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[Music] [Applause] Come on. Good evening. I'm calling this meeting to order. The time is 5:31 p.m. In accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551,
this meeting is officially open with the quorum present. We will now move to our pledge, vision, and mission statements which will be led by Arlington Heights High School JOTC cadetses. Please stand for the pledge of allegiance. I pledge allegiance to the flag of the
United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Now honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and
indivisible. You may be seated. >> Fort Worth ISD vision, igniting in every child a passion for learning. Fort Worth ISD mission preparing all students for success in college, career, and community leadership. Thank you. I will now turn it over to
our chief of communications, Mrs. Tenon, for our recognitions. Good evening, President Martinez, Superintendent Dr. Karen Milanar, and all of our trustees and guests here with us tonight. Tonight we have an incredible honor of celebrating three outstanding groups who exemplify
exemplify the very best of our district's talent, dedication, and spirit. At this time, I would like to invite the trustees to come down and prepare for photos with our very important students with us this evening. And for the audience, we ask for you to
please hold your applause until the end of each group so that each student's name can be heard as we recognize them for being with us here this evening. We want to kick off this evening with welcoming our fantastic greeters from
the Arlington Heights High School JOTC. These exceptional cadetses represent the future leaders of tomorrow and embody the spirit of leadership, commitment, and community service that makes JOTC so vital. So, let's show our appreciation
for the students who are with us this evening. Leading us for the pledge, Cadet Lieutenant Commander Aiden Bloxom. Giving us the vision and mission, we've got Chief Cadet Chief Hillary Garcia. And our greeters this evening, Cadet
Petty Officer Howard Harris, Cadet Petty Officer James Woodworth, Cadet Seaman Ontario Ross, and this program is led by retired Senior Chief Reggie Williams and Commander Lance Fiser.
[Applause] Yes, we want the spotlight on you young people right front and center. Thank you. >> Thank you so much. Cadets, you are dismissed. Next up, we have Miss Elena Gil, a
junior at Pascal High School. She won first place in state UIL Barbara Jordan historical essay competition. Her essay was on Dr. Annie Webb Bllandon, champion of rural Texas literacy. The focus on Miss Bllandon's contributions to
education and superintendency, showing Texans that women could do well even if given the opportunity to lead. Elena is a member of the Pascal Whiz Quiz team and placed first in ready writing, science, and literary criticism at the
district UIL academic meet. She is an avid reader, spectacular in math and sciences, and qualified for regionals as a member of Pascal's UIL mathematics team. Way to go, Miss Elena. Congratulations.
[Applause] One, two, three. Thank you. >> And lastly, we have Miss Chile Watson Sanchez, a 10th grade student, also at Pascal High School. As a current life scout working to make an impact with her
Eagle Scout project, she found inspiration close to home at the Todd Theat's technical booth. Her goals were to improve safety and visibility by building a platform to elevate the floor and installing two new windows with the help of campus leadership, maintenance
team members, and the theater program booster club. The renovation was a great success that will enhance the technical theater operations as students work to bring shows to life. We are grateful for you and your work, Mrs. Chile. Thank you for giving back to our community.
Congratulations. and trustees. That concludes our recognitions for this evening. Hi, nice to meet you. >> No, you're great. How are you? All right. At this time, we will hear public comment addressing items on the agenda as well as items of a general
nature or topics not specifically listed on the agenda. Let me remind you that because of restrictions by the Texas Open Meetings Act, board members may not engage in a verbal exchange about a subject that has not been posted. We will listen and take notes, but the board is prohibited from responding to any inquiries made during a board
meeting on any topic not posted on the agenda. However, the board may reply with one, a statement of specific factual information given in response to the inquiry, two, recitation of existing policy in response to the inquiry, or three, direct the person to visit with staff about the issue. No presentation
may exceed two minutes tonight 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 the speaker begins speaking, the time clock will begin. Our first speaker tonight is Dion Buger, followed by Chrissy Thumill.
>> Good evening, President Martinez, Superintendent Molinar, distinguished board, and guests in Fort Worth. ISD community. I'm here tonight to present a letter of appreciation and commendation uh on behalf of all proad and family first. I extend our deepest gratitude
and commendation to Fort Worth ISD for its continued leadership in advancing family engagement and supporting father focused initiatives across your district. The collective efforts of your district's leadership, parent partnerships, family engagement specialists, and community partners like
Sedexo have made an incredible impact in the lives of students and families throughout Fort Worth ISD. Your ongoing commitment to strengthening family school partnerships reflects the district's dedication to ensuring every child feels supported, seen, and
connected. Through initiatives like Alproad, Fort Worth ISD has created intentional spaces where fathers, grandfathers, uncles, and male role models come together to build meaningful relationships with their children, fostering a cultural a culture of
belonging and academic success. This commendation acknowledges the inspiring collaboration between Fort Worth ISD and Alproad, which supports campus improvement plans, multi-tered systems of support by providing structured opportunities for father engagement, reinforcing social emotional
competencies, and enhancing school climate. A heartfelt thank you to the man standing beside me, Christopher Cohen, parent partnership specialist, for his unwavering efforts and dedication in collaborating with the family engagement specialist to connect families with resources and opportunities to strengthen their
involvement and to make all proad a success here in Fort Worth ISD. To the students and families of Fort Worth ISD, your participation, enthusiasm are what brings these programs to life. Together, we're building stronger, more connected community. One that empowers fathers and
families to engage meaningfully in the education and growth of every student. On behalf of all proad and family first, thank each and every one of you in the Fort Worth ISD community. Thank you. >> Thank you. Next speaker, Christy
Thumill. Hello, I'm Chrissy. Thank you for the positive changes in the district. I have some suggestions concerning technology. Please boost security and adopt a student device repair program. Students can bypass controls to access restricted
websites. You can improve security by placing restrictions directly on the firewalls versus relying on profile restrictions. Uh computer literacy is learned through programs like ilead. uh we can try and get some of these kids off Minecraft and graduating with CCNA
and C A+ certifications. Let's try and uh return to paper assignments uh unless the curriculum requires computers in a controlled environment or someone has required it by an IEP. Um I would like to see Fort Worth IC encourage additional nonprofit
uh transparency. Nonprofits can improve transparency by making their financial documents like IRS form 9990 and annual reports publicly accessible on their websites, similar to what T3 is doing. Uh public uh clearly detailing how donations are used to fund programs and
sharing their impacts and challenges uh through accessible communication channels like newsletters and social media. Uh please consider leaving on the AC for custodians and security over the summer. they would be more comfortable and we would see fewer breaks when school
starts, considering finding a partner in the community to donate standby HVAC services every August. Finally, speaking as a mother who's been homeless and down to my last dime, please don't let poverty be a reason you don't ask for participation from parents.
Doing for others provides meaning, joy, and invites blessings in someone's life. When I have nothing else to give, I can give my time, uh, encouraging word and a smile. Please keep finding ways to get parents involved because it matters.
Thank you and have a good evening. Thank you. Next speaker is Ruby Jackson, followed by Tina Thompson. Good evening. Good evening, members of the board. My name is Ruby Jackson and I'm a retired
educator with over nine years of experience teaching reading to our vulnerable learners. and I was at MM Walton Elementary right here in Fort Worth, Texas. Tonight, I'm here to ask you to reinstate the reading mastery program across the school district. The
latest assessment shows that our third grade readers are reading below level. This gap not only hinders academic achievement in all subjects, but it also erodess the students confidence and engagement. And
I think that's very important. Reading Mastery is a structured systematic phonics program designed for direct instruction starting with preK. Yes, preK. PreK. PreK students can read. In
the year 2001, I participated in a year-long documentary project called A Tale of Two Schools, and it was at MM Walton teaching low performing readers using the reading mastery program. Now the results of that at the year's end
average readers was reading fluently and obtained comprehension 85% of the students moved up at least one level of reading. Students show newfound enthusiasm volunteering to read out loud and
choosing more complex books and I think that's very encouraging. After returning from the school district, I opened up a daycare, beginners unlimited, and I implemented the reading mastery program as part of my daily curriculum. Why?
Because it works. I used it with preK and elementary students, which was a success. Excuse me, was a success. Reinstating reading mastery is not just a program choice. It's an investment in our children's future. The goal is to
develop strong reading skills. Is that it? Okay. Thank you. >> Thank you. Thank you. >> Tina Thompson will be followed by Cheryl Booker. >> My name is Tina Thompson and I am a parent of a former student who benefited
from the success of the reading mastery program. I stand here today to strongly encourage the return of the reading mastery program in our grade schools. My perspective comes not only as a parent but also as someone who has firsthand knowledge with a lasting impact that
this program can have on a child's education and confidence. My daughter began the reading mastery program at the age of four. At that critical stage of early development, the program's structured and systematic approach to literacy provided her with a strong foundation in phonics, vocabulary, and
comprehension. This early start gave her both the skills and the confidence to enter kindergarten. not just as ready to learn, but eager and excited to learn. Because of reading mastery, learning to read was never a source of frustration for her. I can still remember finding
her late at night reading under a small light after bedtime, not because she had to, but because she wanted to. The program instilled in her the belief that reading was fun, meaningful, and achievable. Throughout her elementary years, she thrived in kindergarten
through 2 grade. She consistently excelled in her class, winning spelling bees and confidently volunteering to read aloud in front of her peers. Even as an only child without older siblings to model language or vocabulary, reading mastery gave her the tools that she
needed to stand out. As she advanced into a more competitive public school, the foundation she had built through reading mastery allowed her to remain among the top students in her class. By middle school, she consistently achieved mastered grade level in all of her core
subjects. In high school, she earned advanced academics performance on state assessments. Today, she is a successful university sophomore, awarded honor scholarships that cover most of her tuition and living expenses. In short,
reading mastery at the age of four gave my daughter an era literacy advantage that shaped her academic journey and instilled confidence in her. Thank you. [Applause] Thank you. Next speaker is Cheryl Booker
followed by Rosalyn Hubbert. Good evening. Uh I will be speaking on literacy. Um and I think I thank you for the opportunity uh I thank you for the opportunity to share my experience with reading
mastery. As an elementary teacher, I use reading mastery with first through third graders. And I also saw its impact with my own three daughters. The program didn't just teach phonics. It built confidence, fluency, and true
comprehension. My students and my daughters learned to read with flow and understanding rather than with by word by word. One of my daughters, strong in math, excelled even more because she could fully understand word problems.
All three of my daughters became confident readers in the and the same was true for the students I taught. Today, many schools are struggling without programs like this. If we truly want no child left behind, we must give
them the tools to read. and reading mastery works and I believe it deserves a place in the schools. Thank you. [Applause] Next speaker
Roslin Hubert is followed by Wanda McKenna. Good evening to all. I want to take a few minutes to talk about the importance of reading mastery program. I'm going to read straight from my deal because I don't want to get off board. Um and why reinstating it in our
schools would be such a powerful step towards our students. Um reading mastery is a researchbased structured literacy program that has been proven effective for decades. It uses explicit systematic instruction to help children build strong foundational
skills in phonics, literacy, vocabulary as well as comprehension. What makes it unique is its ability to reach all students um and all learners whether the child is struggling on grade level uh whether the child is advanced or the
program provides clear steps on how to build confidence and measurable u progress in their learning. One of the most compelling aspects of reading masteries is that it closes the gap early. Students have been shown have shown that stu it has been shown that
students who use the program are more likely to meet grade level benchmarks require less remedial later on and demonstrate stronger performance in other subjects. Because when a child learns and reads fluently, they then
learn, they can then read to learn and then change that changes everything. Um the program really made a special impact on my family as my son James participated in reading mastery under uh
Miss Williams and I saw firsthand how it transformed his academic journey. Before starting uh reading mastery, James struggled with reading and often uh felt discouraged. But through the structured lessons and consistent reinforcement, he
not only caught up with his peers, but he also gained a new sense of confidence in himself. That confidence extended beyond reading. He became more engaged in class, more willing to try, and more successful across all of his subjects. uh reading mastery gave him the tools he
needed. >> Thank you. Next up, Miss Wanda McKenna, followed by Laura Ramirez. >> Good evening. You each have a fact sheet before you about the reading mastery program. Dr. Molnar, thank you for your
email response yesterday regarding the implementation of the program in Forward ISD. Although we've never met to discuss the implementation of it, on March 27th, I did request that you meet with the three teachers and current educators who participated in the 2003 PBS
documentary, A Tale of Two Schools, that featured reading mastery being successfully implemented at Walton Elementary, a predominantly African-American campus. I never received a response. On April 7th, after the read to win presentation, we did have a brief in-person exchange about
the implementation of the program to which you suggested possibly doing it as a forward after school pilot program at Walton, which I eagerly affirmed. In your email yesterday, you reiterated that you'd be happy to see how that can happen. Thank you. You mentioned that
the new funnest curriculum, Blue Bonnet, specifically addresses the same areas as reading mastery. like reading mastery. Can it teach a four-year-old who has no knowledge of letters or letter sounds to read? If not, it's not the same. In 2003, after using reading mastery at
Walton for the past few years, 86% of third graders met reading grade level per the TS state assessment. In 2025, 86% of third graders at Walton did not did not meet reading level according to STAR. The question is, why would this
bow or whatever entity cancel a program that clearly was working and obvious obviously replace it with some that did not? I'll let y'all ponder that the reading mastery program must be brought back to forthd students now and will be
brought back brought back with or without the district support. Thank you. [Applause] >> Thank you. Laura RmIrez is next speaker followed by Boach Willoughby. Good evening members of the board. My
name is Laura Ramirez and I am here on behalf of my son Elias, a fifth grader at WJ Turner Elementary. Nationally, one in five students reports being bullied at school. Victims are twice as likely to dei to develop anxiety and depression and two time 2.5 times as more likely to
have suicidal thoughts. Suicide is now the second leading cause in children ages 10 to 14. This is not just a a statistic. This is what my son faces every day. Since third grade, my son has been targeted by the
same student. On August 19th, we are now in fifth grade. That would mark the fifth physical assault. Each time I reported it directly to administration, each time nothing meaningful was done. And it is not just my son. There are other students that he
has targeted as well. This is bigger than bullying. This is a systematic failure that WJ Turner has failed to protect my child and every every other child in that classroom. Under David's laws, schools are required to prevent bullying, separate aggressors, and provide counseling. WJ
Turner has failed on all counts. My son was never offered mental health support. No restorative practices were implemented, and I was never notified first by the school. only by my son or other parents. Meanwhile, the aggressor remains in the class without any consequences, and my son, the victim,
has been kept home for 5 days for his own safety. His absences are still being marked as unexcused, even with a doctor's note. My demands for this board, immediate separation of the aggressor and my son, mandatory counseling and restorative
practices put in place for both students to address trauma and prevent reoccurrence, clear enforcement of David's law, review and revise Fort Worth ISD bullying policies, attendance correction for all days related to safety concerns, a written timeline for
corrective action. The time for excuses is over. my son and everybody every student in Fort Worth ISD deserved better. [Music] [Applause] >> Thank you. Next speaker is Bob
Willoughby followed by Amanda Ana. >> Hi. Well, I guess heard a lot of people want transparency. They want the kids learn how to read and that kind of stuff. That's good. But what's missing through our whole system that favored our city and our country is honesty, respect,
and technically moral values that we're not getting. Not one of y'all have answered any of the questions I put forward over the last uh even goes back years. Some pretty simple cosmetic questions and you didn't answer those either. That's something I learned a long time ago, not trust people that
don't answer questions. That's what we need to teach in school. teach these kids that when they grow up, what do you which would be better? If you had to make a choice, a kid that could read or a kid that's honest, say you had to choose one. I mean, you had to choose one. Which one do you think would be the
best way to go? Honesty or can read? I'm going to go with honesty. Honesty will get you through the gates of heaven. Reading may not. Okay, that's what I think. There's no honesty. And that's what's missing through our our commissioner court, our city council,
the mayor, and all them. No respect. No respect from this board. I've asked you to open the schools up to allow us to campaign in them. They're just an empty building on the weekends and they're conveniently located right in the neighborhoods where you can get people involved because our voting is so low. 1% on the commissioner court and they're
whining about the redistritis. Well, I told the woman in district 2, I said, "You're whining because of redistritising. So, you're only saying you can get elected because you're a Democrat or because you're black or because you're a woman. That's it. How about qualifications? We don't hire people. None of these office for
qualifications is what's missing through our whole system. And it starts off first thing answering questions. So, no, I learned not to respect people that don't respect me. And you've never answered a question. That's disrespectful as can be. So, I'd like for I don't know what to do. Ain't nothing much I can do but keep coming
down here and bitching. So, I'm going to keep doing it. Maybe someday someone will I hope someone run for school board, a decent person that will answer questions. Thank you. Thank you. Up next is Amanda Nay followed by Ernie Moran. [Applause]
Good evening. I remember sitting in this boardroom in March when two of you asked and were promised that the curriculum and the IPC's would be delivered on time and be of good quality. They were not delivered until the Friday after new teacher began. We could not interact
with curriculum during training. In several instances now in the only six weeks that I have available to me, learning objectives on the daily IPC do not align to the state standards. In many cases, the demonstration of learnings do not align to the depth of
the state standard. We have all now have all the teachers using this and I'm very worried that this is going to lead to loss and no gains. may be backwards and many several vital parts of the lesson are removed which children need to
bridge what they're learning to application. You cut my reading block in half. Elementary, bilingual, some middle school and high school courses started without any curriculum or unfinished curriculum. You tell me that I shouldn't um waste any moment in the classroom.
