelines um as we get if it's if we're ready by the
board workshop on the 14th, we'll release the resource campus timelines for all of our upcoming events. Okay. All right. Thank you, Trusty Phillips. Thank you, President Martinez. Um, Dr. Molar, thank you so much for this
presentation. um the resource campus aspect of things. I I am very grateful um for the framework and what you're attempting to put in place here. I am confident that it'll work. Um you know, we've had several iterations of different things under previous
administration, even in our last administration that the student performance framework, which I actually thought was a brilliant idea. We never really got to implement that with Fidelity for obvious reasons and things and that's okay. Um, but this is a new iteration of that in a different way as
far as seeing an actual issue and attempting to do fullcourt press go all in on what it's going to take in order to be able to make substantive real quick change to really try to tackle the problem to make sure that we're growing and learning the way that we need to.
So, I love it. I love the resource uh campus idea, the iteration, the model. Um and so yeah, so I am hopeful um that if indeed it does pass that we see the results that I'm that I believe that we're going to see and I believe under your leadership we will see exactly
that. Um I also appreciate your passion behind the curriculum that you're presenting tonight, the Blue Bunner curriculum, cuz I can tell the sincerity in your voice about it. I know, you know, I'm I'm privy to the behind the scenes of the sleepless nights as you're trying to agonize over what is the best
thing to be able to do for our students. um you sit in that seat with my full support because I know that to be true about you that you are student centered and that you put students first and you as a superintendent attempted to do the very best you can. This is the best
thing to come across to you to be able to say this is comprehensive. This is what I can really utilize to push the needle where I want it to go. And as much as I absolutely appreciate that uh brother Wallace talked a moment ago about the elephant in the room, it it
still has not been addressed. The fact that the presentation itself sign me up for all of that, right? All of those resources, all of those things that that are coming in play. But it really is at what cost? At what cost? Because we
still talking about a religious component to this that is being however we want to put it but basically subverted in snuck in under the it's only a few right it's only a little language here and there it's only a Bible story and
what not even a slippery slope that's a direct shot in the idea that we're now putting religious religion into our schools private schools are for religious education Catholic schools, church schools, public
schools are for all children. [Applause] I profess myself to be a believer in Christ. And so when these things are happening in the opice of religion, usually those things are supposed to be wins for me. When someone is saying that they want to
put the ten commandments in every school, my soul says absolutely I want kids to know that. And the realization is is like that's not my decision for a child to have to come and be subjugated to the Ten Commandments. That's for the parent to be able to teach their child religion, even if it's my religion,
right? We had all these conversations and we sat here and we do so dutifully and we listen and we love public comment. I really do mean that. And we listen to everyone. It doesn't matter if we're on the on the correct side or if someone agrees with what we have to say. It's the public's right to be able to come
and speak. But I sat here for a lot of time with people coming down to that podium accusing us of indoctrination, boiling inside knowing dang well we ain't doing no indoctrination. We are teaching the things that we're supposed to be doing. But we go and adopt a curriculum that actually has religious
text embedded into it. That is the very definition of indoctrination that I can't do. That's odd statement. Right? Because I also think about it in the sense of I have privilege when it comes to this because I am a Christian and because I teach my children Christianity. So if my son comes home
talking about a Bible stud Bible story in some way, it actually feels good to me because it's reinforcing the things that I'm teaching him. But what if my kid was a Muslim kid? What if my kid is an agnostic kid,
a Hindu kid, and they come home talking about a Bible story they read for the day, and not that they got from their friend on the playground or something like that, cuz that's hey, fair game. But the teacher taught me this in the public school that I'm going to, my neighborhood school, and now I'm having
to deal with that. That's the part that that's the part that be befuddles me. That's the part I can't get down with here because we really have to make sure that all kids are able to have what they need within public school. And even though the curriculum itself and all the things that come along with it are really a
beautiful thing, we can't be ones that's going to subjugate kids to to religious preferences kind of like brother Wallace was talking about a moment ago in the middle of our public schools when they're coming to be able to learn academics. And so as I'm as I'm talking about that
that little saliloquy, there's a question to it as well because if we are adopting this curriculum, what do we do with that? Because yeah, it may be only 18 lessons or whatever the whatever the number may be, but they're in there and
our teachers are going to have access to them and they're going to be expected to do to build out these lessons plans and be able to teach to the teach. And it feels like simply skipping a lesson or two that you're that we're actually doing a disadvantage to our students at that point in time because that's a tick
that they're not getting to take advantage of because we're trying to do what we know might be right there and everything, but we can't put that disadvantage in front of our students of them not being able to learn a lesson because of the text that might be embedded there. So, what do we actually
do with this religious component? Everything else I'm telling you right now, I'm sold on. This presentation couldn't have been more brilliant. I want the money to come along with I want the resources. I love the idea of a parent letter. I love all the stuff. But I cannot ask a parent to bring their
ch child to one of our schools and then we're going to be the ones doing the indoctrinating when that's exactly what we were fighting against when we were being falsely accused of doing so in the first place. What do we do with the religious aspect of this curriculum? So my answer is
I'm going to go back to what I shared with uh Trusty Bridges. I want to encourage everyone to read the lessons, look at the lessons, and I have, but go ahead. And yeah, I'm not saying you haven't. I mean, there's many who haven't and look at them. But remember also that
we have a lot of topics that we cover throughout our our school career as students um that we all have different opinions on different history lessons. Um when we look at that and we I think
the parent and the blue bonnet family letters I think that's one piece when you say what do we do with it? We make sure our parents have access to that. We're very um explicit to show them what's coming up so they can have those conversations with our students. Uh we
help our teachers also. We have our administration work with our teachers when we're planning ahead like how do you teach this lesson? How do you deliver this? How do you make sure that you're teaching the content and the
purpose of the standard? And when you really look at the lessons, it's not quoting the verses. It's not trying to convince someone of a of religion. Um, but I want to make it clear, it's not an opt out. There's no
opting out of this curriculum. And I think that's important for transparency that everyone knows that we are not that's not an option to opt out. Um, and decide that we're not going to do those 18 lessons as well. So I think it's
important that everyone understands that and thank you for answering that question directly. I do appreciate the cander and and although you did not write this curriculum, so I'm not blaming you for this in that in that particular sense, but I understand it that it's not
quoting Bible verses or whatever the case it may be with that. Um, but it absolutely still out of out of all the texts in human history that could be used for academia,
somehow the religious text is the one that was selected. And we not sitting here today have controversy because it quotes the Quran. It's because it's the Bible. I'm I'm recommending this curriculum when you look at all the resources it
offers and it looks at the structure that we need. And when we talk about we need to move our district academically, we need to put our kids on grade level and we need to make sure we put whatever available resources in front of our
teachers hands, our parents' hands, and our students hands. This curriculum provides that. It provides those things. Right now, our internal team, they're working extremely hard to put those
things in place using utilizing Amplify. But this curriculum has been state approved, state adopted, and has been written, you know, by qualified curriculum writers as well.
