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[Music] Good evening. I'm calling this meeting to order. The time is 5:32 p.m. In accordance with the Texas Open Meetings Act, Texas Government Code Chapter 551,
this meeting is officially open with a quorum present. We have a full quorum present when we count our two electronically pictured members up on the screen. President Roxan Martinez and board secretary Dr. Michael Ryan who are on
Zoom. Welcome to both of you. Can we hear a hi so we make sure that we have your audio. Good evening. Thank you. Evening. All right. Cool. We'll move now to our pledge, vision, and mission statements which will be led
by our communications department. There we go. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and
justice for all. Honor the Texas flag. I pledge allegiance to thee, Texas, one state under God, one and indivisible. You may be seated. The vision of the Fort Worth Independent School District is igniting in every
child a passion for learning and our mission is preparing all students for success in college, career, and community leadership. Thank you. At this time, we will hear public comment addressing items on this agenda as well as items of a general
nature or topics not specifically listed on the agenda. Please allow me to remind you that because of restrictions by the Texas Open Meetings Act, our board members may not engage in a verbal exchange about a subject that has not been posted. We will listen and take notes, but the board is prohibited from
responding to any inquiries made during a board meeting on any topic not posted on the agenda. However, the board may reply with one, a statement of specific factual information given in response to the inquiry. Two, recitation of existing
policy in response to the inquiry, or three, direct the person to visit with staff about the issue. No presentation may exceed three minutes unless the speaker has prior approval for additional time because of the use of a translator. Speakers who require the assistance of a translator are permitted
double the allotted time of speakers who do not require the assistance of a translator. Speakers, when your name is called, approach the podium by going to the back of the room, down the stairs, and coming up the sidewall on your right. As soon as the speaker begins
speaking, our time clock will begin. Our first speaker is Miss Pamela Bennett, who will be followed by Mr. Bob Willoughby. Good evening. My name is Pamela Bennett. I am the family engagement specialist at Edward J. Brisco. As I started my
journey with the Brisco, I was a parent. As I continued, I was a parent volunteer at the school. A lot of things that we do in our community is we help our students, our parents feel just like we're family. We have also dedicated rooms in our building. Our early
childhood room is dedicated to Miss Griggs. We also have a garden which is dedicated to one of our former teachers, Mr. Reese. We also have a plaque out in our um garden which is dedicated to someone. What we do in our building is
we make all our families feel like they're important to us. Our students can always call on us at any time. A lot of things that we do is we make you feel special. We help you with things that are outside the building like we will go to their houses and help our students
with their homework if that's what they need. We also are able to help our parents with other things like with me when parents need to reenroll their students for next year. I don't just do the student in our building. I do all of the students in forward ISD. So that's one of the things that makes us feel
special while they come back to us. Also, if our students when our building closes and our students have to transition, even if we have a bus, a lot of our students play outside with other students, they won't have that anymore to do. So, my question is, what will
happen to them if we are bus to another campus? Also, as I close, it takes me back to something when I first met my principal, Miss Burgess, during the pandemic. She said to me, "Miss Bennett, why is your eyes so red?" I told her, "Miss Bridges, I haven't slept all
night. I stayed up all night enrolling our students for the following year." So, that's what's special to us. No one will stay up all night and go and enroll their students and people let them in their house during the night to make sure their students will be able to go to the school that they need to go to.
Thank you. Thank you. Mr. Bob Willoughby will be followed by Courtney Smith. It's a small crowd. Well, let me start off at one thing. This is the place of education, but I
don't know why you're behind the commissioner's corps and city council when it comes to signing up to speak at these comment meetings. Not too long ago, the commissioner's court when you went there, you had to get there at 10:00 in the morning before 10:00 and sign up there. And I mentioned that to Tim. I said, "Citty Council, you just go
online, sign up, and it's done. It takes work off the uh employees and everybody, and you're done. Just like that. So simple." Well, the commissioner's court now has where you sign up on Friday night to go speak there. You don't have to get there at 10:00 or anything. You do call in here, but that's the only thing you got to call in. I don't
understand why you don't put it on the website like city council when you sign up for agenda items or look at the commissioner's court, how they got it on there. So, you're kind of a step behind them when you should be in front. That ain't the reason why I really came down
here. I just thought I'd mention that. You know, the real reason I came down here is because the reason I have no respect for y'all is because you have no respect for us. When someone doesn't answer a question to me, ignores me, doesn't answer, that's not respectful.