Yet here we are wasting moments. Now the district is scrambling offering teachers to write curriculum, building the plane as we fly it. If we are truly focused on literacy and beyond a piece of paper, then why are librarians and dyslexia
teachers split between two or three campuses and our most high need and most underperforming campuses? This does not make sense to me. In the past two weeks, over 20 teachers, many of them TIA, have reached out to me
that say they're going to leave by the end of school, if not January. It's all over social media, too. We cannot afford this loss. We were promised non-negotiable apps such as I Ready and Mayion, so the children could access reading and math help. These are
nonoperable for students as of today. This is unacceptable. If I showed up this unprepared, I'd be on a growth hand and not to grow me, but to grow me outside. Thank you. Ernie will be followed by Sabrina Ball. I want to acknowledge that we are on
land seated and shared by Toakani Kikapu Jumanos Witch Comanche Nations. Let's begin by saying that we are living through a very dangerous time. Everyone in this room is in one way or another aware of that. We are in a revolutionary situation. No matter how unpopular that
word has become in this country, the society in which we live is desperately menaced not by Cruchef but from within. To any citizen of this country who figures himself as responsible and particularly those of you who deal with the the minds and hearts of young people
must be prepared to go for broke. Or to put it another way, you must understand that in the attempt to correct so many generations of bad faith and cruelty when it is operating not only in the classroom but in society, you will meet the most fantastic, the most brutal, and the most determined resistance. There is
no point in pretending that this won't happen. James Baldwin wrote a talk to teachers in 1963, and those words are as relevant today. It's my 17th year in the classroom. And he might as well have written that 5 years ago when we started telling you that the extremists were
creeping in and they were knocking on the door and they've burst through. Whether it's our curriculum, whether it's our mental health uh services for students, you you're ignoring what needs to happen because you're trying to appease that side. And as we've seen at the commissioner's court and at city council and all around this community,
that bully is not going to go away if you appease it. That bully is not ever going to be satisfied. They are going to want and want and want and want more and more and more. And if you don't stand up to them, this institution as we know it is going away. I beg you to have some
courage. My 12-year-old went last week and spoke to the state uh to the House Public Education Committee about STAR testing. I pray that you grow some of the backbone that my 12-year-old has. Thank you. >> Thank you. Sabrina Ball will be followed
by Scott Blanco Davis. The chicken or the egg? That's always a question, right? Who is to blame for how we got to a potential takeover? I grew up in public school. My kids are in it. And I'm going to blame the chicken. That's the state. But you are not free
from blame. Who needs a takeover when you can do the work for them? The destruction of public school only works if you comply. Time and again, they demand you use their methods, their curriculum, their test, and you say, "Sir, yes, sir." Even as kids flee public schools, their system is failing
by design, and you are paving the way. Some of your most qualified high school English teachers spent years vetting, improving, and developing a stellar curriculum. They build trust, character, and have exemplary star test pass rates and student placement in AP classes. And
the Friday before school started, you walked in and kneecapped them. You dumped their successful curriculum for a year-long STAR prep based on short reading passages, novels. Why? Because you don't have the capacity to serve the
complex needs of students and evaluate what works. You serve the state that continues to fail us. These teachers are resolved to serve our students in spite of your curriculum. Those kids who aspire to succeed should be given the opportunity to do so, to continue the
success that was proven. One size does not fit all. Families will leave for charters or private schools that get that. Quit doubling down on failure. For 30 years, you've served a master who does does not want us to succeed. Don't you think it's time to serve our kids
instead? You work for our families, not for Austin. I need you to prove it. And because I have a few more seconds, reading mastery works. I have watched that and my kids went through Spanish immersion and it mirrors that and those
Spanish immersion kids pass every star every year. Look at it. [Applause] >> Thank you. Scott Blanco Davis is going to be followed by Jeremiah Taylor. >> Good afternoon. I'm usually here for
students and teachers, but it's a little bit different this time. So, I got to ask a question. Has Fort Worth forgotten the difference between legal and morally correct? Because what's happening to some of our
head custodians just isn't right. My head custodian said I could use him as an example. He's been with the district since 2014. He started at my school in 2017, which is labeled a high school.
They just dropped his salary $10,000. That's a fifth of his salary. And they say because of our numbers, the designation doesn't matter. He's being now changed into an elementary
head custodian. He lost a fifth. That means if he was on a $200,000 salary like some of the people here, he would have lost $40,000. He has set up over the last eight years, nine years, his house payments, his car
payments, he everything in his life, his kids go to our school because they come with him and they're doing awesome. and he's got to re-evaluate all that this year because he's going to be short
$800 or more a month. Look, I understand we need to save money, but this is only going to affect like 10 20 people. It's $130,000 out of a billion dollar budget. What are we
saying to our foundational employees when you can drop their salary arbitrarily? $10,000. He didn't even get his raises and accommodations back. He got a base salary.
That's legal, I'm sure. Is it moral? >> Thank you. Jeremiah Taylor will be followed by Carolyn James. Hello board. My name is Jeremiah Taylor and I'm from the Young Men's Leadership Academy. And I'm here today because my bus is always late. Different year, same
problem. At this point, I'm starting to wonder if it runs on a different time zone. Or maybe it just likes to make a dramatic entrance. Every morning, I'm out here waiting. It feels like I'm waiting for a celebrity to show up. Will it arrive? Won't it arrive? Spoiler
alert, it does. Fashionably late, though. Now, this might sound funny, but this is actually a big problem. I'm late for school every day. Yes, every day. And because of this, I'm missing important class time. I want to be there on time.
I'm not just asking for a limo, but a bus that is supposed to come when it's supposed to. The real issue here is that it isn't just an inconvenience. It's hurting my education. Every time my bus is late, I'm starting my day behind, like showing up to a movie halfway through and trying to figure out the
plot. And honestly, the route feels like it was designed for a sightseeing tour. My bus makes many so many stops. I'm surprised that we don't have a tour guide with a microphone saying, "And on your left, another late student." We want to learn, but the current system
makes it hard. The only thing on time every day is the bell that I keep missing. I'm not trying to set a new world record for most dramatic late entrance in school history. I just want to be on cl I just want to be in class when it starts. So, please help us fix this
because right now my bus and I are in a toxic relationship. It shows up late, I forgive it, then it does it again the next day. Let's break the cycle. Thank you. >> Thank you. Carolyn James is up next, followed by Emily King.
He's a tough act to follow. Good evening. My name is Caroline James and I've been talking to you about identifying and serving students with dyslexia for 14 months now. So much has happened. When Andrew was diagnosed with dyslexia, my first order of business was
getting him the help that he needed. Then my focus turned to other students. Aren't you lucky? I want you to know how much I appreciate our conversations. I appreciate your time and your attention, but most of all, I appreciate you taking action.
When you look at someone's budget, you understand their priorities. Your priorities are clearly on literacy. I'm most excited about 555,000 spent on a phonics program, 29,950 on screening seventh graders for
dyslexia, and 550,000 on serving kids with dyslexia. These are the expenditures that speak to me. These are the initiatives that will serve kids like mine. We're talking about kids, after all. We're talking about kids who spend seven hours a day in classrooms where it feels
like everyone has the keys and you don't even know where the lock is. Dyslexia can be very isolating. When everything depends on being a strong reader and you can't read, school is torture. I'm most excited about finding and serving middle school students who
have dyslexia. I know there is a cost associated with this, both for the resources to find the students and the professional development to train the teachers who will serve them well. This is a bold step. You're acknowledging that there are students who made it to seventh grade without an accurate diagnosis,
and that you're willing to find and serve them. What will it mean when a seventh grader is told, "You know what? We know you're having trouble reading. Your brain works differently. It's our fault we didn't find it sooner, but now that we have, we've got you. Because the
truth is, the fact that your brain works differently means you are a problem solver. You see things the way your classmates don't. We need your unique brain. And we're going to help you get this reading thing under control so you can go off and do great things because that's what they're going to do. Thank
you. Thank you, Emily King. Followed by a sol so good evening board. Um, I'm Emily King. I have five children across the district. I am Terrell, Young Men's
Leadership, and three at Ridgely Hills. I have two dyslexic children. I want to thank y'all for approving more than $300,000 in funding for dyslexia resources. Uh, this is a monumental step forward that will help students.
um both as a parent and as as an advocate, I cannot thank you um enough for your commitment to the future. As we celebrate this milestone, I'd also like to ask for clarity on the timeline. When will this training go into place?
How long do we expect it to be fully in implemented and reflected in the growth and success of our children? Families and teachers are eager to know what the roll out will look like and when we can expect to see these changes and how we will will monitor those changes.
I also encourage us to carefully look at how this funding will strengthen um early identification. Updating our pre-screening process and ensuring that prek and kindergarten teachers receive training will make a world of difference. Educating those teachers who
are often the first to see the early signs is one of the most powerful ways that we can use this investment. Early intervention saves years of struggle for a child and empowers the teachers with the tools that they need to help the students thrive from the
from the very beginning. Um, and if they're able to identify, then they can move forward. they can make those steps to create change and not have to be trying to play catch-up like my daughter is now and start at a
disadvantage. So once again, I want to thank you for this funding and for your dedication to the students in the district. Uh with clear timelines, thoughtful implementation, and a focus on early identification, we can assure that this $300,000 can truly transform lives. Thank you.
Thank you. Amir Soul is followed by Kelly Moreno. Before starting, I do want to request a interpreter. Thank you. Good evening members of the board is your sorry my name sorry I'm saying
I'm sorry my name is and I am a parent and advocate for early childhood learning in our community In the past, programs like advance provided vital support to families and children during the most important years of development from birth to age five.
While we understand the district's decision to take a new direction, many of us remain committed to continuing this important work in our community. And I am excited to share that the parent instructors who previously served our families have come together to
launch a new initiative called will focus on parent development and community support while incorporating proven practices from previous programs that help children and families thrive. Our vision is to empower parents, strengthen
families, and provide children with the strongest possible start for school success. We believe there is room for collaboration. collabor sharing resources, providing access to families, or working together or
training and referrals. We ask the district to keep the door open to partnership for the benefit of our children and community. Thank you for your time and supporting efforts that help families and young learners succeed. >> Thank you.
>> Thank you, Kelly Moreno, followed by Adrien Alexander Haynes. I had a whole comment written up and I realized I didn't really need it because I think the only thing I need to point out is that the ratings have been released and um there are now 10 school
10 elementary schools that have achieved an A rating which is terrific and three of those schools have had that A have managed to achieve that A rating every year since CO ratings I resumed after
COVID. Those three schools are Tangle Wood, Tangle Woods Overflow, Overton Park, and Days of Hollow. Closing Days of Hollow is it's an abysmal decision. This is a school that serves an underserved population, and it's one of
the few schools that serves that population that is thriving. It is doing so well and I and a C-rated district just can't afford it. So, I'm just here to remind you that days of all got another A rating. That's all.
>> Thank you, Adrien Alexander Haynes, followed by Pamela Bennett. And after Mrs. Bennett, our final speaker today will be Josiah Anay. Good evening to the board and president. My name is Pamela Bennett and I'm the family engagement specialist at Edward
J. Brisco Elementary. What I wanted to talk about is saving my campus. We have a lot of people in our community that walk to school. Also, last week we did the walking school bus. So, if you go on our page, you'll see that it is so many parents that walk their schools to
school. We have prek3 and prek4 students that their parents walk. with the distance they walk already, it still takes them quite a bit of time to get there. Those two grade levels will not even be able to get on the school bus even if y'all give us a school bus in our community. Also, we did with the
school bus, we went from apartment building to apartment building. So, we have asked y'all to come out and walk with us, either our morning walk or afternoon walk just to see the distance that they do walk. If y'all do move us to either Morning Side or Carol Peak,
that's a longer distance. Our parents already struggle to get their students to school by walking. That's going to even be a longer distance for them to be walking. Even as I spoke on the last meeting, even though it rains in our community or it's a colder day, our
students still show up for school no matter what time of day it is. Sometimes it's 1:00 or 2:00 when it stops raining, but the students still walk there. The parents still walk there. So, we offer y'all the time to come out and walk with us just to see the distance that they do walk already and the distance that they
will have to walk if y'all move us. Thank you. Thank you. And our final speaker today is Josiah. Hello, my name is Josiah and I just wanted to say that the best
schools are closing and I am taking tests every day when I'm not supposed to and I do not like it cuz it stresses me out and I could learn more
instead of testing. Thank you for your time. [Applause] >> Thank you. [Applause] Thank you for sharing your thoughts this evening. Now we are at um public hearing
public hearing for the 4th independent school district's 2020 32 23 and 4 state comp compensatory education report and at this time I'll turn it over to Dr. Moliner. >> Thank you President Martinez. I'd like
to introduce our CFO um who will do our report today and open our public hearing. So thank you. >> Thank you Dr. Molinar. President Martinez, members of the board, Carmen Art Candelad, I'm the chief financial officer for the district. Uh this evening I'm presenting the state
compensatory education report for fiscal year 2324 that was just filed uh with the state in accordance with its timeline. Just to remind uh you and the public, the state compensatory educ education is a program
that's designed to supplement the regular education programs for those students that are identified at as at risk of dropping out of school and students that are educationally disadvantaged. These funds flow through the uh state's funding formula and they
are accounted for, budgeted for in the district's general fund. The purpose of the state uh compensatory education funds is to increase academic achievement and reduce the dropout rate. There are four requirements with regards to first is the alignment with the
comprehensive needs assessment that we conduct as well as the campus and district improvement plans. The second aspect is that we are required to evaluate the SE funded programs on an annual basis and that is done through the grants and development department in my area.