Agreed, and I do appre I appreciate you. But all that saying is state sanctioned indoctrination. Thank you. Thank you, Dr. I do have one question. Um Dr. Muller, uh I often hear from some of our bilingual teachers that they're often um
having to translate materials. Are all instructional materials? And I mean everything that is offered in English in this curriculum, is it available in Spanish already translated? Yes. I'm going to look at Mr. Chowry to confirm. But yes, everything is in
English and in Spanish and that is part of um what we will be purchasing. And then even the parent the blue bonnet family letters are in English and Spanish. And as I shared, we'll have those translate in our top our next top five languages as well.
Okay. Thank you. Trusty Jackson. Thank you, President Martinez. Um, we've asked this superintendent to focus on literacy. We've asked her to focus on numeracy. We've asked her to take a district that
is far behind. Our students are far behind. Our students are suffering. They're not where they need to be. Our superintendent has delivered on everything thus far. And I think she's at 100%.
We need quick change. We need it to sustain and then we need to accelerate. She has said this provides the resources. She has also stated that she believes in it.
97.6% of this curriculum does not have religious references in it. Does that make it right or wrong? I don't know. It's just a fact. And I'm a numbers person. And because I'm a numbers
person, I want our kids reading at 100 plus%. I want to see them go from being proficient in the third grade to being exceptional in the fourth and fifth grade. I want to see movement and I want to see
it fast. And if this is what she and her team tell us we need to do and she's going to implement and take the time to implement, I want to make sure that we support her and give her that time. So, thank you
Trustee Dr. Rodriguez. Yes, thank you. Thank you for this presentation and uh I like the idea of the resource campuses but I I just want this board to be clear
of what pending approval because as a student in the Fort Worth ISD at Dunar High School, they had a a magnet program which we put very best teachers at high need schools and the campuses were open
districtwide at at beginning at Dumbar and Polly. It was a wonderful program. Excellent students went out into the world and made a difference. But it was the adults, some of them sitting at this table that didn't like all the accolades
going to Dunbar and Polly instead of Pascal and Arlington Heights and Southwest. So, if we're going to do this, we need to do it right. and there's no going back because oh all of a sudden those schools are doing good. But that's what we need to do for our students. So I just want to make sure
that people sitting at this table in this community know it's about the students not about the adults and and about the blue bonnet. I know it's it's only a few um
curriculum content areas, but you said it's it's not an opt out. But what if the families do not want their children learning about other religions? What happens then? And what if we have a
teacher that is Jewish or Hindi and doesn't believe in teaching that? I mean we have to have some kind of criteria to accommodate everybody who goes through our doors in the forward ISD.
So we do have legislation that we are not and I cannot think of the Senate bill I think said which one is it. Do you remember there is there's legal we do not this is our adopted highquality
instructional material curriculum um if this board votes on it. This is what we'll implement. But just like any other curriculum that someone may not want, we do not opt out. We do not have an alternate curriculum
for any of those. Yeah. I just wanted to say, you know, there is um we want to just be clear with parental rights in Texas. And so there is Can you guys hear me? No, the mic is on.
Let's wait till the mic's on. that does have certain requirements. Parents can request to opt out of certain um instructions, but those are taken on a case-bycase basis. And so if we got those requests,
um the district would review those as we always have and make a determination. Um so it would depend on you know the particular um curriculum involved um because there are exceptions and we can deny those requests um in certain
instances. So I just wanted to make clear that that is a parental option that has been in place um prior to this year. Any other turn to Dr. Ryan? Well, part of this comes down with blue bonnet curriculum. I hope that everybody
investigates and looks into what it is. I will tell you that uh the concerns they have. I certainly understand it. When I was in elementary school at Blue Bonnet Elementary School, uh two of my very best friends, one of them was Kenny Leky, whose dad owned Leusky's Westernear, and the other was Howard
Catz, whose wife's got the cancer institute named after her here in town. And we would be in music class and uh the music teacher would be playing Onward Christian Soldiers and Kenny and and Howard would be singing just as loud
as anybody else. He got through with that and they laughed about it. We'd go to his mom's Howard's mom's house who was our Cub Scout den leader. Uh she was great because we got uh to learn about uh uh Christmas. We got to learn about
Hanukkah. I think everybody liked it because we got presents at both of them. Uh for for young kids, that was pretty cool. But what came out of that is we also talked to our parents. And so it's it's so uh necessary for every parent we've got to talk to their children if
there are concerns that are in the curriculum and there should be there. They they need to do that. They need to be talking to their children. And I would just ask everybody to to sit down there, know what's going on in the curriculum, and talk to your children about. Don't just rely on, well, that's
what the school said, and so we've got to do that. No, you don't. It's your child. Be sure you talk to them. Be sure you set them on the way that you want your family's path to go. Thank you. Any other questions or comments?