And and you never answered. I I called down before I sued the I've got a court date coming up in October against ISD. It's been put off two times because of your lawyers and crookedness. I I can't believe two years they get to a small claims court. That's ridiculous. It's because of ISD as because they're
fighting it and not going to court. And you're going to lose this case. I know you're going to lose it without a doubt because you broke a contract. I believe you're going to lose without a doubt. But we'll see. We'll go to court nevertheless. and the amount of money that I'm suing for. You done spent more
on the lawyers. This is stupid. So, I have no no you know and I asked if the uh chair would have met with me before I filed the case might not had to file the case. Period. But you never return a phone call. That's disrespectful. I don't care about anybody else here at
city council, but I do respect me. And by God, I want an answer when I ask a question. I don't be treated like a peasant. Now, I don't know why you're here, but I honestly believe you're getting something under the table because no one compromises their moral values for free. And that's what you've
done. And you do by not answering questions. You won't come out. I've asked Toby to come on my show where you can interview and let people ask questions. She won't do it. Same thing with counsel. They won't come out and take questions. I learned a long time ago not to trust people that don't answer questions. I think that's
something we need to start teaching in school. teach these kids that when you don't answer questions, there's something wrong. And that's what y'all do. You don't answer questions. Another thing is four years between elections is too long. You need to change that to two years. 24 months is long enough for a
bad school member. Same thing with council that came up over we fought it. But two years is enough. If you're doing good, you won't even have to run. No one will run against you. If you're doing bad, then you're going to be competed against. So, and that makes sense. Two years is long enough. Four years is too
long for a bad person to be sitting up here. Thank you. Thank you. Courtney Smith will be followed by Deja Campbell. First, I'd like to greet everyone. Superintendent Molina, panel mates,
parents, teachers, and friends. My name is Courtney Smith, a former student of Edward J. Brisco Elementary and the parent of a current student of the same school. I was fortunate enough to be one of the first students to attend in the
80s when Brisco was erected my second grade year after leaving Carol Peak due to the campus being rebuilt. Brisco has been a pillar in my Morningside community since my childhood. And now my son has a chance to grasp all the love
and affection that this campus has brought me. It hurt me to my heart that our beloved Brisco is being closed, never to open again. What about the memories that were made here? the smiling faces of administrators,
teachers, staff, and students that depended on each other to help make it through the day and or week. What really hurts me the most is knowing my child may not have a chance to graduate fifth grade from his dad's alma mater. Having
to leave behind a lasting friendship with peers, teachers, and faculty that knows him well. My child is also diagnosed with ADHD as well as DMD. He has been able to bear with these
conditions with the help of Miss K, Miss Bennett, Principal Burgess, a few other uh staff members and students as well. But my question is, why would you take something from someone that has been
helping them for so long? Mind you, I've been at this school since 1980. I don't even want to give a rough estimate, but taking something from someone's community and forcing them to
go somewhere else that they have no clue about will not make the situation any better for none of the parents as well as the students or the adults that come into work and clock in every day like
you guys do. I take that as a slap in the face because not only am I a single parent, a father that has to raise a child with these conditions, but also not having that backing that was put in
place, the 504 program, he's getting everything he needs at this campus. not being able to graduate from Brisco is actually insulting to me because I wanted him to follow in my footsteps.
So, please reconsider taking Brisco away from us and the Morningside community because I love that school and that school loves us. Thank you. Thank you. Deja Campbell will be followed by Tren
Dorsy Hollands. Good evening. I'm Deja Campbell, a Brisco Elementary parent substitute teacher. I've seen the school's heart firsthand as a mother and as a sub. And I've witnessed as a sub and I've witnessed a place of
love, safety, and unwavering support. Brisco isn't just a building. It's where children feel known and encouraged. where staff build genuine relationships and foster confidence. When you close it, you're not only moving classrooms,
you're uprooting a vital support system. The proposed transfer school is 1.3 miles from my home, which is nearly 30 minutes for little for the little ones to walk like mines. Many families lack reliable
transportation. Some parents leave for work before the first bell. Older siblings who I've seen guide their younger siblings to school will no longer be able to help, compromising everyone's safety. This decision isn't
merely is isn't merely inconvenient. It dismantles the structure working families depend on safe routes, dependable child care, and the emotional stability of a familiar community. We understand that the budgets and tough
decisions are part of running a school district, but what's missing from this conversation is the very real p personal impact this closure will have on families like mine. If closure is unavoidable, we urgently ask that the district to
provide a clear, compassionate transition plan, guaranteed transportation options, counseling and emotional support for our students, equitable placement for our dedicated teachers and staff, ongoing family
involvement in and planning. We don't seek to preserve bricks and mortars. We seek to preserve safety, stability, and community values Brisco embodies. Please remember what this school means to us and consider it in every step forward.
Thank you guys. Thank you. Trice Dorsy Hollands will be followed by Melanie Watson. Good evening, board and Dr. Molinar. You know who I am and you know exactly why I've been coming to these meetings
consistently for the past three years. My message and my asks remain the same every time I've stood before you and today is no different. Today, however, I would like to start by giving credit where credit's due. Under the leadership of Dr. Molinar, we and yes I say we have
seen a powerful increase to our third and fourth grade reading scores, higher than we've seen in over a decade. That's no small thing and it gives me great hope not only for our districts but for the futures of our students because as we all know literacy is freedom and
that's justice for all of our kids as we continue to work to close gaps in opportunity and perception in outcomes. I ask that you keep parents at the center. We want to be involved. We must be involved if there are going to be serious and lasting success and real
stab sustainability. Excuse me. Our voices, our experiences, our partnerships are key to unlocking stronger a stronger future for our kids. I'm also deeply encouraged by the attention and investment being directed towards one of the most highest need
campuses, Clifford Davis. This school, those families, and most importantly, those students have been in dire need of the excuse me, in dire need of resources and opportunities not provided beyond just your traditional campuses. And to see those needs finally being
acknowledged and met is powerful. Of course, we still have a long ways to go, but these kind of strides are truly shifting the trae trajectory of Fort Worth ISD. So today, I stand here and say the fight is not over. You will continue to see us. We will continue to
advocate on behalf of parents and students. We want improved quality of education for our children. And as we look into the audience, you can see exactly what parents want. and you can see exactly what parents need. And by me standing here today and for the past
three years, that lets you know we do care. Thank you. Thank you. Melanie Watson will be followed by Kathy Kesler. Good evening board, Dr. Molinar. My name is Melanie Watson and I too have been
here for a while. So, most of you probably know my face or at least my voice. I come before you tonight first. They always say give the flowers while you can. I want to give y'all flowers for the turnaround that we have had. And
we as parents see it and we're happy. We know we got a long way to go, but it does give us hope. I came here tonight and my kids said, "Well, mama, school is out. y'all still having a school board meeting? And I say, "Yeah, we gonna
still be there. Y'all have um on the agenda tonight this dyslexia program and all of the new things that y'all are going to be implementing." And I already know and have faith that y'all are going
to vote the way that we needed to go. But I wanted to come in this evening and I wanted to put a face to dyslexia for you guys so you know and understand and see why we're out here fighting. Trinity, stand, please.