Also the third requirement is 55% of the summary of finance revenue has to be spent on students uh on student direct services and we do that uh through accounting um through inter internal accounting system and we code them with
the specific program intent code and then the fourth is we hold an annual public hearing and this hearing is in compliance with that requirement. We also required, let me uh talk a little bit about that state spending requirement of 55%.
45% has to be used or may be used for administrative costs that are not directly accountable to the SE program. 55% of the funds have to be spent on allowable costs to support program and services to improve academic achievement.
Looking at the measure for 2324, we generated 94,283,000 through the formula, we're required to spend 51,855,845 and we have spent 99,595,485. We've met the requirement and I'm going
to talk a little bit about how we've met the requirement with regards to this spend. Here you can see the annual performance requirement from going back to 2021. And you'll see this spending of the years in 22 23 and 24 that I've
exceeded over 100% with 117% in 22 150% in 23 and then 106% in 24. How we have uh exceeded that requirement is TEA allowed us to use multiple sources uh
including ESSER funding um and that's how we've exceeded the uh requirements uh by um allocating a lot of those funds in fund in the ESSER fund specifically for the for theCCE program intent code.
So, uh, if you take those together, the the amounts that we spent out of our general fund, 48,23,000, plus the amount in our fund 282, our ESSER is 51,392.
That's how you get to the 99,595,000 that we spent. Starting in 2526 due to the the state legislature the 55% spending requirement has been removed. However, for 2425 you'll see it one more year where we
have to uh meet that spending requirement. And what do we spend uh the monies on? There's various programs. They are in detail uh expenditure by function and other categories contained in the annual
report. But in addition to these funded programs that I've listed here, we also fund 599 employees full-time and then 29 part-time employees. The part-time being primarily in the afterchool program for
a total of 628 people that's attributed to the programs. This annual report is posted on the district's website for the public's re uh review. There is a uh that is what the report looks like and there is a website down at the bottom of this slide
where you can click and uh go review the report. We also encourage public comment again here at this hearing and input. We provide an email uh for that input at grants email forworthisd.org.
and just please include in the email subject line public commentput be happy to take that information that comment period and respond to any concerns or questions that the public may have. So with that I stand ready for any questions or any public comment with
regards to the report. Trustees are there any comments or questions concerning the state compensatory education report? Seeing none, we have no speakers signed up. So that will actually conclude the
public hearing. It's now closed. >> Thank you. We will move on to the public hearing to discuss the proposed 2025 2026 tax rate. And I will turn it over to Dr. Moliner. >> Thank you, President Martinez. We're
going to continue with Carmen going over our tax rate for 2526, which will also lead into public comment for this public hearing. Thank you. >> Thank you, Dr. Molinar. Again, President Martinez, members of the board. This is the culmination of our budget process
for 2526 where we ask you, the board, to adopt a tax rate. Uh we are on track. We received the um certified values on July 25th from the Terran Appraisal District and on August 1st we submitted our uh
information to compute the maximum compressed rate and we have received approval from the state. With regard to that maximum compressed rate on August 13th, uh the budget department did publish our proposed tax rate in the
newspaper. Once again, it wasn't a a required notice, but we felt for full transparency. We republished and then on August 26 today, we're hoping to adopt uh the the tax rate for 2526. Looking at the proposed tax rate for
2526. Uh here is a slide uh that breaks down the components of that uh tax rate has an maintenance and operation or M rate interest and syncing INS rate for a total tax rate made of those two
components. The adopted rate last year was 7869 for M and 2755 for INS for a combined tax rate of 106 excuse me 1.0624. the pro proposed rate for 2526 slight
correction there on the date for the content that was public uh published on the website that is the proposed rate for 2526 that comprised of the M rate for 7869 and then our interest in syncing fund did decrease by 3.33 cents we had
projected um back in May and June that that tax rate was going to go come down uh primarily due to the homestead exemp ion. Um, and so I'm going to be going over that a little bit, but overall our proposed tax rate is 1.0291
or a reduction overall of 3.33 cents. Our no new revenue tax rate is calculated by the truth and taxation documents is.9813. So I'm going to go over some of those those three components. Last year's tax
rate was the actual rate that the school district used to determine property taxes last year. That's the 1.0624. This year's new re no new revenue tax rate formerly was referred to as the effective tax rate. It's it's the tax
rate that would impose the same uh total taxes as last year if you compare the properties taxed in both years less any improvements made to those properties. but it does not account for impacts in state aid or recapture that would occur
if the rate was adopted. This year's voter adapt voter approval tax rate is the roll back used to be uh known as the uh roll back rate and that's the highest tax rate that the school district can set before it must hold a tax
ratification election. This is also the district's proposed tax rate and that tax rate is set by the state. The state sets our maximum compressed rate of 6169 and then we add our 17 cents to that
rate to come up with the M rate of 7869. There's some also some legislative impacts this year uh to the tax rate. There's two uh Senate bill that relates to homestead exemptions. The first one is under Senate Bill 4 that would change
the homestead exemption from a h 100,000 to $140,000 per eligible homestead. And there and the state has provided some additional state aid to hold districts harmless for this decrease in local tax revenue. The
second is under Senate Bill 23 and that proposes to increase the homestead exemption of a person who's elderly or disabled from only in school districts. We currently have that exemption set at 10,000. That would go to 60,000 per
eligible person's resident homestead. And that again, the state has provided some additional state aid to cover that decrease. Both of these increases are contingent upon the passing of the constitutional amendment that um that
Senate joint resolution has um called for and it will be on voters ballots in November of 2025. However, those rates or those um um homestead exemptions have been assumed in the tax roles. Okay. So
we were provided two tax roles uh from the Taran uh appraisal district but we use the tax role that assumes that that constitutional amendment will pass that both of those will pass. Okay. And the
tax rate is also predicated on those two uh amendments passing in November. The other item that happened in this legislative cycle is that there were additional provisions in both Senate Bill 4 and 23 that wasn't contingent on
the passage of that constitutional amendment that again would reduce additional state aid. If we um if we passed a tax rate that was higher than um the the tax rate that was
required to service our debt, our scheduled debt. So that means they discourage the defeasance and I think I went over that during the budget presentation is that that would ma that would mean that we would lose that hold harmless and we did not want to
recommend that. Uh we have about $19 million in hold harmless that we would not want to forgo for the sake of defeasing the debt. But that does mean that next year more than likely our tax rate will have to go up. Okay.
Now looking here, this is a requirement in House Bill 1522 beginning in September 1st, 2025. Since we were provided the data from the Taran Appraisal District, I went ahead and included it. This is the type of information that you should receive next
year and that we're required to provide to the public next year. So let's look at the median value uh for a current year. median value uh median appraised value of a home $226 uh,000. If you take
the homestead exemption of $140,000 and apply the new the proposed tax rate of 1.0291, our the levy would be $88520. The prior year median appraised value is a little lower, 218,819.
you apply the homestead exemption there against our current tax rate of 1.0624 and the tax bill would have been $1,262.33. So you can see there a change uh because of the uh change in the median value
which went up 7,198 the homestead exemption going up to $40,000. We have a decrease in our tax rate. Therefore, overall we have a decrease in the levy of $377.13. Now, that is just the example of the
median value. Of course, if homes are more, then it would be uh it would be uh not as significant of a savings, but it still would be a savings because of the the homestead exemption and the lower rate.
This is the history, the 10-year history of our tax rate and where we've been. uh again this combined rate of 1.0291 0291 which is comprised again of the M rate 78.69 which is the same rate in this in this
current year this past year and then our our um INS uh rate went down as expected because also our debt um service requirements are lower. So you're going from 2755 to 2422
that combined rate there of 102.91. Couple of things for the for the board to uh to know is that um for the for a school district, the vote on the resolution that we have before you that
exceeds the sum of the no new revenue M tax rate of the district. Um and the district's debt rate must be a record vote. and that vote uh because uh it it does exceed the sum, we require 60% or at least six of you to vote in the
affirmative um of the resolution. Um and then a motion um on that resolution has to be in the specific language that says I move that the property tax rate be increased by the adoption of a tax rate of blank which is
effectively of and that's where you insert the percentage u percent increase in the tax rate. You have asked in the past for us to provide tax rates for the surrounding school district. So we did our best to get the the rates that were available to
us and we still remain the second lowest tax rate overall behind Carol ISD. Uh Carol ISD is 9602. Um we weren't able to get uh Eagle Mountains at the at the time of the publication
but we remain the second lowest at 10291 there. Um as you know all of the surrounding school districts. So with that, um, the language required again in the motion is before you that I move that the property tax rate be
increased by the adoption of a tax rate of 1.0291, which is effectively a 4.87% increase in the tax rate. If there's any questions that I may answer, trustes, are there any comments or
questions concerning the proposed 2025 2026 tax rate? Dr. Rodriguez. >> Yeah. On the proposed legislation in November, what if it doesn't pass? What happens?
>> So, if it doesn't pass, um I would assume that we would have um an issue with regards to that. Uh we would probably have set the tax rate too high. And so I don't know what what would
happen. I think we've set the tax rate at a higher rate than we needed. We would probably get less state revenues is what I would surmise. I think the tax rate would remain the same, but you would tax on a higher tax role.
Um I don't I don't believe by state law you can go back and undo your tax rate. There's statutory requirements. I think that's what would happen is is the state would we would probably get less state revenues for the district. >> So if it doesn't pass next year, would
we have to reconcile charging too much? >> I would say more than likely that would occur, but historically no one has ever not voted for getting a break on their taxes. So, um I I would
say that that's probably a high highly unlikely to not pass. >> I agree, but in these times I I don't know how anybody votes anymore. So, >> thank you. >> Yes, ma'am. >> Sorry, Trusty Lynch.
>> Um just to be clear on the INS rate, you you speaking about next year going up. That just requires board vote, correct? It just requires just a board vote. Yes, it it's not part of the Vader. So, statutoily on the INS portion, you are
allowed to go up to 50 cents um and to meet your debt service requirements. Obviously, we wouldn't go up to that amount, but statutoily you can adopt a tax rate that would allow you to satisfy your debt service requirements. >> Okay. Um and can you speak to the 17
cents a little bit? kind of inform the >> sure >> board and the public kind of what what those are. >> So those have been voted on through various or past tax ratification election otherwise known as DRE and the
public has adopted those enrichment pennies in order to augment the district's um property tax revenue. And so those that that's what they are called. They're called enrichment pennies tier 2. We do get some benefit
from the state for um having some enrichment pennies. Um I believe the first eight are called uh the golden pennies and gives you a little bit more money, a little bit more matching money if you will from the state. Uh but all of those pennies have been voted upon in
prior tax uh ratification elections and they're allowed to roll forward along with your maximum compressed rate. >> Okay. All right. Thank you. >> Absolutely. All right. At this time, we would hear from those who requested to speak concerning the public hearing to discuss
the proposed 2526 tax rate. However, we have no speakers signed up. So, the public hearing is now closed. Thank you. Next on the agenda are action items. We have a approve to accept the
certified appraisal roles for the tax year 2025 for the forward independent schools school district. Do I have a motion? Question. You have a question.
Do I have a motion? >> Dr. Rodriguez, >> I move that the property tax rate be increased by the adoption of a tax rate of 1.0291, which is effectively a 4.87%
increase in the tax rate. Do we have a second? >> Trusty Dar second. Any discussion? Trusty Lynch. Yeah, I' I'd just like to make a comment. Um, you know, I support the budget. Dr. Mo and I support everything
that we're doing um to impact kids. Um, I'm having a hard time kind of looking at what we're doing as far as moving forward. Um, we've got less students. We're going to have less buildings and continue to to increase the the tax burden. Um, I think we need to keep doing what we're doing and take care of
kids. Um, so I can't support that motion. Any further discussion? All right, we will move to voting and the motion passes 72.
We are now at B. accept the calculations of the no new revenue tax rate and the voter approval tax rate for the forward independent school district. Do I have a motion? Trusty Dar. Uh I move to accept the calculations of the no new revenue tax
rate and the voter approval tax rate for the Fort Worth Independent School District. >> Do I have a second? Second. Trusty Jackson. Any discussion, please move to voting. And the motion passes 90.
We are now at C. Approve resolution fixing and levying school district adorum, Texas. Do I have a motion? Dr. Rodriguez, >> I move that the property tax rate be increased by the adoption of a tax rate of a dollar 0291,
which is effectively a 4.87% increase in the tax rate. Any discussion? Please move to voting. And the motion passes 72. We are now at D. Approve an agreement for the purchase of attendance credit
option three and delegate contractual authority to the superintendent. Do I have a motion? Jesse Dar. I move for the 202526 school year that we delegate contractual authority to obligate the school district under Texas Education Code
11.1511C4 to the superintendent solely for the purpose of obligating the district under Texas Education Code 48.257 257 and Texas Education Code Chapter 49, subchapters A and D. And the rules
adopted by the Commissioner of Education as authorized under Texas Education Code 49.6. This included approval of the agreement for the purchase of attendance credit or the agreement for the purchase of attendance credit netting chapter 48
funding. Do we have a second? Thank you, Trusty Jackson. Any discussion? Please move to voting. Motion passes 90. Next on the agenda is the superintendent report and I will turn it over to Dr.
Molinar. >> President Martinez. Uh, Superintendent Molinar, there seems to be an issue with uh the item action item 9A. I believe the motion was not the correct motion
with motion A. Um, if I may, President Martinez. >> Yes. Yes. It was just to u the motion should have read to just accept the certified appraisal roles for the year 2025
for the Fort Worth ISD. >> I see. Okay. So, so we'll need to redo that one. Um a approved to accept the certified appraisal roles for the tax year 2025 for the fourth independent school district. Is that correct?