Trusty Phillips. Uh, thank you, President Martinez. I definitely hear you, Dr. Ryan, loud and clear. I know I practice that in my home. Um, I feel like I send my children to school to be supplemented on their education because my first job is to educate them
in my home. Um, but there shouldn't be there shouldn't be a reason why parents would have to have to talk against what's being taught at school when their child gets home. And that's a difference. It's one thing
to be able to enhance the academic lessons that are being brought, but when you have to actively prepare your child for something that you that that your household may not believe in because the school is going to give them to them, that is antithetical to the idea of public school.
Any final comments or questions? All right, we are moving on to number seven. Comments by board members or superintendent on current district activities and announcements. Are there any comments or announcements from the trustees?
[Music] Seeing none, are there any from Dr. Moliner? No. All right. The time is 8:30 p.m. The date is Tuesday, September 23rd, 2025. We will now recess and reconvene for executive session as authorized by
chapter 551 of the Texas government code under sections 551.071 072074 and 076 [Music]
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[Music] Welcome to the 202425 campus teacher of the year reception. And today we come together to recognize and celebrate the incredible teaching excellence in Fort Worth ISD. Today we come together to celebrate what
truly makes Fort Worth ISTD the place to be, and that is our extraordinary teachers. This is such an honor to be in the room with you because I know because I lived it in Fort Worth IC what it means to be in your seats today and all the hard work that you put in each and
every day. Without further ado, our elementary teacher of the year finalist from Clifford Davis Elementary, our ESL teacher, Chloe Marshall. From our leadership academy at Mitchell Boulevard, preK teacher, Denise
Carpenter, come on down from Oakhurst Elementary, Lorena Escalante. from D. McCrae, Michella Williams, Greenbryer Elementary, fourth grade dual language and fifth grade reading teacher, Sarah Herrera.
[Applause] Our secondary finalists from Western Hills High School and Helica Navaro Carol Shores from Morningside Middle School. Come on down. Emily Allen, Young Women's
Leadership Academy, English teacher, a dance teacher from Diamond Hill Jarvis High School. Casey Dobbins from Apply Learn Academy. choir teacher Raven Mentor. [Music]
So, one more round for all of our finalists. That's great. Let me see. Hi, my name is Micha Williams. Hi, my name is Carol Shores. I'm Raven Mentor. Hey, I'm Emily Allen. My name is Chloe Marshall. I'm Sarah Era. My name is Denise Carpenter. I'm Casey Dobbins. Hi, I'm
Dorene Scalante. Hey, I'm Angelica Navaro. Well, first of all, congratulations on being a finalist. That's awesome. Thanks. Thank you. I didn't think it was going to be a thing. I was in shock. So, I don't remember most of the things they told me. Uh, it's a real honor to be here. What makes me a finalist is that mama
just loves her job. I have what I feel like is just a fire inside me. I'm here because I love my students. I wake up every morning excited to go to work, excited to see what new adventure awaits. I love that kid who walks in thinking I can't do it and then walks out going I can't believe I did it.
I am just very passionate about what I teach. One of my favorite things to do is to teach especially when it's talking about chest voice. I have a lot of fun. I don't think I could see myself doing anything else. I love I don't really know what I'm going to get every day. Every day is a surprise. Surprise observation plus a
tornado drill plus I got a new student all in one day. It happens. I have a few students that say, "Miss Dobbins, you're always smiling at me, but I don't think you know my name." And I'm like, "It's true. I don't know your name, but I'm going to smile at you no matter what." One thing that I love about teaching is I have my why. My why is I'm coming. I'm
planting seeds. Each day I tell my kids, "Take another step and you'll get where you want to be." I try to come up with different approaches so that it feels like it's a little different every day. I've been teaching for 5 years. People say year four and five are the the years where people decide. I called my parents
saying, "Oh my god, what have I done?" Some magic happened. My parents gave me my own laminator and I spent a good chunk of my break learning the curriculum, laminating things. It made all the difference. As a teacher, you change, you adjust to your new classroom every year. I know I've had a victory in
the classroom when I see my students going to teach their classmates the things that I've tried to teach them. Once your students succeed and you see the pride and the smiles on their faces, it's so rewarding and it's all worth it. A win for me in the classroom is that at
least I got to hear everybody's voices. Like I would never want a student to go through the day and not speak. Like I have a son. I would never want him to do that. And so just like making sure that everyone's involved. It really irks me when people don't give students a chance just because of where
they come from. Let's change that mindset. And I don't want people to judge it until they meet our kids. I know that they don't always get all of the best opportunities. And that's why I say that I was made for Dhill. Dill was made for me.