This is my daughter, Trinity. Trinity made it all the way to the fourth grade before anybody realized that she was dyslexic and couldn't read. I come here every month because I don't ever want another parent to feel how I
felt. I don't ever want another parent to feel hopeless. I don't ever want another child like my child to feel like she's a failure. Let's vote the way that we need to vote. not only on the dyslexic that's on the
agenda, but on everything on the agenda that we know is going to help our kids. Thank you. Thank you. Kathy Kesler will be followed by Amanda Ana. Um, my name's Kathy Kesler
and I'm here to express concern and seek clarity regarding the application and selection process for the dual language for kindergarten. We were had a teacher conference where
the teacher recommended that we apply for the dual language. She expressed that there was a time limit and to get it in as soon as it was available. And so that's exactly what we did. We
applied, we waited, and for a month we didn't hear anything. Um, and then we were told we were on a wait list, which we understood. We understood what they had said. And then two weeks after being placed on a wait
list, we now get an email, a generic email saying that late registration for the dual language is now open. So, we contacted the office of the dual language to get clarity
because we were really confused like if you don't have spots for the kids that have applied, why is there still spots available? And at that time, um I believe her name's Miss Mendoza um said that our child was on the wait
list and that if she wanted to move campuses, she could. And in that situation, she would have a spot in the dual language. And we were open to that until we started doing the research. And once we started doing the research, we were
going from a 4.5 school to a 3.1 to a 3.4. So now we have to decide, do we want the better education or do we want dual language? And after speaking today um to
Cindy and Lola, there's been some clarity in this that our child was taken out of basically what was on the website. The website says it's a lottery, but come down to it, it's based on where we live and what language we
speak. and a language survey that was done a year ago and those circumstances have changed and we tried to explain this to them but yet they're still sticking with this is the law this is how it is but when I talked to tea they
said that is not the law and they didn't exactly know what was going on but they are as well looking into it and I just ask if you have a willing child and parents that are willing to support these kind of programs. Why are you not
letting them be a part of it to advance their education? Thank you. Thank you. Dr. Marloner, can you please have staff reach out? Thank you. Amanda will be followed by Ashley Toiver.
Good evening. First Vice President, Miss Toby Jackson, board, and Dr. Molinar. It feels really refreshing to stand here and say positive things tonight, and that's what I'm going to do. First of all, um, tremendous kudos, praise,
anything that I can offer to the positive movement in literacy. I know that that was not an easy feat. Um, and I also want to give uh praises to the teachers who are not sitting in this room because I know that they are the
most um should take the most credit for that and I know that personally and I know it well. So, I'm very thankful um under the leadership of Dr. Molinar that our teachers and our students are showing signs that they are thriving and
I'm glad to be a part of that again come next year. Um, I also am here to advocate for the dyslexia program. Um, I want to give kudos to that as well because you have taken the time to seek out one of the absolute nationally known best
curriculums for dyslexia. And I've been able to see that program firsthand when I was at Northwest ISD and the impact that it actually makes on children who suffer from dyslexia. And so I am very grateful for that and I'm asking each of
you to vote yes to that tonight because it is empowering our children and we're putting money where our mouth is so that they can be successful and have access to the general education and the general education classroom as well.
And also uh while I'm here um I do want to echo the thoughts about Brisco Elementary. Um, thanks to Miss Burgess, I have had three days to work in my classroom. Um, and it's pretty close to perfect. Um, and I
feel what has been described in the hallways there, even when it's just me and the janitor and my sons on Fridays. And so, I'm asking for an extension. Um, when I look at the map, CBS actually did a great job, a progression map. I'm
looking and I'm looking at that triangle um on the east side of 35 and 287 and that little triangle we have there and we're losing four schools in that one little triangle and I do not understand that because when I look across the
street at Brisco County Caddy Corner we're building houses right there. So that's not equating to me and I would like another opportunity, an extension of an opportunity besides one year to serve that community. Well, thank you.