>> That's correct. Thank you so much. Right. Do I have a motion? >> I'll move. >> Trusty Darn. I move to approve the accept I Excuse me. I move to approve to accept the certified appraisal roles for the tax year 2025 for the Fort Worth
Independent School District. Do we have a second? >> Second. >> Trusty Linos. Any discussion? Please move to voting. Motion passes 90 and now we are back to
10 superintendent report and I will turn it over to Dr. Mullinar. >> Did we do the correct Thank you, President Martinez. Um, this evening I would like to share the report. We're going to talk about accountability, but more importantly,
we're going to talk about next steps and how we're implementing our instructional framework to address um and celebrate our wins this evening. But we have a tremendous amount of work still to go. So we are going to get started. It is officially the third week of school of
the 2526 school year. So I just want us to recognize that we are we're entering into the third week and just um amazing how fast it goes that we've already started a new school year. So you'll see here this is our district
rating. Um this was released with our A throughF accountability ratings. Um our currently our district is a remaining AC district. We were a 70 in 2024 and we have moved up to a 73. You'll see that
we have three different um areas that were rated on overall as a school district student achievement, school progress, and closing the gaps. And you'll see how we have started to make gains from 2023, 2024, and 2025 where we
have moved from a 65D to of course now a 73. Um, as we said, we have a long way to go to we want to be an a school district and we need to um work all together from preK to 12 to make this happen as an
entire district. We do have some wins to celebrate. our 2025 overall accountability A throughF ratings. Many of you have seen this released um publicly, but we wanted to share this this evening um at our board meeting. Um
our celebrations as already pointed out through our public speakers tonight that we had an increase of 70% for our campuses rated an A. We went from 10 campuses to 17 of our campuses are now A-rated campus this year. And then when
we go over to the other side, we look at our F-rated campuses, we decreased by 65%. 31 campuses last year were rated F and we now have 11 campuses. Still unacceptable that we have any of our
students sitting on a F-rated campus or a D-rated campus. You'll see um this chart where we have increased our B-rated campuses as well. Some of our C campuses have moved to B's. Some of our D's have moved to C's. And of course,
some of our Fs have moved to D's. 63 of our campuses this year gained at least one letter grade or they maintained an A rating. 63 of our campuses. This is all of the hard work of our teachers, our
students, and our support staff and administrators on those campuses. And that just happened in just one year's time. We also, as you see, we reduced the number of F-rated campuses. But more importantly, we have 10,000 students
in our district that now are not sitting on an F-rated campus in Fort Worth Independent School District. 10,000 students that were sitting on an F-rated campus last year are now not sitting in on a campus F-rated
and that is due to their hard work as students once again and the staff on those campuses and the support staff that have supported them throughout the year. This is why we're implementing a new curriculum instructional framework. We
do want to celebrate and I never want to take away any type of wins from us as a district and from our hardworking staff, students and parents. However, when you look at this um visual here, you'll see that um we did increase 69% of our
campuses are now considered acceptable when you look at A, B, or C. But we still have 31% of our campuses that are unacceptable. That means we cannot continue doing the same things we have been doing. We have
to be strategic. We have to be explicit. We has to be intentional and we need to monitor every single student. And you are right. When we implement a new curriculum, a new instructional framework and new instructional delivery, we need to monitor that. Make
sure we do not slide and slip and go backwards. So tonight I'm going to be able to share how we're going to do that as well. Because whenever we implement something new, it takes time. It takes support. It takes everyone coming together to make it successful. And
there are bumps, there's obstacles, and there's always things to tweak. But that's what learning, that's what growing is. That's called continuous improvement. And that's what we're doing doing here in Fort Worth ISD. But we're doing it bold. We're being aggressive. And we're
not wasting time as well. So let's talk about also um that we had a decrease. You'll see 14% we had an increase of 42% of our campuses increase one or more letter grade. And then that
means 86% of our campuses increased or maintained their prior rating. Still not enough when we have any of our campuses sitting as a D or an F. There we go. So, what does this mean? We encourage
our parents, our public, and all of our stakeholders here in Fort Worth ISD and in our surrounding city. We want you to view our ratings online all the way down to not only our district ratings for our campus ratings. You can find this in two different locations. We have updated our
own website to be able to access that. And you'll see that web page right there, fwisd.org/ org/ratings where you can access all of our campus ratings. And then of course um we have our text our txschools.gov
where you can also access Fort Worth ISD as well as any other school district in the state of Texas and look at their campus ratings as well. So there are highlights. We have these three campuses we really want to
highlight tonight. We have ML Phillips. They went from a F-rated campus to a B-rated campus in one school year. They grew 34 points. That is truly a celebration for ML Phillips, their
students, their staff in that community. Cesar Chavez Elementary was a rated F campus that went to a B campus in one year, 26 point gain. D. McCrae campus
F-rated campus went to a B 24 points and Vers Williams went from a F campus to a B-rated campus 23 point gain. All of these campuses are title one campuses with high socioeconomic disadvantaged
students. Dual language students, emergent bilanguage stu emergent bilingual students, refugee populations. These students did it. These teachers did it. The parents did it and the staff did it. There's no excuses why any
campus in Fort Worth ISD cannot make these gains. All of these campus represent minority students and they made these gains. An F to a B. True celebrations for these campuses. We
also on the other side you're going to see where we had our campuses improved twoletter grades. Our middle schools I've been very transparent. We are in a urgent middle school crisis. We are double blocking literacy. We are double blocking math. And you can see when we
put interventions in, and we're intentional with just some of the initiatives and some of the interventions we put in last year, how our middle schools can also flourish. JP Elder FC, Kurt Patrick Middle School, an
F2C. Meum Middle School, F2 a C. Hubert Heights Elementary, F2 a C. Sam Rosen F to a C. Bruce Schuli F to a C. Waverly Park Elementary. Waverly Park Elementary, for those who do not know,
also um house our deaf ed program, which is also a regional program. They went from a D to a B. Our students with disabilities can learn and flourish as well when they're given the right resources. This shows you,
this proves it. all of our students. The star alt assessment increase the scores in Fort Worth Independent School District. Students with learning disabilities need the resources. They can show us time and time again that they are
successful as well with the right resources in place. JT Stevens F to a C. Woodway F to A C. Bonnie Ba F to a C. Dolores Warta A D to a B. great gains improved two-letter gains for these
campuses as well. Clickers up. So, what are we doing? Because we still we know have some of our campuses that need to make improvement and we have talked about our literacy plan, our district literacy plan and we have been very transparent
with that and we have um changed our funding. We have transitioned our funding to be able to support our literacy and we're going to talk about some of that impact tonight. Our students are receiving whole class literacy instruction that is around the
demonstration of learning. They receive enrichment and retach based on student performance. When we have one of our students um and we we need to pay a visit u Mr. Chowry, we need some support at that campus. If a student feel like they're testing every day, if they feel
like that is a test, a three to five question demonstration of learning, um, then we need to go support that teacher because that's not a test. That's progress monitoring. That's knowing if that student received that first teach. How did they do? Did they were they able
to meet that level? Were they able to master that level? Or do they need to retach? You're seeing that in every single classroom from kinder to 12th grade where we're monitoring our students to see what they need. That has not been done in the past. We teach and
then we just went on. There was no way that we were pulling kids into small groups. We had no way of knowing in progress monitoring what did our kids need next. We're putting that in place this year. Teachers have access to the materials and the resources. We did have
Missa is right. We did have some of our frameworks not ready in our dual language and we fixed that. We had to regroup. When we talk about shifting funding, we cut central personnel to put personnel back on campuses to give
demonstration teaching teachers acceleration teachers. So we do not have as many content specialists in central administration as we did before. So when we talk about content writing and writing content and writing our framework, we are short-handed because
we put them back on the campuses because that's where they belong to support teachers and support students. We took that funding and put it back on the campuses. So we are I am asking teachers, teachers who want to be a part
of this initiative, teachers who know alignment, teachers who know rigor, teachers who work with us this summer. I am asking you if you would like to earn extra duty pay and help us with this initiative.
I do not want a program that's written and given to us. I wanted to meet the needs of our kids. What do our kids in Fort Worth need need using a high quality instructional material such as amplify blue bonnetic phonics and blue bonnet math? And then we're writing
instructional framework around that. We put out a memo this past weekend on Friday asking principles to share that with their teachers and I believe and we're up to 51 teachers who are already volunteering to help that will be
compensated. You also have to have buyin. I've heard and heard don't do something to us, do something with us. So when I'm asking you to come and write with us, come and sit and collaborate with us to give feedback on our new curriculum. We are listening. We are
fixing. We are taking the tweaks. We're having teachers email us saying this is a gamecher for them. They're not spending time doing lesson plan. They're spending time figuring out how to deliver instruction. They have the retach lesson. They have
the challenge lesson. They have the acceleration lesson. I had an assistant principal at a high school send an email that said they their English 2 teachers are sitting in a professional learning community talking about instruction, talking about
how to pull students in high school in small groups and working together, what that looks like. She said as long as she's been AP, she's not seen that. the excitement. We know that we're going to have criticism about something new we're
implementing. We're not stopping. I'm not stopping. We're going to continue to implement the implementation. We will work through any tweaks we need to do. We will help build capacity. We will support our teachers. But we know this is what's best for our students because
we are going to meet the needs of all of our students by providing a great first teach assessing and monitoring and doing a demonstration of a learning that's three to five questions to know do they need to retach? Did they meet the first
teach? They're ready to go into another block or they're ready to be challenged because they mastered that. And what's important about that part is that we cannot continue to label every student at every day if they're a tier three student. Students learn differently
every single day. That's why we do a demonstration of learning. That's why we do a DO. A student can master something one day. They don't deserve to be pulled into a tier three retach if they mastered it. That's what that do tells
us every day. If they mastered it, put them in an acceleration block. That is what monitoring tells us for our students. Each day, our teachers have access to on the job training with our demonstration teachers. We are working on our schedules. We're taking time.
They're helping build capacity around the buildings. Every elementary campus has a literacy demonstration teacher. Middle school, high schools have a literacy and a math demonstration teacher. So when they need to see how the curriculum's working, teachers can
walk down the hall and see how a demonstration teacher is putting that into action as well. The district is allocating the funds to support this and to monitor student performance. I want to thank our trustees for allowing us to make these changes last
spring, adopt a budget to allow us to continue it. And we know we are short staff for writing, but that's okay because I don't want to I don't want them to write three, six, seven, you know, five weeks ahead of time when we're listening to our teachers of how
to tweak something and fix it. So, we're not just writing and putting something out. So, I want to thank for the continuous improvement on all of our departments, content specialists, math, special ed, bilingual, and literacy for doing that with us.
So what does monitoring instruction looks like? It has to start at the top. That includes me, how I'm monitoring instruction, how I'm bringing it here to this board that you will see as stakeholders, how we bring it. That includes how we're working with our executive directors, our principles, and
our assistant principles. School leadership visits always include classroom walks. If you go onto campus, you go in a classroom. You monitor the implementation of instruction. you support that teacher. We see how that implementation is going. I have been on
campuses the last two weeks and two days in. I go in classrooms. I'm walking in classrooms. I'm talking to teachers. I'm asking them how's the implementation going? What do you see? What do you like? What do you need help
with? And then we get them support there that they need as well. We have instructional leadership team meetings we call ILT meetings that we review agendas. We look that's when our principles and our APS, our demonstration teachers, our DIAGs, our
LSSPs, our counselors, they're meeting and they're talking about student needs. What do our students need on that campus? We look at those agendas. We find the trends and then we get the support out to those campuses as well. of course, our PLC's, our professional
learning communities, we're able now to with a framework that we don't have to go and hunt to figure out what's going to be taught the next week. It's already there. So the professional learning communities when those teachers come together by grade level or by content,
they're able to actually already talk about the lesson, look at the slides. If the slides are not what they need, they're able to tweak them. But at least we gave them a shell. We gave them an outline to start with. So they did not have to start that themselves.
They can add to it. They can scaffold to it. They have the ability to do that as well. Our data meetings. Today I was at Mendoza Elementary. The principal and I walked classrooms. We saw some map testing. We saw some instruction. We saw
some uh great preK. And then we also she showed me how they have set up not only teacher data but then all the way down to goal setting for students. Students are doing their own goal setting their own data at Mendoza Elementary. She is
changing systems in that school to meet the needs of our students. And I asked her what do you need? What's happening? Like what do you need to make this work? And she's like, "We just need to believe and put students over adults." That's
what she told me. And she goes, "And everyone's all in here at Mendoza Elementary." Review the teacher feedback and strive. Our assistant principles and our principles are required to give teacher feedback. That's how we grow. That's how we get better. Public comment is our
feedback. That's how we grow. That's how we get better. And that's how we know where we need to offer support. And that is theirs. They have to do feedback to their teachers, not to say what you're doing wrong, but what support do you need? Let's work
together. What coaching do you need? And to build their capacity. We also, you're going to see how we're monitoring our demonstration of learnings to look for our data trends. And then of course, we have our demonstration teachers and any other positions available. We have set
up that if you are a data analyst, if you are a dean of instruction and if you're acceleration teacher or if you're a title one teacher and you're on a campus, you will be pulling small groups of students and we are monitoring that
through a program of tricks that we will be coming and sharing that data out and sharing with our board because if we're spending our funding, our state funding, our local funding On any personnel on a campus, they are required that at least
part of their instructional day must be pulling students in small groups and helping intervene with those students as well. So what does the monitoring look like? So this is really how we're moving starting at the administrator level, our
principles and our assistant principles, how we're moving it and taking it and putting it into action. This is realworld implementation like we're asking our demonstration teachers to teach a half a day in model and then work with teachers and students. Now
we're requiring our principles and the assistant principles instead of sitting in a monthly meeting and at the TLC that they are now required to do what we call learning labs and they already started those. So we've already done a round of learning labs for principal and a round
of learning labs for assistant principles. Our principles and assistant principles are going onto campuses that show they already have great instruction and systems in place. They are learning how to calibrate. They're looking at,
you know, what does good implementation look like? What does the instructional framework implementation look like? How do you monitor the implementation and how it's going in the classroom? They're also looking at demonstration teachers
and exemplar from our teachers. They calibrate and they give feedback with each other under the direction of the executive directors, the principal supervisors as well. And then we want our content executive director and support staff to be with them as well to
give that support. When we see where the gaps are, then we need to address those gaps and offer that support. And then our principles and APS also will highlight and fishbowl those best practices and talk about them. What can they take back to their campuses? What
do their campuses have in place that look similar and where do they need to grow their campuses as well into this? So, we're asking our principles and assistant principles to also be practitioners just like we're asking our teachers, we're asking our principles and assistant principles to do that as
well. some of our learning labs um that we happened last week. Um we had CC Moss host. We know CC Moss is one of our high rated campuses. We also had Alice Contrarus that hosted and I believe it was Kurt Patrick Middle School. There
was some other ones at each level. But we want to thank those principles for second week of school opening their doors and hosting principles and assistant principles to learn from the systems they already have in place. high achieving campuses.