Hey, I'm a teacher, but hey, I'm fun and we can do yoga. We can do mindfulness. We can sing songs. We can learn Spanish. Whenever we do part ways, it's going to be very sad. I'm really going to feel like a piece of my heart is missing. Each day, um, my students inspire me to
be a better person. I'm very shy, very introverted. You ready? In the classroom, I am loud. I am not shy at all. I turn that place into a Harry Potter world. The students are very honest. They will tell you when you've had a victory or a failure. Everything I do is about literacy as an
English teacher. I'm the foundation. Letters and sounds and the phonic awareness, all of it is so important. And I tell them, well, don't worry. You're going to love reading. to strengthen our students literacy. I like to start the year by trying to foster a love of reading. We take all parts of literacy from the
writing, the reading, and the researching. But we're always dancing. There's never a day that we don't dance. It's their confidence. All of it. Math, literacy, it's all confidence. Once the kids realize they can do it, they're going to want to keep doing it. Music literacy is very important.
Without the students knowing what's on the page, they have no idea of what the actual music is actually saying. How else are they going to be able to interact with the world around them and apply math to their everyday life if they don't have that practice starting as soon as possible?
My students think I'm great because I bring the energy of a child. My students think that I'm great because I'm fun, I'm engaging, and I care more about their scores. I mean, I'm sorry. Can you take that? I care more about them than their scores.
That's what I Yeah. Okay. So, my students think I'm great because I can do this. Fort Worth ISD, where the best begins and the change happens and literacy lives and math matters. Forward ISD,
where the best begins and I'm proof of it. I'm a product of Fort Worth ISD and I'm thriving all the way forward ISD. I think I am the best. So, I did start here. The best begins in Fort Worth. When scholars walk out of my classroom, it's not the end of
their journey. It's just the beginning. Fort Worth ISD, where the best begins. Yes. It has a rhythm to it. Is there any kind of movement you can put to that? Of course, I can. Fort Worth ISD, where the best begins. You're not short of confidence, are you?
Oh, no. I'm gifted and I have what's called a whistle. Okay. Do you use that for fun or effectiveness in your classroom? Yes, it's a teaching tool. [Music] We scoop forward a little bit.
Through our Elcon Foundation, we support programs that help bring education, eye care, and treatment to patients in need. [Music]
We've also come to realize this place is a is not only just a wonderful playground for the Joe Kelly children to just be a kid. You guys love this. Good job, Dean. This is awesome.
[Music] Riding a bike allows children to explore their communities, develop physical fitness, and create memories with your friends. They had fun riding a bike.
They are really really excited to be a part and it really has added so much life and just so much joy to our recess time and to our day. Thank you. Our goal is just to make produce
available to everybody throughout the community, no matter where they live. [Music] I'm going to take all of those ideas, put it together, and we're going to then
create your new playground. Five more minutes, and then we're going to go ahead and present our idea. My idea was like a submarine and in the submarine would be like a kitchen [Music]
here to help our community. Uh times are tough right now and a lot of people, you know, groceries are expensive and this is a way to give back. [Music]
Through these um inschool markets, we are being very deliberate about what is available to these young children because we know their health and wellness depend upon it. [Music]
[Applause] [Music] [Applause] I'm so excited. have been awarded the highest award from the girls national scholarship $25,000 scholarship.
[Music] We are giving them the knowledge and the experience to be able to have a fun way to talk about heart healthy behaviors because we just get one heart.
[Music] This is a great day. We donate these shoes to about 4,000 kids that are going to get new shoes to help them train for
their 5K race. [Music]
Fort Worth ISD is making it easier than ever to enroll in our schools with our brand new enrollment. website designed with families in mind. Enrollment.fwisd.org is your one-stop shop for all things enrollment. Fewer clicks, easier
navigation, a faster, smoother experience from start to finish. Whether you're a returning family or new to Fort Worth ISD, everything you need is right at your fingertips, all in one place. And yes, it's fully bilingual, so every
family feels right at home. It's go time, Fort Worth ISD. A new school year is full of promise and your journey starts right here. Enroll today at enrollment.fwisd.org and experience enrollment simplified. Surprise.
Yeah. My name is Elizabeth Foreman White. Hola. My name is Diana Garcia Allen. Hi, I'm Benria Jackson. I'm Paola Rodriguez. Hey, I'm Jennifer Sanchez. Hey, I'm Jessica Tacket. First of all, congratulations. Thank you. Was this a surprise? It was. And I
walked out and there were students everywhere. No words. Dumbfounded. Like what is happening now? I knew that we would have visitors. Didn't quite know who. When I say no idea, I'm not kidding. You had no idea that this was happening. My secretary came running to my office and
told me there was a big emergency in the gym. I was expecting like missing teeth or something. It was little school with balloons. So that was awesome. Without further ado, we have our principal of the year finalist. So for the title, you want the whole thing. Hi, my name is Ricardo Alvarez Suscati.
My name is Dr. Shauna Barrett. Hi, I'm Amy Crane. Hello, my name is Samantha Gonzalez. Hi everyone, I'm Melissa Rome. Hello, I'm Charlotte Stton. I am a big deal at Moss Elementary because what? I bring the energy, the
joy, and the love of learning every day. I'm a big deal on my campus because of the staff who I serve. Because I love my teachers and I love my students. That's what makes me excited every day is to get to connect to people who really need you. It's all about relationships. I don't
think you get very far without those. Without trust really, there's, you know, your your campus isn't going to be successful. I'm all in with the teachers. I'm all in the instructional work with the teachers. The best part of it is every day is a different day. you just you have no idea what you're going to
encounter. There's a lot going on. Um you're constantly on the move. You're trading one hat for the other. You really have to be open to listening and asking a lot of questions. That's your job, right? Is to really figure out what's going on. Parents want their kids to be supported
and cared for and they want them to grow and we want the same things. I empower students to work hard and play hard and celebrate the victories, keeping the eyes on what matters the most. I know what I'm doing is working when I got a 84 on my test.