Thank you. Ashley Toiver will be followed by Claudia Guadian. Superintendent Molinar and board members. Good evening. My name is Ashley Toiver, a parent with Parent Shield Fort Worth. The district's uncertainty is
deeply felt throughout the community and myself. A mother who had hopes on enrolling her child in today's Avala because of how well the school is performing and the environment they created is welcoming. I frequently speak with parents who have lost trust and hope and who are worried about their
children's future. We are frustrated by the school closures, the possibility of a state takeover, a lack of engagement from schools, and the potential impact of vouchers on Fort Worth ISD. While I acknowledge the progress made over the past six months, I am still holding you
accountable to the value made at our candidate forum. Trustees Ryan, Roxanne, Wallace, and Camille. Each of you stated on live recording that you would prioritize literacy for brown and black students. As the next school year approaches, I look forward to seeing
growth in our students and families. I am asking Fort Worth ISD leadership to show growth in these specific areas. The first one is direct increased funding to campuses serving predominantly black and Hispanic students. The second is guaranteed access to technology,
academic support programs, and community partnerships at these schools without requiring a request. The third is strengthening family engagement with consistent direct district-wide standards and partnerships. Our students deserve more than access. They deserve
investment. Let's build a district where support meets the need every time. Thank you. Thank you. Claudia Guadian will be followed by Adrien Alexander Haynes.
Good evening uh board members. My name is Claudia Wadan. I'm a mother of a recent graduate and a member of parent shield for Worth. Today I am sharing our story. on May 30th was a happy day watching my son walk across the stage with all other students in OD Wyatt. But
I was saddened to know he was one of the only students sorry they cannot read on grade level. I am here to ask you to hold yourself accountable to make literacy for all students a priority. My son would come
home asking if he was dumb or stupid. And not one student should come home feeling that way. Our children depend on you to make that right decision. With literacy the priority, no other student should walk across that stage unable to
read. Together we can make a difference. Thank you. [Applause] Thank you. Adrienne Alexander Haynes will be our final speaker this evening. Good evening, Dr. Molinor and members of the board. Um, I was unaware that it was
three minutes, so I will just like to give a little introduction of myself. Um, I'm a mother of four children. Um, one recently graduated this year. My other three, one um attends YMLA and my
other two attends a school of choice program outside of the district, but all of them attended a school of choice program. Um I'm here tonight advocating for expanding the dual language program
for all elementary schools. Um the speaker before she spoke my language when she said better education or dual language. Um that's not a choice at this
point in our world in this global world in in any society. Um being able to communicate is a necessity with one another especially if we're going to succeed. Um,
my son, a recent graduate, attended and participated in the video game design program of choice at South Hills High School. Last year, South Hills served a student population that was approximately 87% Hispanic, eight black,
four white, and one Asian. He worked incredibly hard. He studied with dedication, and he made the most of the opportunity he received. an opportunity granted through a random lottery selection. But even with all of that effort, I couldn't help but to reflect
on a painful truth. He may still be excluded from certain career opportunities. Not because he lacks intelligence or drive, but because of access to language learning that was never guaranteed. Currently, Forward ISD offers dual language programs at select
campuses through a lottery system. But let's be honest, language shouldn't be a lottery. Learning the language of the majority and gaining bilingual fluency should not be treated as a privilege or an elective. It should be a right, a
requirement, a foundation. Dual language education isn't just about learning to speak in two tongues. It's about preparing students for a world that demands communication, adaptability, and cultural awareness. And when we only
offer this to a limited group of students, we don't close opportunity gaps. We widen them. If we're truly committed to preparing our students for college, careers, and life, then we must begin with equitable access to language
education for all students. Thank you for your time and your commitment to our students. [Applause] Thank you to each of you for sharing your thoughts this evening. Next on the agenda, we have board committee reports.
Do we have any questions from any of our trustees? Seeing none, we'll move to the superintendent report. Dr. Molinar. Thank you, Trusty Jackson and board. Um this evening I would like to present an
updated report on our strategic priorities especially priority one academic excellence. So we'll wait for the report to come up and then we'll get started. Dr. Mariner, before you get started, I need a copy of the report please. I don't see one at my desk.
Thank you. Just didn't want to interrupt you. Anybody else? Thank you. Copy. I'm good. Okay. Perfect. I'm good. Okay, this evening you're going to see our report and I'm not sure if
okay have the zooms on so make sure our audience can see it as well. We are going to share with you this evening our end of the year um progress results. Our last board meeting on June 10th we shared our early results. However, since
then we have received our star ought to resort results. um for our three through eight as well as our EOCC's. So, we wanted to update um our stakeholders on where we're at and we're very proud of
our star star ALT 2 students, which is a um assessment that our students with disabilities take if they qualify, actually increased our overall scores. So, we're very proud of our students and we want to share our updated results.
The first slide here, you're going to see our end of the year goal 1.1, early literacy. And this is for our grade three students. And this is one of our goals. It's our House Bill 3 goal that's required by the state. But in addition to that, it's also a goal in our
district uh strategic plan. You'll see that we set a goal of 33% and we actually came in at 38% of our students for our third grade ELR. And this is English and in Spanish combined. Um you'll see that we are on track to
meet our target but actually we have end we are beyond that target at this point. So in October when we come to bring updated baseline data for our district strategic plan and priority 2, three and four. Um we will also be asking our
board to allow us to increase our goals since we've already met our first goal for 2025. You'll also see our closing the gaps below and this is where we still have a lot of work to do to close our gaps um between our subgroups of our
students. We also will will be doing goal setting for all of our subgroups that you see listed there on the bottom of this um priority of 1.1. I do want to note uh we'll be sharing in um later on in July or August our
subgroup data in more detail, but our African-American students in fourth grade reading did 11% increase at the meats level versus our white students with only 1%. So when we talk about
where we're focusing on literacy and we're seeing the gap close, we do want to commend our fourth grade students, our African-American students. 11% gains versus 1%. That Thank you. That deserves applause for our teachers and our
campuses for that work. In fifth grade reading, our Hispanic and our African-American students also showed over 2% gain from our other subgroups. they received 7% versus 5% from our other subgroups. So very proud to see
not only closing the gap but increasing those gains as well. You'll see 1.2 is early math and we had a target that we shared at 32% for our grade three for a meat or above.