So, we have a spot observation form that we are implementing this year that we will be using and this is a district form um all the way up from where I'm reviewing the data and the data will be shared with cabinet. It will be shared with our board trustees here on meetings
as well. And then of course we will be meeting with our executive directors, our principles and assistant principles. a very transparent form called spot observation form. This shows us how we are doing with implementing our new instructional
planning calendars and around our tier one instruction. Also, when you get deep into the framework, we look at how we're implementing our dos, our demonstration of learning, our tier 2 teach, and our tier three retach. So, we're going to be
able to see as a district from each campus all the way down to each class classroom, how are we implementing instruction in Fort Worth Independent School District with our high quality instructional materials on a consistent basis for our students. And then our
school leadership walkth through walkthrough form has also changed to align with our new framework as well as stay in alignment with our TESS which is our principal and assistant principal evaluation form. There we'll be able to see which of our administrators they
need extra support and extra coaching as well. So we look forward to bringing some of those um monitor instructional data to you. Here's just a peak of the implementation. So here's a sample. So this is our spot
observation form here. You can see that I can pull this up and this is a daily form that I can pull up any day or I can look at it by week. It shows you how many documents and how many staff members have completed it. If you look over on the right where you'll see those
blue bars where you see the instructional framework block, they have to click when they're going into a classroom. Are they looking at the first teach? Are they looking at the retach? Are they looking at the challenge? So our framework is broken up in three
different areas. So we are asking our assistant principles and principles to be able to identify when they go in the room, what are they observing. We cannot give feedback if we don't know and we're not aligned with the teacher what we're observing during that day. When you look
on the other side of the uh form, you'll see that we're looking for of course the standards, the clarity, and then of course how that lesson is being internalized by our students. And you'll see that we have a one through three where it's not observed, it's in
progress, it's fully evident, or there's no responses at that time. So when we're looking at standards, we're able to judge it by a simple one, two, three of that classroom. When we go into the example of a first teach, we're looking
for a course, you know, are they on using um the resources. Are they on the instructional framework? Are they following that instructional planning calendar? And then they also can give a not observe in progress or a fully
evident a one, two, three. This is able to see which trends we need to support. Are we having difficulty moving from the first teach into the retach or into the challenge block? We're going to be able to pull that data and know exactly every
classroom, every campus to be able to offer that support as well. And then we're also going to know are we being is there fidelity to the implementation of the framework and the curriculum. In addition to that,
here's another part of the monitoring form. This is our demonstrations of learning. And this is where every student, and here's a third grade example. So, every student after first teach has three to five quick questions that they do on their um iPad or on
their computer. And then we're working on how do we do some short answers as well for our older students, especially our ELAR students who are responsible for doing short responses. Um that aligns of course with our STAR assessment. So you'll see here when you
see the retach block, you can see the zero all the way to a five. So that shows us how many questions in that do a student may have gotten right correct or may have gotten incorrect. If they got
let's just say if there was five DO questions, which is the sample here, and if they only got a zero to a three, you'll see where it says that retach block. You'll see that red symbol there. That means we know those students did
not receive that first teach. They are not ready to move on. They need a retach. That allows the teacher like that to be able to know, let me pull the retach lesson. I pull these students into retach. And then when you look on the other side of the page, the students
who scored four or five, they go on to a different small group lesson that's already provided for our teachers as well. So if they were at a meats level, then they have what we call a challenge a lesson that they move into. If they got
all five DO questions correct, they're at masters. There's no reason for them to sit and get a retach. They need to be accelerated. They need to be stretched. They need to go on and learn more of that content and challenge their thinking as well. This supports the
teacher how to group their students immediately. And this goes back to not every student should always be labeled a student that needs a retach. And we've done that in the past. We either retach the whole class because that's easier or
we skip the retach and we just keep going on because we're not providing the support to the teachers of how to pull those groups and how to provide those resources. Now we're able to do that in Fort Worth Independent School District. So every single classroom should be
pulling small groups because I believe that we have students in every single classroom every single day that meets or masters a first teach. Here's another example of what we're doing for our campuses. Um this is part
of their campus improvement plans. We know we need to have goals. We need to make sure that are we're moving our campuses. We're not only sustaining our A's, we're moving our B's to A's, our C's to B's, and our D's to C's and our Fs out of that F rating. So, our ADQ
team, our leadership team, and our content team have worked together to create what we call campus performance goal sheets. These are targeted models that every campus have goals how to move up a rating. You'll see here, here's an
example. In 2025, this particular campus is currently at 80. We are giving them a goal to be at 85 next year for a scale score. And it will tell you what they and they minimally they need to score at 85. And you can see it all the way down
to the subgroups for this particular campus. Their all groups were at a 58. Their African-American is 66 and their Hispanics was a 56. To meet this target, they have to move those groups to a 75. We're giving them targets and this is
how we're progress monitoring. This is why we need the dos. This is why we need to know how we're implementing our instructional framework and our instructional materials in our classrooms every day because we need to monitor if our students are moving then our campuses are moving then our
district moves as well to be on level. Also you'll see here where we're looking at student achievement. There's growth and then there's student achievement. Our third grade students on this campus currently at 24%. We need them to at
least move to 29%. We actually need them to move even higher than that in reading. And then you can see where we have designated this one for goals for math as well and fourth grade, fifth grade. And then when we're looking at attendance, I understand attendance
equals ADA and funding, but attendance for me equals instructional time. When students are in school, they're learning. We do receive funding when our students are in school and we need funding. We
need that to happen as well. But we need our students in school every day. We need them there on time. You'll see here for this particular campus that we have done individual campus goals for chronic tea abs absentism that this campus currently has 13% of their students. So
the goal is 10%. That's by working with parents. Students don't drive themselves to school. And if we have a bus late, and we did not know, I checked, we did not know. We had no reports that YMLA had a bus late, but now we do. Nathan Grath knows and
Kelly Spencer knows. We need him in school and the rest of the students to ride that bus on time. But we also need to work with our parents and make sure they understand the importance of our students in being in school. We're asking not only our parents, but we're
asking our city, if you provide appointments and services for our students, please provide some afternoon and evening options. When a student leaves for an appointment at 10:00 to go to the doctor or dentist, we don't get them back.
They don't come back. They are missing a math block. They are missing a literacy block. And sometimes if it's a 10:00 appointment, they don't even come that day. So they're missing a whole entire day of instruction. So we need to work with our parents. We
need to make sure they understand the importance of our students being there every day. And then of course our daily average attendance. This goal is to move up at least one percentage point here on this campus. So every six weeks our executive
directors, our principal supervisors will be meeting with the administrators to go over to see how they are meeting the goals here. So, I'm going to get into enrollment and attendance from we're like we said entering our third week of school. Uh we
were projected for this school year to be at 68,965 students. Um we have shown where we are projected to continue to lose students over the next few years in Fort Worth ISD. Um, as of the 9th day of school, so
this is August the 22nd, our enrollment, we call them warm body counts because we are still enrolling students, waiting on paperwork. So for the first nine days of school, we actually count our students, which is very difficult in our high
schools. So we do want to tell our high school principles as well as our middle school principles, thank you for the hard work with that. So we know this can be off numbers and we watch this grow every day. Our physical count on the ninth day of school was 66,079
students. Um we are at 96 we were at 96% last year. You'll see here we're at 96.4 of our um ADA for the first two weeks of school. So we are definitely working towards our attendance goals as well. Um
we know that we are still working on our students and focus. We're showing 67,657. Um, we still have a lot of students paperwork we're completing. In addition to that, and you'll see that we will be starting a new initiative called
Operation School Matters. This will start September the 15th through the 19th. And this is a phoneathon that we will start. And then we also will be making some home visits where students who do not return, we will be reaching out. And actually, our campuses have
already started that. Um, but this is where we'll be requiring data to be also inserted into our portal of who we're speaking to at the home, finding out um, if they need support to come back to school. If they chose to go to a
different district or a different school, a charter school, private school, we'll collect that information as well. Um, however, we will be starting that the 15th through the 19th. We already have support staff lined up to assist with that and training them. Um, but like I said, many of our schools
have already started that work on their own. Here's a staffing update. Um, as of the 26, we still have 148 instructional vacancies. Our sub rate is at 95% fill rate on a daily basis. Uh, as of last
Friday and you'll see here how we have broken down. Of course, we're still have bilingual um vacancies and special ed are our highest vacancies at this time. Uh we have started our leveling timeline as we decrease our enrollment in Fort
Worth ISD. We look at every single campus. We spent Thursday and Friday. Our leadership team as long as as well as our talent talent management team met and I met with them on Thursday where we started what we call our leveling process where we look at our schools
that have classrooms that are in need of additional teachers, our campuses. And then we look at our our campuses that have a decrease in enrollment that uh teachers can move to go help out and be relocated to campuses that have
vacancies that have not been filled or have classrooms that do not have enough students um that we can combine and consolidate into other classrooms. That process started yesterday. Notifications have gone out. Um, our teachers who what
we call the surplus process that will be assigned to a different campus are given days to a course pack up, move to the campus, meet their students, get acquainted with the campus. They'll start on Tuesday, the day after Labor
Day to receive the students at the new campus. that will alleviate some of our needs in our bilingual area, our special education area, as well as some of other our contents that we have vacancies that we're able to move some of those um teachers. We were very strategic in
looking at the needs of our campuses, our campuses that are F-rated campuses will be receiving if they have a vacancy, our surplus teachers, um as well as our highnee campuses. So, we make sure we're being strategic of where we put the surplus teachers to make sure
we're covering the vacancies on our campuses with the most need. There is a new requirement. Um, we in 2023, we discussed armed security officer requirements under House Bill 3. Under new legislation, it is required
that we present this again. And so this is a reminder that Fort Worth ISD um we we have decided to stick with our model which is our school resource officers who are licensed police officers. Um at this time we do not have enough officers
to cover every single school. Um and we understand that and in good faith and in good cause we are working towards camp covering our campuses. So what does that look like? We are given three options by TEA and our Fort Worth ISD has decided
to go with option one where we are staying with schoolbased law enforcement officers to cover our campuses. Um and that cost um annually it's more closer to the $100,000 range. Um and some of those costs are split with CCPD funds
through um the city of Fort Worth and then the rest of those cost um financial costs are covered by the district cost as well. Um this is not a funding issue for Fort Worth ISD because we are committed to the safety and security of our students. However, there is a need.
We know that our city and our surrounding um cities as well. It's very hard to staff police officers. they are trying the best they can in their recruitment of cadetses and going through themies. Um so we have a great great relationship with our Fort Worth
um police department as well as our Ben Brookke police department as well. You'll see here that in 2023 we had 89 campuses we were not not able to cover. This year we are down to 66 campuses um 58 elementary and then you'll see the
breakdown there. Uh we used to have a partnership with Forest Hill that we no longer have. So our SRO officers around those surrounding campuses that sit within Forest Hill and Fort Worth city limits um they share our SRO campus or
officers on those campuses as well. So to stay in compliance, we do assign multiple schools. You'll see that we had 47 in 2023. We are now at 57. How do we do our need? I'll we we get new um
school resource officers. We have a matrix and data that we use. So where we put that school resource officers, we look at which campuses do not have coverage. We look at crime rate. We look at um our own lockdowns. We look our
security or secure holds due to community crime around the neighborhood and violence. And that's how we choose where to put any new resource officers and assign them at that time.
So coming up, what do our parents need to know? Um our radio frequency identification badges. Um we have gotten all of our materials in and we are starting to um distribute everything to our campuses. By September the 19th, all
of our campuses and all of our students will be able to wear their badges. Some of them will start earlier than others. Just a reminder that our badges also access our cafeteria as well as our library and some of our campuses will be
using it to check out technology as well. In addition to be able to have that secure badge to know which students are on our campuses and be able to recognize that, I do want to at this time just celebrate our students from
elementary, middle, and high school with the new state law of the cell phone use. We go on campuses and we have not seen an issue. I go in the classrooms intentionally high school and middle school rooms and the students do not
have cell phones out. I am so proud of not only our students but the work of our parents to partner with us to communicate that the importance of the state law to our students as well. But they have done fantastic. We have gotten great
feedback. Our teachers are happy. They say it's a gamecher. We've even had some of our students not want to, but admit to their parents that it was nice not to have their cell phones. They didn't feel like they had to check it. They had to keep their snap streak up during the
school day, that they had to be on Instagram. So, I'm just very proud of the students in Fort Worth Independent School District, how they are, you know, it's so funny how we people did not think our students would step up and be able to comply with the state law. And I
said, put the expectation out there. I'm not saying it's going to be perfect. Nobody's perfect. I'm not saying that teachers not had to redirect, but just overwhelmingly thank you to our students. Thank you so much all the way elementary, middle, and high. I tell you
what, those high school students floored me in those high schools I've been in. I mean, you just you don't see it unless they're hiding it very very well, but I'm a mom, so usually I can find that stuff or watch them. So, I just want to thank them for that. Our parents just
back to school forms. Um, we did decide to automatically roll all our students and our parents up. We are still working through our enrollment process. don't know why it's so difficult, but we're still continuing to define an easier way for this. We automatically um
rolled up all of our students in July. However, there's still some parental consents and forms we need our parents to fill out. Please, when our campuses are reaching out, these are forms that we are required to have on file and we need you to make sure you complete. So,
we'll continue to work with our parents at that time as well. And before we go to questions, um, I do want to address, uh, you know, we, you know, we're not perfect. We don't want to act like we are perfect. We're going to continue to work it work with the needs of our
campuses. We know we have been having some air conditions issues at some campuses. Um, we have some at North Side High School that we've been working on as well as today we had South Hills High School and we understand that we're sending out parent communication. Um the
our technicians in this district are working every single day on the weekends. They leave a campus and it's working. Two days later something in a different part of the building happens. This happens in
our own homes sometimes. We know that we can walk out and our car doesn't start one day. It happens. But they are working. So please, please be patient with our technicians. We also are at the mercy of supply and demand of products.
We have parts ordered. We expedite. We pay extra shipping. We do everything we can to get the parts in that are needed. But we still are at the mercy of supply and demand and inventory like everyone else. But I just I just have to celebrate our technicians, our
maintenance crew, our custodian crews. I go on campuses and we're walking campuses and they are clean. They look great. We're in going in the third week. I was at West Hanley Elementary as well today. Stopped the C head custodian. It
just looked amazing. So, and that campus took Eastern Hills Elementary, West Hanley Elementary, merged those two campuses, worked over the summer, and the campus is still clean and ready for students. So, we have celebrations of our support staff. Transportation, this
has been our smoothest year so far with transportation. And when we know there's an issue, we go to fix the issue. Nathan Graph fixes the issue. His routers fix the issue, but we have to know there's an issue. So if the school's not contacting us, I ask you to reach out.
You can email me, you can email Kelly Spencer, email Nathan Graph, but we will make sure, but we have to know there's a problem to fix the problem. Social media is one outlet, but social media does not always get to us. So you need to make
sure email us directly. We are here to support our students. That is our main goal every day. Student student focus. So if we know we can fix the problem. So at this time we'll open it up for questions.
Trustees, any comments or questions? >> Trusty Lint. All right. Thank you, Dr. Mar. uh a lot of a lot of exciting stuff going on. I know a lot of change um and with change comes uh you know progress but also um you know having to get used to those
things and so I appreciate your willingness to u be bold and and courageous um through these things. Uh on page four, the first question I have is if we're looking at this, what would a B district look like on? >> So I our B to be a B district,
we have to move not only growth for our students and progress, we have to move the student achievement. That means we have to get students on level. So when we talk about our literacy block and our math block, we talk about our tier one first teach that we're monitoring and
implementation. When we talk about that demonstration learning that we're monitoring, those dos that tells us how we're doing on the first teach. That's student achievement right there is getting the first teach to our students who are at METS and then who masters it.