You know, when students uh interact with me and they interact differently than they did the year before, I could tell that I'm making an impact. When they smile, when they enter the buildings, when they are having these joyful moments when they're learning, that is success. Um the days that we get to spend with
students and engage with teachers and in the classrooms, those are the days that make it all really worth it. If I come in with that energy with the with with my kids and my staff and like we're living the dream, we're doing the things. Let's just roll it up and go. I know I'm making a difference and I know I'm changing life. I'm making a
positive impact every day. Cuz I feel so often kids think they're a number, but to know that you see them and you see them every day, that really makes a difference in their lives. They're me. They're who I was when I was in middle school. It gives me great joy
to be able to give and pour into these students what so many people along the way for me did because there was so many that poured into me. I'm now able to pour it into somebody else. [Music] And so when kids start learning and
teachers start teaching at really high levels, then that excitement builds and you get this really great place to be every day. We started something this year at our school called parent learning walks where we have students lead their parents and visit classrooms and see what learning looks like. Who
all needs to read for any assignment in your class. That's all of us. We tend to think that literacy is just happening in our English classrooms. Uh but in fact it's happening everywhere. At the end of the day I'm there to support them um both students and staff and I'm always there. My door is always
open for them. Authority doesn't have to be loud. Leadership doesn't have to be aggressive. Um there's a lot of love, compassion, and softness that comes with it. I'm extremely relational. And so before you're a teacher, a student, you're a human. Your family does have to make sacrifices for you to be able to
serve in this capacity. And I told myself I wouldn't cry. Do we have tissues in here? This was not supposed to I was not supposed to be a repeat of this. We are on the go, on the move. We get our steps in. We run on coffee and Wi-Fi. Diet Coke. Diet Coke. Diet Coke. You need a Snickers.
Okay. And a Big Red. Dark chocolate is how you get through the rough days. I I literally thrive on angry parents because if you're angry, that means that you care. My superpower would be deescalation. And I think I would win gold.
This job is like sometimes like being a ping-pong ball. I mean, you just never know what's going to happen to you. You may have challenges, but you're unstoppable because you make the decision of who you're going to be and how you're going to show up every day that you walk through that front door. My day starts with celebration.
Celebration that I'm alive for that day. Celebration. I have another day to get to go in and affect students and teachers. I think of the shirt that says being a principal is like riding a bike except for the bike is on fire. There's no wheels on the bike or even a steering gear. It's kind of like that with being
a principal. Everything is on fire. The whole thing. We heard that last year, too. But it's great, let me tell you. [Music] Want to know your students location in real time and get instant alerts from
the transportation team? With the Stopfinder app, all that information is right at your fingertips. If you're eligible for district transportation, you will receive an email with instructions to set up your account. No worries. Didn't get the email? Just call
us at 8178157900. We're here to help. Here's what Stopfinder lets you do. You can track the exact location of your student's bus in real time. Get geo alerts when the bus arrives at or leaves your student stop. View transportation schedules at
any time. and sends secure messages to Fort Worth ISD's transportation department and a whole lot more right through the app. Getting started is very easy. Step one, search for Stopfinder in the App Store or Google Play. Step two,
activate your account using the invitation email from Fort Worth ISD. And finally, step three, you're all set. You now have full access to your students transportation information. So don't wait. Download Stopfinder today and travel with peace of mind knowing
exactly where your student is at every stop. [Music]
[Applause] [Music] Have you guys seen the new ID badges that everyone's wearing? Yeah, I heard that we have to wear them like every single day. No exceptions. I guess we're official now. Starting this school year, every student from elementary to high school must wear
their school ID badge every day. Wear it around your neck using the schoolisssued lanyard. Wearing your badge in your pocket? Not going to cut it. On your hat? Not even close. And sorry, no stickers, glitter, or customizing. It's got to be clear and readable. Your badge helps speed things up in the
lunch line. Just scan it and go. Need to check out a book? Your ID badge makes it easy. Hello. I'd like to check out this book. Good to go. All right. Thank you. And most importantly, your ID badge
keeps you safe on the bus. It lets your parents know exactly when you get on and off. It also helps us know who's on campus and helps during emergencies. Badges aren't just rules, they're tools. Show it. Wear it. Own it.
[Music] Welcome to Meechum Middle School. I'm principal Melissa Rancone and it is my distinct honor to welcome each of you to
our beautiful campus. Mechum Middle School is a special place. It's our home and it's irreplaceable in the hearts of our students, families, and many alumni. We are honored to welcome you and share this groundbreaking experience today. This project honored the past students,
families, and community richness of our Diamond Hill community. You know, this groundbreaking is especially meaningful to me. And it's so meaningful because my parents once walked the halls of Meechum Middle School.