remember our state when we we they measure us at meetats level and then of course um master level is when they have mastered that entire grade level content that was tested. We had a goal at 32% and you'll see that our third grade
students in the area math reached 35%. So once again we went beyond our goal and so we'll have to come back and do another goal for 2026. So, we are on track for that. In the area of our math, I do want to commend our
African-American students again for a 4% gain versus other subgroups that only had a 3% gain. Every percentage point matters when we're closing that achievement gap for our subgroups. 1.3 is our middle year's literacy. This
is our six through eight students who have reached a meet grade level or above. and our English language arts and our reading. Our goal was at 32%, we hit 39% um for 2025. So once again um beyond on
track, our goal for next year was 36. So we need to come back and reestablish new goals for 1.3 middle year's literacy. Looking at our 1.4 middle year's math, this is our sixth through eight
students. So, we know math is definitely an area in our middle school, not only in Fort Worth ISTD, but across the state. And we're going to show you um some data in state comparison as well in a couple slides. We had a goal at 22%.
They hit 30% 6 through 8 for middle school math and for 2025. So, once again, um on track, but we need to go back and reset goals for 2026 and beyond as well.
1.5 our EOCC's um we did not receive um the scores we definitely were reach wanting in our EOCC's and that's a end of the year course exam that's for our high school students that's required for graduation they only had 18%
was our goal we did meet it at 19% however when you see a couple slides that show individual results for our EOCC's we also did have some decreases in in some areas that we will need to address and this is algebra, English and
biology for these EOCC's combined and we'll break it down in a couple slides that show you algebra, English and biology in separate slides. The next slide you see I'm sorry here's your EOC one it may not have clicked. So
you'll see that was a 18% goal and we did meet it at 19%. However, that's still definitely a long way to go for our high school students. Um, and we'll talk about the steps we're taking
for our EOCC's as well. Our next slide here, you're going to see the dotted green lines around the boxes. This is the star alt um 2 results that we received from um past the June 10th
meeting when I first showed you our grade three through eight reading and math scores as well as our English scores. Everything with a dotted green line increased since June 10th when we received the second round of our results. So these are all increases when
you look here and that is due to our star alt 2 assessments. So you'll see this slide looked very similar before. When you look at the meats are higher which is of course identified by the state of Texas of our students who are
at grade level you'll see that we have made increases except in the English two area and even at our grade three four and five six seven percentage points there. This is I wanted to show the data
because these are great results. We're very proud of them and as one of our speakers said, we're very just grateful to our teachers and our campus support staff that really dug in into the classrooms um really provided
interventions for our students and just they did the work on the campuses and in the classroom. However, we still have a long way to go. I think it's very important that we all we continue to show our students who did not meet and
that means they did not meet the approaches or the meats or the masters because these are still students who are below grade level that need us to have urgency bold and aggressive action steps
to get them at meets or higher at masters to be on grade level. So this is a to me is a very important data point that we need to remember as we celebrate that we still have a long way to go with Fort Worth ISD. This is when we actually
like to see um the minus by the the um number because that means we're on the right path. So that's the green. We shaded in green just to make sure we show the difference there. But for our
students who did not meet in grade three, we made a difference of six percentage points. That means six percentage points of our students from last year to this year actually did move into that band of approaches or higher. So if you look at the did not meets and
here's is just so everyone's reading the chart correctly and you'll see under grade three reading did not meet 35% in 2025 and then if you go over to the approaches at 65 those two add up to 100. So you'll see that currently we had
35% of our grade three students who did not meet standard where we have 65% who are at approaches meets or masters. So that just wanted to make sure everybody was reading the chart correctly. You'll see down at the bottom
we still have a we have our English one and English two that we did not um progress there from uh or did not meet from 44. We went from 44 to 51. So, we actually increase that and that shows us
why we're taking action steps in our high schools and implementing a new framework as well as increasing the amount of time that our students are spend writing from elementary, middle, and to high schools into high school as
well. On the next slide here, here's our star performance. Um, so we'll go back to just looking at our math once again. The green dotted lines show you that with our star alt 2 scores that came in after
June 10th meeting, how many of our um categories actually increased. We had one category in grade five math um that did go down two percentage points for from 2024. All the rest of our
categories from meats and masters increased or stayed the same. Similar to the last slide, when we look at our students who did not meet, you will see that math as we know and we have discussed multiple times in our
board meetings as well as every um action step we take that we still have our our students who need intensive math instruction that we'll talk about as well later on. In this slide, you'll see that we did make gains of did not meets in grades three and four in math and
grade six. Just a reminder, this is another reason why we're double blocking our middle school math time and our literacy time. Going into the next slide, you'll see here is science, social studies,
biology, and US history. Once again, the green dotted lines around those categories will show you our star star alt 2 where we showed increases um from that. Look at our biology at meetats or
higher 12 percentage gains. Our students who are taking a EOC in biology made 12 percentage gains um across the board. So, we're very proud of our biology teachers and our students taking that assessment. Here's the comparison. When
we look at science, social studies, you'll see our fifth grade and eighth grade science definitely made some gains from last year for did not meets um as they're getting closer to the approaches meets or higher. Um but we st we stayed pretty stagnant in the area of eighth