As a school district, we are very dependent on growth right now because we have so much growth we need to do because our students are below grade level. Our campuses that really moved up are ones who moved from an F to a B. It's hard. This is the hard part now
because they got it on growth. Now they have to sustain that and they've got to increase. They got to continue to grow their students, but now they got to increase them on that what we call student achievement. just how every student is doing on a third grade reading test, a sixth grade math test, a
seventh grade math test. They have to hit that achievement. We have to meet they have to know the content and they have to meet that content on grade level. >> Okay. All right. Thank you. Um on page 12,
uh I'm going to speak to middle school specifically. I know we've moved to a block schedule. Can you talk to, you know, really for parents to kind of understand what small group looks like and and practicality in a classroom that might have 30 students? >> Yes. So, small group can can look
different every day. Um, you know, a a great first teach, retach, a first teach where they're scoring either four or five on their demonstration of learning, which would be the last two shaded blue, then you're not going to have as many
kids in a small group. um because you're going to have a larger uh retach group and you're going to have some days where your students didn't get it. Not the fault of the teacher, you know, maybe, you know, we didn't scaffold it enough in the lesson. Um so it may be a retach
for the whole class, but every day it's going to look different, but it could be two or three kids or score to five. It could be 10 score to five. And so they're all doing a small group. That could be independent work, but we call it small group because then the teacher
has to do that retach. Um, and the teacher does the retach, not a program does the retach >> as well. So, it's going to look different every single day. And that's what we need to, you know, and I I'll say this like the first third time I'm going to say it. The worst thing we can
do is label a child a tier three student and keep them in that tier because, you know, I'm a I'm a tier three superintendent some days. I don't get it. And I I you know, I need karma. I'm like, sit down and tell me that again, you know, about a tax rate. You
know, that is the difference. And our students cannot be labeled a tier three every day. They change every day. This supports our students to be able to not be labeled to not continuously get um
not on grade level instruction that we think our students can't do it. and we're providing it for our teachers as well because that's hard. I'm asking them right now for three lessons when you look at this. So, we're giving them the three lessons. Do some of them need
to be tweaked? Yes. But at least we're giving them a starting point of three lessons to be able to move their students through. >> Okay. And then from a timing standpoint of 90 minutes, what does that like? Is that the last little bit of class? What does that look like? >> No, the first teach is different by
grade level. So we all have our um schedules, our minutes. Um so you'll see our first teach can be anywhere from like a 20 minute block. Our DO should only be taking the 5 to 10. It's already in a computer. You pull it up and then you go into that last um period of time.
>> Okay. All right. Awesome. >> And all the schedules should be posted out the door. So you're a parent. So, if you if you if you ever have a child let you walk them down the hall, um your youngest may let you walk. Look outside the classroom door that teacher and the block and the minutes are already
posted. >> Okay. Um on page 15, I know we mentioned we got a good bit of paperwork to still get through. Is there can we guess how much is left out there to get through the system?
Well, when we look at um so we >> so I I guess to be more specific, you know, enrollments at 67 657 and I know we have some left. So, do we have any >> Well, and some of them haven't shown up. >> Yeah. >> Um when we looked at enrollments, we saw
some of our campuses um really low numbers um where we have some classrooms sitting at 12 students in the classroom. Um we have some classrooms that had seven that we were able to combine and consolidate in that
classroom. Um we do see um probably the impact of some of our Hispanic population when we look at our north side schools very low enrollment and schools that normally have higher enrollment as well. So we do feel some of our um you know the immigration um
fear of immigration and status has impacted our enrollment in particular campuses. Our campuses have high refugee populations. We see a decrease in their enrollment as well. >> Okay. And then uh the last question I have on
on page 17, I know we kind of talked to the staffing update. Can you speak to kind of what our policy is currently with leveling? How we decide who gets um surplused at campuses? >> Yeah. So, we what we do is for elementary, I'll use them for example.
We know that um we're required to be a 22 to one. However, our kids don't come in a package of 22. So, we look at by grade level. Our goal is to not mix our um programs. So, we try not to do what
we call a mix. So we have a second grade classroom that's over that is a bilingual classroom but a classroom that is under an regular program. We do not touch those because we don't want a teacher to be responsible for teaching
English only and Spanish only. Then we also as a marker uh as a goal we do not like to do what we call bridge classrooms where you have two grade levels. um due to some of our numbers. We do have some of those this year that we're having happened to do because the
numbers were um it could have been a first grade was over like 38, but the second grade only had 10. Well, we didn't have enough room to move those 10 second graders in another second grade classroom, but we can't leave that first
grade at 38. So, we have to do maybe a one two bridge at that point. Um so those are the ways we first identify and then we have policy um written policy to see when we look at if a campus loses a teacher. So, some of our classrooms we
were able to consolidate within that grade level. Like if we had two, let's say, um, English-speaking kindergarteners um that we were able to consolidate and still stay within compliance range, then that one teacher would leave and be reassigned to a
different campus that has a need for another teacher. So, we have policy that we look at who was last in on that campus to be able to surplus them. And that's just district policy that we go by. >> Okay. And so policy last last person into the campus they could be
>> for once the school year starts within that grade level. Okay. Now after when we um make decisions at the end of the school year when we're staffing the policy changes um where you can um get a little bit more difficult because you can bump up or bump down if you've been
on that campus with tenure. But there's two different policies in place. >> Okay. I I I would like, you know, as a board maybe that we re revisit some of those policies. So, >> thank you, >> Trusty Bridges.
>> Uh, thank you, President Martinez. Uh, first, thank you, uh, Dr. Moleno, for addressing the elephant in the room when it comes to new curriculum because, um, I know that's been a challenge in in the past. What would you say that um
what are the game changers or some things that we're going to be doing to avoid some of the problems that we ran when we went into the new curriculum in the past? So the game changer is really going to be the monitoring piece. Um that our teachers and that our campuses
are it's instruction as soon as our students walk in that we're taking advantage of that instructional time that we're able to provide our teachers with the either challenge lessons or the retach lessons that when we're working with our teachers and our professional
learning communities, they're all looking at the same thing. when you're pulling in four sixth grade teachers, you know, for a reading block, they're able to already look at the lesson and be able to then collaborate on what's
already there instead of creating lessons. And that's a lot we heard from our education association as well. teachers were spending so much time creating and then pulling resources that were not aligned using resources off the
internet and now our non-negotiable is that you you will use HQIM state approved resources that this board has adopted that we have funded and we're implementing. >> When when you look at the um the
feedback, this is something new that we're doing. How often is that feedback looked at? >> So our feedback is it's available for teacher feedback. So on our curriculum framework, we have asked them to put a feedback button that um anyone can give
feedback any time and then it goes to our content. MJ's nodding her head. It goes to all of our content specialists depending on that grade level, that content. They get the feedback immediately. Um, I got an email um today
which I'll be forwarding to MJ here in a little bit um from a teacher at Sam Rosen who um had some concerns who said, you know, they they would like to be a part of being able to um work on some of the concerns and give feedback, but
teachers are able to give feedback immediately for us to look at and see. Now, some of it, you know, we're not going to change, right? Some of it is we're changing adults and their p pastes and past resources, but we do want to
look at it. We want to take it in account and then we've already had some changes where people have pointed things out and we bet back. Thank you. Let us correct it. >> Okay. If if I'm a parent and I'm looking at my kids campus and this year it's an
F-rated campus what and we've seen some dramatic improvement which is great >> and but as always I don't feel it till I feel it if you get what I mean. >> Sure. >> Could you talk a little bit about some of the things targeted that we're doing
with some of those campuses please? >> Yeah. So, I mean, it really goes back to putting systems in place, and that's something we have been lacking as a district. You're going to see the monitoring. Of course, you're going to see more support at those campuses as
well. Um, we um, you know, I went and walked um, West Hanley today, spoke to the principal, got to do some observations myself, spoke to her about next steps, what support's going to be coming out there after Labor Day as well. But that's where you're going to
see where we have our acceleration teachers that were approved through our program change where we go in. You're going to see where our content specialists are going out to help our teachers in addition to that. And then as a board, you're going to be getting
monitor um reports as well of the implementation. And then you're going to see our students being pulled in the small groups. You're going to be able to see that as a parent. We're going to be able to share that. Um, Trice from Parent Shield met with our ADQ team with
Nancy Stixle, our associate superintendent. We've already started working on our parent reports for our parent teacher conferences that will take place in October. We're redesigning those. She met with Nancy, you know, and given us feedback of what's working,
what's not working on those reports that we created last year. So, we also need our parents to give us that feedback and we're asking for it. >> Two two more very quick questions. when it comes to having to pivot and based on the feedback, what what what how do you
determine that? >> Yeah. So, we do our content specialists and our executive directors look at that feedback. It could be something we got some feedback last week and around some slides and actually um Miss Spencer and
I were doing small groups at a campus last Friday. We went into a math room and we started pulling a small group. New teacher needed help. So we went in there, we both sat and we pulled small group, came back and we said, you know, she had the slide up, but they needed
additional visuals. This campus um needs a lot more scaffolding than some of our other campuses. So, we gave and went back and said for this content, you know, we can already tell we need to have a little bit more visuals when it comes to those resource slides for our
teachers to have because then we as when we're in that room and we we were helping in small group, we could have gone back up to that board as a reference, as an anchor. And last question, when it when it comes to the the buses, do we because I I was
listening how you say you can go in and track and see what's going on in certain schools. Can we track and see what's going on at 95% of our buses on time or we're seeing a challenge at this area and how do we put in some action
corrections that it doesn't affect the student who's missing class? >> Yeah. So, when we know there's a problem and it's reported to us, Mr. graph and I've seen that in um his email strands as well that he copies me on. He goes back and he looks at that route. He's
able to look from when the route started to the stops, what maybe cause a delay and then they're able to they um some of his support staff that he has trained his routers and they go back and they look at the route and they say, "Do we
need to add extra stop? Do we have more kids than we originally planned on?" you know, do we need to take a different bus and pick up? So, they they're analyzing routes in real time and but they pull that route, they go back and they
actually um can watch the GPS of where that bus went, where did it stop, what traffic, it's traffic patterns as well. Um you know, you would think my husband would know when school starts and the other day he was like, "Man, traffic's really changed the last couple weeks."
Yeah, that's cuz school started. you know, it's just but people who don't live it every day. Um, you know, just kind of forget those things and then we have to see if there's construction whole different, you know, bus route like they have to pivot with that. I was
going to West Hanley today. How many detours do I have to take to get to West Hanley because of construction, you know? So, they had me detour down side in the neighborhood. So, think about a bus. a bus to be able to navigate that could take them another additional 10
minutes to be able to do. >> And this really is the last question. If I'm a parent and I'm seeing my bus laid on a regular basis, what do I what do I need to do? >> You contact us. >> Okay. >> Contact me, contact Nathan Grath, Nathan
Grath, N A T Han. G R Afwisd.org. That man will answer you. He is amazing. And if you can't email me, email Kelly Spencer and some of them have emailed trustees and they forward it. Just let us know. There's no one intentionally
want a child picked up late. >> Thank you, >> Trusty Tar. Thank you, President Martinez, and thank you, Dr. Molner, for this presentation. Um, there are several words that I continue to hear as you
present. Strategic came up tonight. explicit instruction, intentional progress monitoring, um building capacity, continuous improvement, and that is all of those and more are necessary to improve student outcomes. And so I appreciate
your continued focus on student achievement and on what's best for students. Um, I also thank you for giving credit where credit is due that you recognize that the higher scores were the result of a lot of student work, >> teacher work, parent work, community
involvement. Um, we we've got to continue to give that credit and to recognize that that hard work and that effort. So, thank you for doing that. Um I want to thank the teachers who have volunteered to well who for what do you
call um uh after duty pay >> extra duty pay >> extra duty pay >> um who have offered their talents because nobody knows those kids better than those teachers >> and um and we need the teachers to be participating in that process because
you are working with those kids every single day. So, thank you for offering your talent and your time in that capacity. Um, you mentioned, and honestly, this was this was me just not hearing you
clearly. What is the uh you said you're monitoring pullout groups through a program called >> Yes. So, it's called Quattric. Um, so it's just a >> Qualrix. It just I didn't hear it correctly. So when we are um and this is
for um additional support personnel and some of our campuses through their title one funding have purchased a different additional personnel. Um it's requirement um that we have put in place that if you chose to use your title one
funding to do that that um they will also pull small groups. Okay. that we um feel like certified um professionals, certified teachers in whatever capacity on campuses should be accountable to instruction like we all are. And so they
are required to pull small groups and then we're tracking that. And then that also is going to be able to show us at the end of the year if that position is um when we look at academic return of investment because we know 85% of our
budget is put in personnel. So when our campuses are choosing to make those choices because it's their choice through a title one or SBDM of utilizing their title one for those additional FTEES, those additional personnel positions. um if they're choosing to make that choice because they're saying
that's impacting student achievement, I'm going to measure that >> for everyone and then share that back to the campus and they're required to share it back to their SPDM because if they're not showing how it's impacting students academic achievement, then it's not what
we should be spending our money on. >> Okay. I appreciate your focus on the return on investment. Um, speaking of small groups, with the pullout groups that you mentioned, are there also pullout groups for the the students who
are um with their demonstration of learning that are showing falling into that challenge category? because every student has something that they can learn whether it's um a retach to ensure that they get that particular standard or whether it's something to go on for with to growth and expand their learning
such as GT students or um students that just you know I I too some days I'm a tier three learner and other days a tier one learner and so how are we meeting the needs of those kids that are falling into that category of challenge whether
it be once or twice or continuously. >> So our challenge one, we don't necessarily have a pull out system at this time. Um our GT department, you know, we do have of course personnel, not many in that department who helps us
design some of the challenge lessons as well as the enrichment lessons, especially when we're um looking at implementing our ATS campuses. Um how are we designing a different curriculum with them? Um so that is not a pull out
per se small group um type of um program that we have in place at this time yet. >> Okay. Are we looking at something like that? >> We would love to look at something like that. Um it's just takes funding. >> Staff it takes funding >> and staff.
>> Okay. >> We do have GT teachers that do um also work on our campuses that can push in. Um, another model that we want to start exploring is our inclusion teacher model and looking at different models of our
special education at how we become more of a co-e >> um so we can be more fluent when our special education inclusion teachers are pushing in um where it's just not covering IEP minutes but how they're teaching and co-eing together. This new
framework offers and gives us that option because now they're able to have a lesson ahead of time that they're looking at. Before our inclusion teachers are very dependent on the core teacher or the classroom teacher to be
able to give them the lesson to know how they push in. And now our next step is looking at how can we make those inclusion teachers more co-teers. And I've seen that model. I've seen at work where you walk in the classroom and you have no clue. >> Mhm.
>> No clue who's the assigned classroom teacher and who's the inclusion teacher. >> Okay. >> So now you're really talking. That's our next phase. Yes. >> Yes. Okay. Good. Um I love that. And I also love that you mentioned that no student should be labeled a tier three
student. Um as someone who has devoted my professional career to students with who are differently aabled or who learn differently. Um, yay. Thank you very much. And thank you for recognizing the role that our students who are deaf and heart of
hearing play and the important role that they have at the on the Waverly Park campus. Thank you very much. >> Um, with the learning labs and the principles and the assistant principles that are going onto other campuses,
are are the principles are how how are these people selected to go do that? Do they >> It's every principal. It's every principal. >> Every principal we do our feeder patterns. Every principal we put them um they're not all together. That's overwhelming. Oh yes. So the feeder patterns are assigned and every
principal participates. Our assistant principles. It's half day. It's not a whole day. >> Um I've been very explicit. It's also not a um let's spend an hour um having breakfast. I mean, we get in, we walk classrooms, we talk about instruction,
we fishbowl, we look at data, we actually calibrate, and we get back to our campuses. Our assistant principles, we have split because we never want to leave, especially our middle school and high schools, uncovered um with additional support, so they're in cohort
A and cohort B. So, some go in the morning, so go in the afternoon. But everyone is going to be an instructional leader in Fort Worth ISTD. If you want to be a principal or assistant principal, you will know instruction and lead instruction.