Right now, Meechum is going through such a evolution of having renovations and a new structure to really put our students in a facility they deserve. Two and three. Today we celebrate more than
groundbreaking. We celebrate the power of education, the strength of community, and the promise of tomorrow. Let's build something extraordinary together. [Music]
We're so honored tonight to be here to honor this group of finalists, but just not for the individual accomplishments because we all know that um what we do day in day out is really about teamwork and being a team. Our 2024 25 teacher of the year winners
in the elementary category, the winner is Sarah Herrera, Greenbire Elementary School. I've been lucky enough to work with some amazing teachers who have inspired me and mentored me throughout my teaching journey. And now for our secondary
teacher of the year and the winner is Casey Dobbins, Diamond Hail Jarvis High School. To my students, you are my reason, your grit, your joy, your artistry. You push me to bring my full self every single
day. You make this work worth doing. And to every educator in this room, thank you. And now, our 20242 assistant principal of the year winners. In the elementary category, the winner is Dr. Elizabeth Foreman White, South
High Mount Elementary School. [Applause] It's an honor and a privilege to serve the students of Fort Worth ISD, but it's also a huge responsibility. I believe it's also our duty to give students a magical place to go to school where they
feel safe and cared for. School should be places of joy and happiness in addition to the academic learning. And that goes for the kids and the adults. And now for our secondary category, assistant principal of the year. And the winner is Paulo Rodriguez, Southwest
High School. [Music] I tell my kids every day, you you were built for a purpose. Walk with it. And then it is our job. It is our responsibility to give them an opportunity, an opportunity to challenge and encourage them and help them reach
their potential. Whether it's fostering a culture of inclusivity, supporting a student through a challenging time, or just sitting with them at lunch and helping them with their homework, each day presents a moment to make a meaningful impact in their lives. And now our 202425 principal of the year
winners in the elementary category. The winner is Charlotte Stton CC Moth Elementary School. To my principal colleagues, I stand here today representing all of us for our hard, tireless, and stressful moments.
But it makes it all worthwhile when we know that we are champions for our students, especially when we see them smile and grow academically every day. Now, in the secondary category for principal of the year, the winner is Dr.
Shauna Barrett, Jac Middle School. I am more than honored to be the principal at J. Martin JK Middle School. When I first became principal, my grand he said, "Did you know Mr. Jack
A was my grade level principal?" And she said, "When you walk in there, don't think about anything else but restoring his legacy." And I want you to know that we are doing that every single day. This
evening really has been a celebration of excellence and success for each of our finalists, but for our students to have this kind of talent in front of them every single day. So, thank you so much from bottom of my heart.
Fort Worth ISD offers your child the start they deserve. We help your little one build a strong foundation focused on academic and social emotional skills. One that prepares them to explore and maximize every opportunity. Free allday prek classes taught by certified teachers trained in early education and
child development. Your child's future starts here in Fort Worth ISD, where the best begins. Visit fwisd.org/prek to learn more. This event is a culmination of our pickle ball program that we've been running through the forward after school
program. We have 18 schools and we have about 56 students. It's not competition but they're being able to play against each other in a friendly manner. It's like tennis combined with Batman. It's a little bit easier than tennis and
the great thing is that anyone can play. You get to meet new people and like don't try and like you can try to make friends with them. I think this helped them get, like I said, out of being in a box or in their comfort zone. Learn how to deal with things that are normally
not their norm. Every time I play a game, there's a lot of moving, a lot of moving, and I'm energetic, and I'm always energetic to play kick over. If they're active, then their minds are working. And so, the more they're active, then we can they can focus more when we want them to do school work.
This is an event that some kids never had the opportunity to try before. Something new for them. You can tell they're very excited. They're happy. They're having fun. They're learning what it means to be a part of a team. I like playing the game with my friends because we get to have great teamwork and build our connection while playing.
They take away friendship. They take away sportsmanship. They take away just having a good time. At the end, you get to touch paddles and then like you get to tell people how good they were. Play the box. It takes a team to educate a child. From
the bus drivers who safely bring them to school to the dedicated staff who keep everything running long after the bell rings, every role is essential in shaping a student's future. Fort Worth ISD needs you and your unique skills. Whether you're teaching in the
classroom, supporting behind the scenes in IT, preparing nutritious meals, or teaming up with our classroom heroes, there's a place for you here. Apply today and start building a brighter tomorrow for yourself and the students you'll inspire. Because Fort Worth ISD
is where the best begins. welcome each of you to our beautiful campus to celebrate something so wonderful. Rosemont Middle School is a special place. It is our home and it is irreplaceable in the hearts of our students, families, and many alumni.
We spend a lot of our time at school meetings making tough decisions. But then we get to have days like today. We get to have days where we celebrate making the campus even a little better for our students. Congratulations. Quizlet Middle School is such a
beautiful campus. Um, it opened in the 1930s and you can look at the architectural building here behind us and then how we have taken one of our newer buildings and now we're getting ready to make this into a beautiful single campus with the help of Hucklee
and Reader Construction as well under our 2021 bond renovations. Today we're not just breaking ground, we are planting the seeds of possibilities for generations to come. It is a powerful moment to stand here at this heart of
this school knowing that what we begin today will shape the future of students, educators, families for decades. [Music] [Music] So today I get to talk to you about what
our board members do for us. And remember, they make things happen here for our school. It's just giving back to the community. I just want all our students to have the same opportunities that I have. Favorite part of Fort Worth ISD is always the students, their parents, the amazing
faculty that work with them. Is the people just filled with phenomenal people from the educators within the actual buildings of of our district. I think that a board member is when they direct telling people how we
want our schools made. I think they make very important decisions. They help the school and they help the kids learn and everything and make it fun to learn. Do you think being a board member is fun? Um, not exactly because they do a lot of things
that aren't so fun. That are not that fun. I want you guys to tell me what you think the school of the future is going to be. Things I want to see in my school in the future is like people helping the young kids more.