grade social studies as well as when we were looking at the biology moving them from the did not meets into the approaches meets and hire and then our US history as well. Here you're going to see state comparison. I think it's very important
that we're looking at how are we comparing across the state of Texas. And just a reminder this is just not the urban districts. This is suburban. This is rural. This is all districts across the state that take these assessments. So, I want to share with you this evening where we're at when we look at
oursel in comparison to the state. We need to grow faster than the state grows. For us to close the gaps and to be able to be competitive and to um really surpass the state, we have to grow at a faster percentage rate than
the state does. So we have to do that to close those gaps. When you look here, every area in third through five, we outpaced the state in percentage growth. When you here when you look at the example in third grade, and I'm going to
go at meets or or above because to me that's where the important remember meets or above is where our students are at grade level or they have mastered that grade level. Meets are above in three through five reading. We outpace
the state in percentage points that we still have a long way to go. Very proud of our campuses, but we still need to close that gap. Third grade reading, we're at 38% and then of course the state is still at 49 or at 49%.
We still need 11 percentage points to close that gap. But we went six, we went up six, they only went up three. We have to do that consistently every year. and but we need to do it at a faster and more extreme pace to close that gap.
Going to the next slide once again you'll see here this is a state comparison for middle school and in all areas except 8th grade um when you look at the mast's when you um I'm sorry yes when you look at all the areas at the
meats or above except at the mast's level we once again outpaced the state again where the state stayed stagnant at 0% we went up 4% % 4% 4% when you look at meats are above but we're still below
the state so when I say we need to be faster and be more aggressive we have a lot of work ahead of us but this just shows you an example where the state is in comparison so when you're looking at other districts we are outpacing how we're growing against some of those
other districts here's our math our math as a state um comparison we have all areas um that did once again outpace except when we look at our third grade math at the mast's level. Um and
then when we look at mess or above and our grade five um we actually dropped two percentage points, the state dropped three percentage points. Now I'm glad we didn't drop three, but we needed to actually go up two or go up three. So
that's not a celebration for us, but that just says across the state, fifth grade math was definitely a struggle. Um, however, we still um decrease less in the state, but not a celebration at all when we we look at how how much more
work we need to do. If you look at grade four math, we went up five percentage points and the state went up one percentage point in that area. Here's our middle school 6 through eight math. And we know um really when you
look at this chart, you'll see middle school math is really an issue for the entire state when we look at these scores for students who are at or above grade level. Um when the state is coming in at 38% in sixth grade, 31 45 and
we're coming in at 20% and then even at 8%. Um, this is definitely an area of focus for us next year as you've heard me speak about before. Um, but this does show you as well how the state is doing in math in comparison.
Going to grade five for science and eight in social studies. Um, just a couple highlights here would, you know, for me would just be our eighth grade science. When you look at the approaches, we made that 8% gain, but just remember approaches is not where we
want our students to be. That means they're closer to being on grade level. And that 8 percentage gains means they are a lot closer than they were before. However, we still once again we have a lot more ground to cover when we're looking at it. And then thinking about
science and thinking about social studies, what are the components of literacy that impact when our students take that assessment? When we focus on literacy, we're going to see our social studies scores rise. We're going to see our science scores. We're going to see our biology. We're going to see our US
history. Literacy is the key for every subject area for our students. So, what does this mean for us? This means that of course we um we're still an emergency response here. And thank you for those who celebrated our
teachers this evening during public comment and for the gains we're making. But we are still in an emergency response for our students in Fort Worth Independent School District. That means we have to continue to be bold and aggressive with our academic
performance. And you'll see some of those board agenda items this evening. There has to be urgency around universal to achieve grade level literacy across the board so we can impact every content area for every
student in this district. You'll see that with our our new curriculum framework, our new instructional planning calendar. But what counts with that, and I cannot stress this enough, and I will stress it at every single meeting, is the consistency of the implementation
of our new framework next year. and utilizing the resources that are aligned and we strengthened the expectations of that of the second semester and we saw the gains and we saw what it can do when we put this in place next year on come
August we have to all be together on that and we want our parents to know what we're doing in the classroom and hold us accountable to what we said we're doing in the classroom that also means continue to redirect and align those resources
And you're going to see how we've already um you one of our board agenda items, how we are saving money in our budget, and we did we adopted a deficit budget for this year, how we're saving money, but then looking at that savings and how can we redirect it back onto
those campuses that need extreme interventions um in the area of literacy as well. So that means we have to continue to be even more student centered, have more adults working directly with our students. That goes into the
demonstration teacher. That goes for our data analysts who are on campuses. They're required to work with a small group of students. That means our deans of instruction who are still on our campuses will be required to work with a group of students. you if you're an
adult on the campus and you are being paid through title one funding or as a district we're supporting that campus that resource they will have small group of students receiving instruction. They are qualified teachers um within our
district that we will be asking to work with our students and intervene during that time. And then of course high expectations with support. We're implementing um new math curriculum, a new phonics curriculum, a new de dyslexia curriculum. It has to be with