>> Okay. Strong words, I think. Thank you. >> I mean, and that's what they're here for, right? That's what they signed up for. >> Absolutely. Yes. Absolutely. um with the students that were losing or the the numbers the declining enrollment um you mentioned the operation school
matters September 15th through 19th. Is there a timeline for when um the board can expect to see some of that data? >> Yeah, we can. I'll bring it to you that um September um board meeting. I'll keep you updated as well as we're um
increasing enrollment. Um you know, we always wait after Labor Day to see if we get another push. Sometimes it hap it doesn't happen like it used to happen because most of our districts around us start. We usually see the push more the second week when other campuses or other districts start.
Um but we'll continuously share our numbers and and um yeah happy to do that. >> Okay. Thank you. And um you asked this of your teachers. What do you need? And so I'm asking of you, what do you need? I need us to be consistent
and we listen. We will definitely support. We will fix areas we need to fix, but this implementations will be consistent and we will make sure we're using the materials that we have adopted. And I
just need to make sure that um we all are saying that on the same page. I understand it's different. There's a philosophy difference, but this is what our kids need right now. This is what our system needs right now. We have to start putting systems in place in our
district. We have to when you look at our mobility rate in Fort Worth ISD. Think about what a game changer it is. We know we have students who one day live in this apartment and something happens and they have to move to a different side of
town. They are going to walk in that classroom the next day, hopefully the next day. Usually it's two or three days after they move and they're going to recognize what's on that Prometheium board, what's on the Smartboard. Sorry, I said Prometheian board. That's smart board.
I'm a little aging myself, people. They're going to be able to look at those slides. They're going to be able to recognize the structure of the day, the structure of the lesson, the materials for a district that has the mobility rate, that has the chronic abent
absenteeism. That is important. I'm not trying to say anyone is that has done any instructional delivery before that we are just, you know, saying it was not great instruction, you know, or was not meaningful at this time. But this is what we need right now as a
system. We have to give it to our kids. >> Okay. Thank you very much Labanos. Uh thank you President Martinez. Um thank you for this presentation. I want to congratulate you Dr. Molinari, your
leadership team, the teachers, the students and all the parents um for all the gains that we have uh seen in the last year. We want to continue that trend and uh be at no f schools um
hopefully in the next uh coming year. So on page 10 >> which page >> 10 >> 10 sorry >> good >> so how soon can we provide the extra caution when it's needed uh when they
send us a snapshot to the EDS how soon can we provide the extra caution So the school the um the extra support on a campus. >> Yeah. So we will be looking at the feedback. Sometimes it's just one classroom that needs support. That's why
we also have the demonstration teachers as well as well as our acceleration teachers. Um that's also why we're building the capacity of our assistant principles and principles. Um we'll be of course working with our campuses first. Um you I'm going to all of our
frated campuses. you know, that's where my visits first start and then um I but I also go to some of our other campuses while I'm out and about. Um but that's where we first see those supports as well and do that. >> Okay. Thank you. And then on page 12,
when we have the students who need extra support, >> but then we have the students who um don't need extra support, >> is anybody helping out the students to continue to grow? So we do for when we are scheduling our um acceleration teachers and our
demonstration teachers um they go and they pull out during that retach part. No one is pulling out during that tier one support as well. And then the campuses that have purchased those additional personnel like a dean or a
data analyst or an additional um teacher. then they are working their schedules to make sure they are pulling out or pushing in during that retach part. So we're not allowing our students to be pulled out during that tier one
that first teach I should say that first teach. >> Okay. >> And then uh on page 19 for the officers is the state providing any additional funds for our police officers? So we do get some state funds um that and we got additional some additional funding in
our last legislative session. Um however we have in addition to the requirements for the SRO's we have other additional requirements like fencing the film on the windows. We do a lot of grant writing um that were able to cover that
those expenses. Um for us um you as a board you have been com you have said you will commit the funds for the SRO's. It's just the availability of the police officers. Um but Fort Worth PD is have been great with us. We have an agreement
with them every graduating class um that they're trying to give us one or two officers out of every graduating class that we're able to utilize. And then sometimes we utilize some of our offduty officers um to help cover. But you have to remember this is just during the day.
>> Think about all of our events in the evenings all the way from volleyball to bas or to football, you know, in the fall sports. Um you know, then we have soccer, basketball. I mean, we have offduty officers at all of these events.
Um so I mean it's a it's a lot but we are prioritizing the safety. >> And then um last question are we doing any campaign uh to remind students that school has started to to bring them back that the school is a safe place to be.
>> We have we um of course have done reminders. We're going to be ramping up attendance matters. So now we're switching to school has started to attendance matters um as well. But, you know, our um our data clerks on our campuses and our attendance clerks, they
work very hard and they're the ones who know where our students are or they can get the information better than anyone. Like I we could pick up the phone and cold call, but they know the families. They're going to be able to say like, "Hey, you know, so and so knows them. They didn't answer the phone, but this
family knows them and and find out." And then Miss Plata and her team, our family engagement specialist. Um they are ready and they've already started making some of the home visits um actually had a a brief um meeting with her today just
around one of our campuses that we know uh refugee population that some of them we've got to get them to bring their kids to school. We know they're there. They're across the street in the apartments. It's just, you know, getting the parents like, "Okay, school's a safe
place. Come in. We need you here." So, they're working through that. And um so they're coming. >> Thank you, >> Mhm. >> Dr. Rodriguez. >> Yes. Thank you. And uh thank you, Trustee Lou.
What are we doing to reassure these families that it is safe to come? I mean besides calling them and says it's okay but are we can we districtwide say >> yeah so we did we actually put um back out um we trained our principles and
assistant principles we have new ones again on just our regulations um you know if it's the fear of um ICE coming then we have regulations that we follow um we also our communications department updated that information in addition to
that Um it's our family engagement specialists are our resource. Um they also have resources if our parents have questions um where to go to and how to get some of that information. Um so we did do that before school started as
well and continue to do that. And you know for us right now it's um finding the reasons. We're not sure. But when I'm looking at campus enrollment, I know my campuses and I know which ones are usually
um a lot more um heavier enrolled and I just see our predominantly Hispanic on our north side and and of course in Diamond Hill with lower enrollment than usual. >> Yeah. Can we put something on social media or something? Because you're saying all that but
>> if your kid's not in school, you're not going to be on the parent portal portal. you're not going to be on the website, but social media, everything possible. >> Yeah, we we do we have avenues um that we can and that we will we'll continue to share with our parents as well. Um
you know, for us it's the process and the the procedures and letting them know, you know, what um what as a district, you know, there are HIPPA roles, there's information we do collect and information we do not collect. We do not collect immigration status.
>> Yeah. Yeah. Yeah. Maybe we push that out. And my other question is um how is it going with the buy in with the demonstration teachers, especially with those ones that return to the classroom from other positions.
>> So, our demonstration teachers um haven't started yet. We were waiting for our leveling and then they're um they will start after Labor Day. I believe it is um is it Labor Day? the week after Libra, our demo teachers um will start. So, they've been actually helping our
teachers um with the framework on those campuses as well, just getting our new teachers and any teachers who have questions. So, they're also being trained. They went through specialized training in addition to that. >> Thank you, Dr. Molinar. I just have a
couple of questions. um want to give another round of um just kudos to the campuses on page six that made those um significant gains and um amazing work by everyone involved on those campuses. Um what are
what are those and I'm I'm looking at different campuses that are all over the city. What do those campuses have in common? like what were some of the key things that worked there and then how do we replicate that at some of the other campuses?
>> Well, I don't there's never one thing. Um it leadership matters. That's really a big um when you have leadership, you have high expectations and you're monitoring um that matters as well. When I look at these campuses, you
are right. There are um all parts of our city. So, you know what that tells me? There's no excuse for any campus. not to be a A or B campus because these campuses are doing it and they're jumping those letter grades. Um all these campus what they have in common is
that when you look at this list they're all uh title one campuses and economically high rates of disadvantaged students. So the thing in common is um being consistent
and being intentional. And so we're providing that structure as well to help our leaders and um and train them and build build them into um administrators who monitor. And that's on us too.
That's on me. Um at cabinet um we're going to you know we do look at data. We talk about data. Uh Dr. Dilly does a leadership update where we're looking at things every single Monday morning. And that's what you're going to see here. We're going to show you monitor reports
and then I'm going to start working with Dr. Dilly's EDS and meeting with them, talking with content as well. Um, like I have to I have to lead it and model it too. You know, when I was on a campus on Friday, that teacher needed help. So, it
does not do me any good to sit there and just walk out of the room and say, "Man, she needed some help." So, I sat down to a small group. Miss Spencer was with me that day. She sat down. She did a small group. I think I I think I did better,
but I think my kids grasp it better. But, you know, it was sec Maybe it was first grade math and we're not trying to we weren't in the algebra class people. But, you know, we felt pretty good about ourselves when we walked out. But, I mean, that it takes everybody just
intervening. This that's it. Like, kids first. It's simple. kids first every day. >> Thank you. I think yeah, you're absolutely right that this um shows us that uh any and all our campuses are
capable. Um okay, any other final questions, Tracy's or comments before we move on? All right, so we are now up to So thank you Dr. Molinar for that report. Um we
are up to um comments from board members or superintendent. You have any comments to any trustees? Trusty Bridges. Uh first Dr. Malone, thank you for addressing the uh the challenges that
we've had with the um air condition units at many of the schools. Um, and I know it has been a challenge and I know we live in Texas, but just the mere fact that we say it out loud, it it makes it makes a huge difference. I had um I had
some pictures I wanted to celebrate particularly with uh CC Moss who is now an A-rated campus. Woo. that uh we provided coffee and and donuts for them and um just to let the teachers know how much we just
appreciate all their hard work and and the atmosphere. It just it was just amazing from the students, the teachers and parents, everybody. It just was so excited at the work that they put in. Uh
the other picture I it was um parent night at BZG and and this is something I personally do. who uh if I see a black father, I I I just want them to know how much I appreciate him being there and what a difference that makes in that
kid's life. And a lot of stuff they don't remember, the shoes, the pants, the clothes, and all that stuff, but they are going to remember that. And to see the smile on the little girl's face when I asked to take their picture and she was so proud that she was that her dad was there for for open house. So,
I'm encouraging all parents to be there for the open house and cuz those are those longl lasting memories. We do a lot of things, but those are the things that they really are going to remember. So, that was just a little highlight of
u some things we had going on. >> Trusty Phillips. >> Thank you, President Martinez. And and um well done, brother Bridges. Thank you for that. Um mine very briefly um just uh was able to be a part of so many wonderful back to school celebrations
and people volunteering in the community, churches, civic organizations. Um so very glad to be able to see the community come out and help in all the ways they they they were able to. Uh what you're seeing on your screen is is a special shout out for
University Christian Church cuz they had their box it and distribution day. And so members of their congregation and the greater community were able to box up school uniforms to donate to numerous Fort Worth ISD and multiple campuses. And so uh these wonderful folks that
were able to volunteer their time, they gave out 50 uniforms to 45 different schools, 2,250 total uniforms for our young people. Um and just, you know, just a selfless act. so proud of them and thankful uh for
University Christian Church. Shout out to other celebrations I was able to go through. This was happening throughout the city. So just grateful for great people, great community, great volunteers, and thank you University Christian Church for everything you did as well. >> Trusty Dar,
>> thank you. and to springboard off of Trusty Phillips comments. Um, schools are stronger when our community is involved and um, there are people to thank because we've got lots of people who are who are participating in our community and I have some highlights
just from district six schools, but I know that this work is going on all over Fort Worth ISD and so to that I say thank you. Um, these are pictures at Bruce Schuli Elementary School, one of those schools that went from a D to a B. So, I'm really excited about that and
I'm very proud of them. But they were the recipient of the Planet Fitness school supply drive. And those are pictures. So, thank you to Planet Fitness. um at JT Stevens and at uh Westcliffe Elementary School. Thank
you to Arborline United Methodist Church for providing uniform assistance and weekend food packs for families who struggle with food insecurity. At Woodway Elementary School, they are grateful for St. Matthews and Altamees Mesa churches for their ongoing
partnerships for approximately 20 volunteers, community volunteers who attended training and orientation and they're going to be participating in the Woodway Reads program. So, thank you for supporting literacy. Many of the volunteers are returning for another
year of prioritizing literacy. And I'd like to give a shout out to Woodway Elementary School kindergarten teacher Jacqueline Bender who facilitates this program. and thank you for taking the lead on that. At Alice Carlson, they would like to thank University Baptist Church for allowing the school to use
their facilities to host a welcome to Carlson brunch. And they did this free of charge. They'd like to thank their PTA who donated school shirts to every staff member and breakfast on August 4th and lunch on August 8th. And then the Alice Carlson families who are very
generous and donated gently used items to fill the Carlson co closet with just like new items where other families can come and shop when they need school uniforms for their kids. Lily B Clayton
would like to thank their PTA and MLAN 6th grade would like to thank Fort Worth Bible Church as they will be partnering with them to stock the school's p food pantry. And then finally, um this is from Westcliffe Elementary. A huge shout
out to Office Depot and Boise Paper. They treated the wood uh Westcliffe Elementary School staff to a $20,000 shopping spree on August 5th and every instructional staff member was given
$500 to spend on supplies for their classroom. So, I'd like to say that again. Office Depot and Boise Paper Company. Thank you so much. And I think there's a video to show um as well. Is that correct?
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 you 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. >> Yeah, I don't care. But I have a cure again. 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 got a journal and I'm trying to
figure what else out. I just don't even know. 15 5year-olds. That would >> total going to be 49680. >> Thank you. [Applause] So, I'm a teacher and I know that
teachers love their office supplies and school supplies. We salivate over these things. So, thank you so much to all the people in our community, those that I mentioned and those that go unnamed and keep doing the work because it's the right thing to do. So, thank you very much for the community support that
we've seen at the beginning of school. Thank you, trustees. The time is now 8:23 p.m. The date is Tuesday, August 22nd, 2025, and we will now recess and reconvene for executive session as authorized by chapter 551 of the Texas Government Code under sections 551.071072074
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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 ISD 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 Id 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. She's coming
from our leadership academy at Mitchell Boulevard. PreK teacher Denise Carpenter, come on. From Oakurst Elementary, Lorena Escalante. from D. McCrae, Michella Williams,
Green Bryer Elementary, fourth grade dual language and fifth grade reading teacher, Sarah Herrera. 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. One more round for all of our finalists. [Applause] 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 Lorine 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 Dobins, 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 I was made for Diamond Hill.
>> Diamond Hill 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. >> In the classroom, I am loud. I am not shy at all. I turned 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 allinate is so important and I told 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 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? 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 forth 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 confidence, are you?