I think I would like more recess. I think school in the future should have soccer foods, more reusable things that you can keep that you don't have to throw away all the time for they could add um more swings and uh plus they could make the lunch earlier
because lunch is a little late. Our board member has come by our campus and you've had the opportunity to talk and to share your ideas. All the kids were in the cafeteria and they all had big signs and posters up saying thank
you, we love you. He is the one who is providing for our school. Our board member puts your thoughts into action. I think they should be doing stuff to that benefit students to
have a more comfortable place in school. chairs that's up high instead of being real low cuz some people can't see with chairs low. What I do is like drones so they can go around the school like security cameras to check what like classes are doing if
they're doing their jobs and stuff. Security cameras and more AI and technology. More a I don't know AI. I'm pretty sure there will be robots teaching kids on how to
learn and stuff. You think robot teachers is a good idea? Yeah. How come? Cuz they could translate to other children. I would rather had a a real person teaching. Um I'm here cuz I want to make a difference for for all kids in the
school district and uh want to do what's right by them. They're incredible young people that that uh I'm happy to turn this country over to them anytime they want it. Have you ever thought about being a leader? Yes, I actually have. You want to be a leader someday? Yes, I have. I have thought about being
one. What do you think makes a good leader? Somebody who's independent and can teach other people and lead them. I help my parents. Yeah, that's good. And and they they're not asking you to do it. You just do it on your own. Yeah, that's pretty good.
I'm going to paraphrase the quote, but it said, "At the end of my day, at the end of my week, at the end of my life, I want to be able to say that I contributed more than I complained." My teachers from INA to Pasco High
School care so much about me that uh help me to become the person that I am. They don't pay board members and they're doing everything for free, but they have to decide everything. and it's hard to decide for a lot of
things. I think there's no better way than being boots on the ground working with the community um to help you stay connected. And so each time that you have the opportunity to speak with your board
member, you get the opportunity to voice your thoughts and what you think should happen here in Fort Worth ISD. And I want you to put all of your creativity to task and to show what you think our
future schools are going to look like. Seems to me like you're all about fun. Yeah, that is true. So, what would you tell somebody that's spending all that time and not getting paid for it? Thank you for your leadership.
[Music] [Music] and welcome to Fort Worth ISD's second annual signing day. Today, college seniors from prestigious institutions will sign letters of intent to launch their careers in Fort Worth
ISD. Today is the first day of a career that you don't even know how it's going to turn out. It's can turn out any way you choose it to be. It can be as much as you want, as little as you want. But I will tell you the one thing that will fill your heart every day, and that is
the students you're going to serve. Our very first for 2526 letter of intent. Adriana and Brienne, you may now sign your letter of intent. Woohoo. I knew that I wanted to teach little children because I liked how they were so pure and eager to learn. I also have a
younger sister, so I like to play school with her. So teaching was always in my blood in some way or form. Signing that piece of paper does not make you an educator. You are already educators. You are already doing the work that makes a difference for students. Signing
that paper makes you a part of our Fort Worth ISD family. What the teacher pipeline does with TCU, Texas Wesland, UTA, and especially Texas Tech really gives us an opportunity to work side by
side, hand in hand with our future teachers. We have to dedicate to oursel as well, not only our students. We have to know the balance between taking care of ourselves and when we do, we give more to our students and we just become a better person overall. the University
of Arlington. Yaida Martinez and Andrea Ayala, you may sign your letter of intent. Want to tell you thank you on behalf of Fort Worth Independent School District for picking us to start your educational journey.
[Music] super super excited to be here and it is my distinct honor to welcome each of you to our beautiful campus. It is both a joy and privilege to see you here on our campus today to celebrate something really really wonderful.
On a count of three, we're just excited for what our students are going to be able to experience in this renovated campus and with a lovely um addition to it as well. One, two, and three. We get to meet the children that we're serving and we get
to stand by them as we dream of a better district for them. I cannot wait to see what the students at Riverside Middle School will accomplish in the spaces we are about to create. Thank you. Let's dig into the future because it starts
right here, right now. [Music] Come on team. Big smiles. These kids need supplies. We're going to pack 2,000 backpacks. I was talking to our friends at Fort Worth ISD uh just before that. This is by far
their biggest project. They're doing the donation. I said, "We will do this so fast. We will blow your minds." There are six different items that will go in the backpacks are a box of Kleenex, a ruler, a pack of markers, a pack of crayons, a pencil pouch, a preprinted note from American, and the two
highlighters. So, these backpacks are going to go to middle school kiddos. So, we are happy to step in there. Pencil bag. I can feel my presents. Markers, tissue, and two highlights. You've heard the saying, it takes a village to raise a child. We're so blessed to have American Airlines within that village with us. School starts on
August 12th, and we will welcome 70,000 students back to our hallways and classrooms. And thanks to your donation, 2,000 middle school students will have supplies and backpacks they need to be successful next year. It makes me feel amazing. American Airlines and forward.
[Music] [Applause] This is our kickoff for this school year. We have over 250 bus drivers. We have over 100 monitors and this is our grand kickoff for the 2526 school year. Miss Dole, Anna, Miss Dole, you are the
next contestant on the Price is Right. Normally, they'll have this like in an auditorium. People will sit there. We'll have speakers. This time we wanted to make it fun like a talk show game show from classic8s style. The winner of 16
is Melan. [Applause] We can't stop smiling. Like I walked in here, I started smiling. Have not stopped smiling yet. Today to start this thing up, we want to acknowledge all of our new hires. Y'all come on up here. These are all our new
drivers. Back in April, we started having weekly job fairs and we've hired over 40 drivers. We have no driver shortage and that's the first time I think in a long time that we've been ready for the school year. We go. We're happy to partner with Fort Worth ISD. Higenbotham is located right here
in Fort Worth and we feel it's really critical to partner with the local community and give back to the local community that we support and that supports us as well. First ones who see our kids, they're last ones who see our kids at night when they drop them off. and I can't thank them enough and how much they mean to us
in Fort Worth IC. [Applause] Super exciting and totally unexpected. Hello everyone. What is happening West Cliff? All right. What's your phone number? I'm very excited.