high expectations. We have to support our teachers through professional development, but there has to be accountability for implementation. That's what's really important. Non-negotiables. High quality instruction materials are aligned with our new curriculum framework and our instructional planning
calendar. That's the non-negotiables of what we will see in the classroom. That first teach has to be rigorous. It has to be on level. Our students who are even reading below grade level right now deserve ongrade level instruction at the
first teach every single day. And that means alignment to the standards to the TEICSS that are written in our curriculum framework. And then our demonstration of learning, we're able to check for understanding for all our students and then intervene when
necessary. but then enhance and push our students to the master level when they are the when they are meeting that demonstration of learning. So, let's talk dyslexia and the challenge and what we're asking our
board um to take action on this evening. We knew we had to redesign our dyslexia model and there was a few reasons why. Our current intervention model, we've been doing that model for years. we have not been seeing the results that for the
investment we have been putting into that curriculum and that model. So it's time to do something differently. There's no reason to keep doing the same model using the same curriculum and not getting the results that we want. You have to do things differently. Our progress monitoring of course shows
there our students have not mastered the dyslexia programs. They're not still decoding. They're not comprehending. The program has not benefited them. they may be finishing the program but they're still not achieving at the results that they should be. And then of course it's
been inconsistent about around the um instructional delivery of the dyslexia model. And we still have growing gaps between our students and we need to make sure our uh personnel they're trained that we need to do a reset which we will
be doing around this dyslexia program. And right now we lack a district-wide aligned evidence-based model. We don't have an evidence-based model that we're able to monitor at this time. So you'll see here it says students are
not catching up fast enough and our youngest learners deserve a more effective and coherent approach and response to a dyslexia learner. Dyslexia is coded as a disability. We have a responsibility to put in front
of them the best curriculum and train personnel to deliver that curriculum as well. How are we accelerating literacy through a redesign? You'll see here you have we have two different um programs we're going to be doing. And why we're doing
that is because this is an intensive journey we're getting ready to take on with dyslexia. this redesign model. Take flight is one of the well-known research dyslexia program known across the not even the state across the nation. But
when we say it's intensive, it's intensive training. It's therapists. These are trained teachers who become therapists to deliver this intervention to our students. It's going to begin at select campuses in the 2526 school year and then we will scale it districtwide
due to the intensity of this training. It's also anchored of course into our structured literacy instruction that you'll see that is aligned to our framework. So what are we doing for the rest of our students? We're not going to continue the same program the
instructional model that's not been working. So we're doing the part of the program called bridges. So for our we have take flight which is one part of the program and then there's bridges while our other teachers are being delivered and they have to actually be
they have to qualify to be able to be able to deliver the takeflight curriculum. So the teachers who are not yet trained and not yet um qualified to deliver will be doing bridges. That's a teacher delivered intensive supported
instruction that has a ab avatar co-teer with them as well that is research proven to be able to implement some of the takeflight curriculum as well. It's built on the same literacy structure of takeflight and it provides immediate
immediate high quality instruction and dyslexia intervention for a bigger group of our students across the district. And it also enables um our schools to serve even more students. Um and then of course we'll go districtwide with take
flight as we continue to push our our teachers into the training to be qualified and certified. So just an overview, we are going to have 17 um dyslexia instruction um providers will begin takeflight
training. Actually they're already starting it this June. It says June. They're already there. They're starting that um that training for it. Eight of them are through Scottish Wright. And those of you who know who dyslexia, Scottishright is one of the most
wellknown providers for dyslexia. And then nine are doing it through region 11, which is our partner um that is also certified to be able to provide training to our teachers. 60 of our PDIs are scheduled to begin the bridges training
um starting in July as well. So they're ready to start delivering instruction to our students in 25 and 26. So you'll see over there in the red box, we like to make sure. Why bridges? Well, because to take fight requires um advanced
therapist certification. It's a two-year process. We're investing and we believe this is what our students need that we're investing two years in training to certify our teachers in takeflight curriculum and there's always a gap of
students when they're identified with dyslexia with the number of trained um dyslexia um teachers available trained specialists available. So that's why we're having the bridges. So, we still have a teacher in front of our students,
but then we have the avatar um virtual avatar that is also assessing and helping our our teachers become um the two-year therapists and being trained through that. So, we're investing, of course, in our educators. So, this is also when we talk
about um investing in our teachers and our employees to make sure they're retained and they stay with us. This is what we're doing for once you're trained as a 2year dyslexia therapist, specialized
therapist, we need to retain our teachers. We don't want them to go to a different district. We need to make sure we retain them. That's a lot of not only funding we're putting into the training, but time and that we want them to be with our students. Our students here in
Fort Worth ISD deserve the best. They are going to receive extra duty compensation for doing the training for this summer. Um, it's a two-year commitment to for both the bridges and the take-flight implementation and it's 700 clinical hours that goes towards
being a certified academic language therapist called a CAL certification. So, it's a certification for our teachers. We're providing this a cert an additional certification to our teachers who take advantage of being trained in this. And then of course it helps us
with our long-term goal to build our internal pipeline to support our current and our future dyslexia students in Fort Worth Independent School District. What's the long-term benefits for Fort Worth ISD? Well, of course, it's improve