>> Oh, no. I'm gifted and I have what's called a whistle. >> Okay. 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 uh is not only just a wonderful
playground for the Joe Kelly children to just be a kid. >> You guys love this. >> Good job, Steve. 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. It really has added so much life
and just so much joy to our recess time and to our day. [Music] >> Thank you. >> Our goal is just to make produce
available to everybody throughout the community, no matter where they live. 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 ideas.
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. Through [Music] 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 proud [Music] 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. A >> surprise. >> Yeah.
>> My name is Elizabeth Foreman White. Hola, my name is Diana 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 Crache. >> Hello, my name is Samantha Gonzalez. Hi everyone, I'm Melissa Rancone. 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 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 engaged with teachers and in the classrooms, those are the days
that make it all really worth it. >> 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 and making a positive impact every day. >> Because 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. 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 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 to 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 817-815-7900. 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 send 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 student's 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 get it and go. >> Need to check out a book? Your ID badge makes it easy.
>> Hello. I would like to check out this book. >> Good to go. >> All right. Thank you. And most importantly, your ID badge keeps you safe on the bus. It lets your parents know exactly when you get on and off.
>> It also helps us know who's on campus and helps during emergencies. >> Badges aren't just rules, they're tools. >> Show it. >> Wear it. >> Own it.
[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. Mechanum 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. 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 202425 teacher of the year winners in the elementary category. The winner is Sarah Herrera Greener 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 Hill Darbins 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 2024 25 assistant
principal of the year winners in the elementary category. The winner is Dr. Elizabeth Foreman White, South High Mountain 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. [Applause] [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 2024 25 principal of the year winners in the elementary category. The winner is Charlotte Stton, CC Moss
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 said, "Did you know Mr. Jack 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 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 normal. >> Every time I play a game, there's a lot of moving, a lot of moving, and I'm energetic. >> Play kickball games. >> 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 like 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 for the ball. 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 schoolboard 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 Huckleberry 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] 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 food,
>> 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 which 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 have 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 and 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 I inn to Pasco High School care so much about me that uh helped 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] Mendoza is one out of about 115 schools
that we are going to visit within a 5we period. So we fit about five schools a day. >> Oh, that's a little big. We are fitting a group of kiddos with brand new running shoes and they are training for the Cow
Town 5K race which happens at the end of February. >> Pretty good. >> Yeah, really happy. >> We are here to celebrate our kids and to thank the Cowtown Marathon and the Mendoza family for including our students in the free sneaker giveaway.
>> 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. >> Cow Town Children's Marathon and it's important to keep our youngsters active
in sports and uh interested and keeping helping. >> Perfect. [Music] and welcome to Fororth 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 Wesley, 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 that 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. >> Feel like markers, tissue, and two highlighters.
>> 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. [Music] [Applause]
[Music] 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 Prices, 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 the 16 could have said is Mama Marilyn
Walker. [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 go. >> We're happy to partner with Fort Worth ISD. Pig and Botham 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 ISD. [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 you 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. >> Yeah, I don't care. But I have a cure again. 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 got a journal and I'm trying to figure what else out. I just don't even know. 15 5y olds. That would >> going to be 49680.
>> Thank you. A grand. [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. It is my pleasure to introduce our celebrity reader, Dr. Karen Molar, former ISD superintendent. >> Are you ready for a story? Break,
squeal, then stop. >> Reading doesn't take place at school in the classroom. Takes place all around us every day, wherever we're at. Whether you're on the train, whether you're in the car, reading a sign, >> hold your breath so you can hear. Huffing, chuffing, drawing near is what?
It's bedtime. >> Time. >> Bye. >> Bye. Thank you. Bye. >> We're going to get on another. >> Bye, guys. Thank you for coming. >> What's your favorite part about school? >> I was in the three-year-old class when I
was three and then when I turned four and um in a few years, I'm going to go in the four year old class. >> Okay. Well, we can't wait for you to get in the in the big schools, too. That is exciting. [Music]
>> Good morning. [Music] >> Let's do this. >> Well, good morning. Welcome back. >> What's the significance of being at Phillips? I mean, that's the first place we're going today. very proud of Philip. >> All right, let's go.
>> All the work that is done on that campus by the teachers, the principal, the student, the course, and then of course the parents being engaged. So, we want to celebrate them. >> Good morning. >> You ready? >> Yeah. >> You got it. >> Welcome to the first day of the 202526
school year. ML Phillips has grown more than 30 points to go from a F-rated campus to a B-rated campus. It's great to see a school go from an F to a B. >> This is our largest school district um in our city. Over half of our students attend Forth ISD. And so it is
imperative that I, as your mayor, um show up to be alongside these parents and these students really recognize what it looks like when you're succeeding and moving in the right direction. And that's my purpose being here today. We're going to be very excited to share some success stories that more than 50 campuses moved a letter grade up as
well. We decreased our F campuses from 31 to 11. So, we have wonderful news to share about the great things that are happening in Fort Worth Independent School District. >> I'll be back. >> 45 minutes or an hour, they will be fine.
>> So, one of the things we're implementing this year is an instructional framework. So, we have taken all of the state adopted materials which are high quality instructional materials. We also have added in a new phonics program for this year that will really help the
foundational for our K through2 students and even our third grade students. >> I did not believe it. I was like, "Wait a minute." But when I found out I was a B, we were so excited. >> I am blown away. We've all been working so hard on this campus to to bring our grades up and to really reach these all
of our students. >> I'm ready for the learning. >> This year we've got the B, but next year we're getting the A. Since I was little, I wanted to be a teacher. So, I want to see people writing quick. You have one minute. I've never really thought about being
anything else. How many in total for this second part? And everybody would say, "Oh, you're so good at math. Don't you want to be an engineer?" I come from a family of teachers. My mom was a teacher in Colia. All my aunts and uncles and most
importantly my mom and my dad are educators. >> 5* 3 is equal to what? I studied first, fifth, third and fourth grade with my mom, my dad and my aunt. I think it is a blessing that my sister is my literally
my team member and my mom works at the school too. So, it's something that I'm just so happy to come to school every day cuz we work in such a good team. It's such a good environment. So, really think it's a blessing. We come to school together. We leave school together. So, we're always together. I love being with
my mom and my sister. It is unusual to have a family all together at one school. >> Oh, I'm severely proud of my daughters. >> I marry a another teacher. >> I don't know if it's the water in Fort Worth. >> And then we also have father who works for World Language Institute. There are
families that just seem to care really a lot about the students that they have and it seems to kind of wear off in the other family members. >> Thank y'all. Great day. >> They are hardcore dedicated teachers, educators. >> I wanted to leave a legacy in Fort Worth
before I leave every year is to work for for them for the students. [Music]
[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 ISD 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. She's coming from our leadership academy at Mitchell
Boulevard. PreK teacher, Denise Carpenter. Come on now. From Oakurst Elementary, Lorena Escalante. from D. McCrae, Michella Williams, Green Bryer 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] One more round for all of our finalists. >> That's great. Let me see. >> Hi, my name is Micha. >> 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 Dobins, 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 I was made for Diamond Hill. Dr. Hill 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, guys? >> In the classroom, I am loud. I am not shy at all. I turned 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 that 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? 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 bet. >> 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. For 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. 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, Steve. [Music] Riding a bike allows children to explore their communities, develop physical
fitness, and create memories with your friends. >> This is 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. 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 ideas. My idea was like a submarine and in the submarine would be like a kitchen 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 proud [Music] the highest award from the girls national scholarship 255 $5,000 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] Heat. Heat.
[Music]
In accordance in accordance with the open meeting law, the board opened the meeting at 5:31 p.m. with the quorum present. Recess open session convened executive session adjourned executive session and now reconvene open session at 10:14 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 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 with 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? Trusty Lynch, I would like to request that we move AJ and AK to action. AJ AJ and AK. >> Yes, please.
>> Okay. >> All right. Any other questions or comments? All right. All right. Do I have a motion accepting consent agenda minus AJ and AK? >> So moved.
>> Trusty Jackson. Do I have a second? Trusty Lynnos. Um any discussion? Trusty Jackson. Uh, Trusty Dar. >> Uh, thank you. Due to my employment with ESC Region 11, I will be abstaining from
items 13 M, 13P, and 13 AP. All right, please move to voting. Sorry. Please move to voting.
Motion motion uh passes 90. Now we are back to u consent uh item AJ. Do I have a motion? >> Do I have a second? >> Second. Jackson, any discussion?
Trusty Lynch. >> Um, Dr. Doner, I just I guess wanted to kind of ask with when we are, you know, closing schools and we have kind of a surplus of space potentially kind of long-term um
goals with some of this warehouse flex space that we have um that we're looking at moving into long term or longer term. >> Yeah. Um Trusty Lynch, so we have been analyzing our additional space because we have not done school consolidations.
we still have the need for a textbook warehouse. Um then other equipment, instructional equipment and materials as well. But in addition to that, as we're working through our bond, we need swing space for some of our furniture and different areas where we can do storage.
And then actually during the school consolidations um when we'll be looking at school furniture, we need we want to of course pull furniture out of all of our buildings and not keep buildings with furnish, but sometimes we have those um couple months till we know what is
needed on campuses. So we're actually able to now replenish some of our stock that we don't have, but we just don't have the space. And then as we're able to identify some of our surplus properties with consolidations, we would
be able to um not have to do the lease for the warehouse and poss possibly be able to turn one of those buildings into warehouse space, storage space. Okay. >> All right. Thank you, >> Trusty Dar. >> Yes, that's a good question, Trusty
Lynch. Thank you for asking it. What is the um length of the lease agreement for both of these? >> Okay. >> Uh this existing term uh for the reasons that Dr. Molinar described uh we are
working to consolidate spaces just as we are on our campuses and we'll be relocating textbooks uh to another location um giving staff time to make those determinations and then the additional lease is for a two-year period and again we will be uh through
our consolidation process looking at ways that at the end of that two years we will have vacated that space as well only using property owned by the school district. Okay. Thank you. All right. Please move to voting. Motion passes. 90.
Now we're at AK. Approve. Yeah. Approve additional cost for the warehouse lease located at 2224 East Lancaster Avenue. Do have a motion. So moved.
>> Trusty Jackson. Do you have a second? >> Trusty Phillips. Any discussion? Please move to voting. 90. Motion passes. We are at action item B. Next item.
Consider and take action to approve the hiring of the chief technology officer. Do I have a motion? >> Jesse Dar. Do I have a second? >> Trusty Ryan. Any discussion? Please move to voting.
90. Motion passes. Dr. Molinar, would you like to introduce our new personnel? >> I would. I would like to introduce our new chief of technology, Eric Upurch. And Mr. Upurch is coming from Arlington ISD. So, he is here with us. So, we love
to welcome you and just so glad you're coming to the Fort Worth Independent School District and joining our team this evening. >> Yeah. Can you go ahead and stand up? >> Did you do you have anyone with you tonight?
>> Yes. Yes. That was good advice you got. All right. Thank you so much and welcome again. >> Thank you. Next item C. Approve Lonear governance implementation plan. Do I have a motion? >> Trusty Philips. Do I have a second?
>> Second. >> Jackson. Any discussion? Please move to voting. 90. Motion passes. Item D, approve second reading, revisions to board policy DB local. Do I have a motion?
>> Trusty Dar. Do I have a second? >> Trusty Lynnos. Any discussion? Trusty Dar. Um, thank you. I um spoke at length with our first reading about this and just to remind
um recap a few of those things that I said is that education is not a competition but recruiting top teachers and staff is a competition and we are competing with all of our North Texas um colleagues in other districts outside
um to date those districts in Tarant County that in addition to Fort Worth ISD that have a policy that require chief level staff to um and cabinet level staff to live within their school
district are as follows. There are none. Fort Worth is the only one of the 10 largest school districts in the state of Texas that in addition to Fort Worth ISD require their chief or cabinet level
staff to live within the district are as follows. There are none. We are the only ones out of the top 10 largest districts and the only ones in Tarant County that require that of our
staff. If everyone were playing with the same rules, I would support the chief and the cabinet living in Fort Worth ISD. However, we're not. And it is a competition and we must be viable Canada. we must be a viable option for
people who live in North Texas um to want to come and work because I see part of my job as a trustee on this board as to create a district that is very desirable for the top talent to want to work in. And I want to give Dr. Molinar
all the tours. We're expecting her to win the game. We are demanding that she wins the game and produces the best product for our students and our teachers and our families and our community. And I want to make sure that she has all of the tools to do that
with. So I am in favor and I will vote in support of this policy change. Thank you. Please move to voting. Motion passes 72. Now we will go to item I.
Approve college access partnership to increase college persist persistence workforce development and parent family engagement. Do I have a motion? >> Trusty D. Do I have a second? Second, >> trusty Jackson. Any discussion? Uh, Dr. Rodriguez.
>> Yes. Um, is is this open to all high school students or is it just economically disadvantaged or >> um our counselors or adviserss work with any student who comes and enters the go
center. It's just not students who are um coded economically disadvantaged. >> Okay. cuz I spoke to some students and they they were told that their family made too much money so they didn't qualify. >> So there is um special scholarships but
to work with our counselors there's not a criteria. Now we do have of course um our um our students who are first generation um with where they have special qualifications and scholarships as well. And of course, we do have
different scholarships and grants that we guide our students to um according to their income level of their families. However, when they're working with any of our advisors, that should not be the case. So, we are happy to reiterate and address that with our partners.
>> Okay. Thank you. >> All right. Please move to voting. Motion passes 81. Next item, approve contract for student support services, case management, and wraparound services for the 2025 2026 school year. Do I have a motion?
Trusty Ryan, do I have a second? >> Trusty Jackson, any discussion? Please move to voting. Motion passes 90 K. Approve p approve purchase and installation of rooftop units and energy management system controls for
leadership academy at Mod Logan Elementary. Do I have a motion? Uh trusty Phillips second. Sorry, who was second? Any discussion? Please move to voting.
90. Motion passes. Item L, approve authorization to enter into contracts for MEP and commissioning services in conjunction with the 2021 capital improvement program. Do I have a motion? >> Trusty Jackson, do I have a second? Trusty Phillips, any discussion?
Please move to voting. Motion passes 90. Item M, approve authorization to enter into contracts for moving services in conjunction with the 2021 capital improvement program. Do I have a motion? Trusty Phillips to Trusty Jackson. Any
discussion? Please move to voting. 90. Motion passes. Next item. and approve authorization to enter into contracts for surveying services in conjunction with the 2021 capital improvement program. Do I have a motion?
>> Trusty Phillips. I have a second. >> Jackson, any discussion? Please move to voting. 90. Motion passes. Next item O. approve authorization to enter into contracts for roof consulting services in
conjunction with the 2021 capital improvement program. Do I have a motion? Trusty Ryan, do I have a second? Trusty Dar. Any discussion? Please move to voting. 90. Motion passes. Next item is P.
Approve authorization to enter contracts for storm shelter peerreview services in conjunction with the 2021 capital improvement program. Do I have a motion? >> Trusty Jackson, do I have a second? >> Trusty Phillips, any discussion?
Please move to voting. 90. Motion passes. Last item, Q. Approve renewal and purchase of managed print services of district multifunctional printers and scanners. Do I have a motion? >> Trusty Lo, do I have a second?
>> Trusty Jackson, any discussion? Please move to voting. 90 motion passes. The time is 10:29 p.m. and this meeting is adjourned. Heat. Heat.
[Music]