Y'all ready for the school year? All right. We appreciate everything that y'all do as teachers, but we do have a little surprise for y'all. Are y'all ready? All right. So, Office Depot and Boise
partnered together to get y'all a $20,000 shopping spree. Let's head on out. You have $500 to spend today. We're so overwhelmed right now. We're just excited to be here. It's amazing to give
back to the community that we collect donations for day in and day out. And it's nice to see that it's actually worth it and that we're, you know, we're getting the right people and the the right people that need the help in here. Coffee. Look at it on the list. I don't care, but I have a carriage and teachers
need coffee. So excited. This means so much to us. Ink for my printer because it's been telling me I'm out for a while. And then I've gotten a journal and I'm trying to figure what else out. I just don't even know. 15 5y olds that would love
your total is going to be 49680. [Music] [Applause] [Music] [Applause] We are doing our storytime train on text
rail. This is the first of its kind here in Fort Worth. Oh, all aboard. We have over 400 people registered today. So, we're excited. This is my pleasure to introduce our celebrity reader, Dr. Karen Molinar, Forward ISD
Superintendent. Just In accordance with the open meeting law, the board opened the meeting at 5:32 p.m. with the quorum present. recessed open session, convened executive session, adjourned executive session, and now reconvened open session at 9:38
p.m. With the quorum present, we are up to consent agenda items. As board president, I'm making the following statement in accordance with board policy BB8 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 the consent agenda items? You don't have anything, right? All right. Do I have a motion accepting consent agenda? So move.
Trusty Jackson, do I have a second? Trusty Dar, any discussion? Please move to voting. Okay, there we go. Please move to motion passes 90. We are moving to
action items. We will go to action item B, approval of appointments to the board audit committee. Do I have a motion, Trusty Dar? I move to nominate Trusty Jackson, Trustee Dr. Rodriguez, and Trustee Dr.
Ryan to the board audit committee and nominate Trusty Lebanonos as an alternate member. Do I have a second? Trusty Bridges. Any discussion? Please move to voting. Motion passes. 90.
We will now go on to next item is G. Approve resolution establishing a local school library advisory council. Do I have a motion? Trusty Phillips and Trust Trusty Jackson. Any discussion?
Please move to voting. Here we go. Sorry about that. 90. Motion passes. We are now at H. Approve board appointments to the district advisory committee or DAC. Do I have a motion?
Trusty Jackson, do I have a second? Trusty Phillips. Any discussion? Please move to voting 90. Motion passes. Next item. I approve ratification of me memorandum of understanding for school security
services for the 2025 2026 school year. Do I have a motion? Trusty Dar second. Dr. Ryan, do we have any discussion? Please move to voting. 90. Motion passes. We're at J. Approve
revisions to board policies CH local and CV local. A waiver of first reading. Do I have a motion? Trusty Jackson. Do I have a second? Trusty Linos. Any discussion? Please move to voting.
90. Motion passes. Next items. K. Approve the renewal for translation and interpretation services for district-wide usage. Do I have a motion? Trusty Dar do have a second. Trusty Phillips. Any discussion?
Please move to voting. 90. Motion passes. Item L, approve the ratification of digital resource and professional development. Do I have a motion? Trusty Dr. Ryan, I have a second.
Trusty Dar. Any discussion? Please move to voting. 90. Motion passes. Next item, M. Approve adoption of K a K through five reading language arts
program. Do I have a motion? Trusty Dar, do I have a second? Second. Trusty Lynch. Any discussion? Trusty Bridges. I I want to say this first just for the
record. And this is from a personal standpoint. I'm a born again Christian. And I say that proudly and I'm very passionate passionate about that. And just as much as my passion about my
relationship with God, I am as passionate when it comes to a separation between this church and state. I think that is in my opinion
that is uh that's a line that we I'm I'm really I I have a difficulty of crossing and the many years I have I've worked with young people I've I and I say this and I'm gonna
exaggerate this number. I've taken hundreds of kids to church with me. Not one time I've ever taken a kid without getting an approval from his parent or somebody that I know that was okay with that. And in the many years
that my relationship with these young people, there was no scripture in the office or anything like that, but young people who would come to me because they would notice my relationship with my wife, how I
interacted, my relationship with my children, how I interacted with them. And why am I saying that? I think that sometimes it's in our life walk what we do that makes a difference and I don't
want to be perceived that I'm against I'm I'm against the Bible and some the the references to the Bible and the school. I just don't think this is an eye statement that the school is the place for that to happen and based upon
that I I cannot vote to support this. Any other discussion? Please move to voting. Motion passes 63. Next item is in approve authorization to negotiate and enter into a contract with the general contractor for elementary
school number two replacement at Madre Walton site renovations in conjunction with the 2021 capital improvement program. Do I have a motion? Second. Trusty Phillips and Trusty Jackson. Any discussion?
Please move to voting. 90. Motion passes. Item O, approve authorization to enter into contracts for job order contracting and services for the 2021 capital improvement program. Do I have a motion? Trusty Dar. Do I have a second?
Trusty Jackson, any discussion? Please move to voting. 90. Motion passes. Last item is P. Approve purchase of insurance for student devices. Do I have a motion? Trusty Lewin, do I have a second? Second.
Trusty Bridges. Any discussion, please move to voting. 90 motion passes. The time is 9:48 p.m. and this meeting is adjourned. [Music]
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