student outcomes, having students on level, reading accuracy, fluence, comprehension, everything they need to be successful, not just in literacy, but every content to be successful in the workforce, to make sure they're on
level. That's the benefit. The benefits for our students, our benefits for our students who are no longer our students, they graduate. They're part of the workforce. They're getting a certification. it's easier for them to get into college. They're not taking remedial classes in college. They go to
college and they're ready to compete in the workforce as well. We're expanding access to highquality dyslexia services as well. And then of course, we're reducing the case load pressure on our specialists by
building instructional capacity in addition to that. And then we're growing internal expertise as we are screening additional students and we've talked about doing additional screening in our middle schools. We needed the need for
additional specialists. We have to pour funding into dyslexia because we're going to have student population that increases and they need that resource as well. Research-based phonics program. You'll see that on the agenda as well this
evening to um be have our board take action. This is a blue bonnet learning phonics program. This is just the phonics program. We will continue with amplify as our other part of our reading resources. And we've been discussing the
need to add an additional phonics program in our K through2 space. Blue Bonnet actually allows us to put phonics in a K through three space and it's researchbased. We have to strengthen
that early literacy foundation and we know that we needed an additional phonics um program. We opened up a RFP. We looked at it and we reviewed different programs. We have decided on
the blue bonnet phonics K through three. Our classrooms, they have to have a cohesive streamlined block. We need to put dictation and student writing back in the literacy block in the classroom. This program puts that back in place and
it's all there for our teachers and it'll be written into our curriculum framework and aligned with our curriculum framework. And this is the best part as well. We get to extend this to third grade. We know we have students in first and second grade, our second
graders this year going into third grade next year who missed a strong phonics component. We now have the ability with this program to implement that into third grade and be able to give them a strong third grade phonics program and
it's in English and Spanish. Right now we are having to buy two different resources to address our English and our Spanish. We are able to have the same resource for our students in English and in Spanish that helps our teachers with
training. It helps our campuses with resources with our curriculum framework when we're writing. We're giving a resource in English and Spanish. We have not been able to do that for years, especially a phonicsbased curriculum. And this is just to reiterate, this is
just the phonics program. It only replaces the phonics component in Amplify. As well, we did get teacher feedback in April. Um, this past spring, um, Miss Bowman, our executive director of literacy, she hosted over 300 Fort
Worth Independent School teachers across every grade level and different campuses to come and review the Blue Bonnet and do a focus group. They engaged in looking at it hands-on, answering questions, looking at the materials,
including the phonics, and the teacher feedback affirmed that the Blue Bonnics uh program aligns with our priorities and meets what they need in their classroom for their students. So, we're going strong 2526. Our literacy
department will be leading of course all of our K through three phonics program training internally. Our demonstration teachers that every campus will have a demonstration teacher on in our elementary setting as well as one in our middle school and one in our high
school. But we're talking phonics. This is elementary. um we'll make sure that they have the training that they're able to when they're not teaching their small groups or they're not teaching their classroom groups, they're able to model that for the other K through3 teachers
on that campus as well. It's an in-house approach for professional learning because we know it's already going to be aligned to our district's instructional framework. And then of course, we're going to be working in collaboration with all the campus leadership or demo teachers. We're going to have ongoing
training and then we in support to implement our K through phonics program as well. So we know that as we discussed we had a deficit budget that we adopted and we but we knew we needed to incorporate an
additional phonics program when we looked at the funding that we get from the state. Um, and this is a slide that we showed before, but however, if you look at near the bottom of the slide, this is a savings for us, but this is not why we chose the program. This was
the best program to choose. We're not going to choose a bad program and put in front of our students and our teachers, but this was the best phonics program for us in Fort Worth ISD. But by taking advantage of the blue bonnetic phonics program, we were able to originally we
were asking for $555,000 for a phonics program. Remember that was the only K through2 space and English only. We still had to buy Spanish resources in phonics and we were not addressing third grade in phonics. Now
we're able to expand to third grade and do English and Spanish. So, we have saved when we look at the funding, we're able to use our state funding to purchase the phonics program. And we were asking for $200,000 for that pay
for our teachers to get extra additional training as well as having region 11 help us with blue bonnet training as well for phonics. So, we're saving $355,000 to our general fund. That's $355,000
I can put back into literacy. That's what we have to do in this district. When I spoke about being urgent, being bold, and being in an emergency response, when we can find savings, it needs to go back into
literacy. Let's talk about additional uh days school year. So, House Bill three, we know when we hear House Bill 3, we we have some things we were excited about and some things we were disappointed about when we look at funding. However,
House Bill 3 that came out of the legislative session actually they're giving us an opportunity to not only give our students the opportunity to have more instructional days, but then also has a district how we can fund those additional instructional days. So,
we will be looking at and bringing back to our board and our communities of looking at um how we can add additional instructional days to identified campuses so our students can continue to get literacy and math support on those
campuses. When we talk about interventions, interventions can look very different. interventions could be a program that can be after school, but really our students need continuous instructional days throughout the school year. We have a great robust summer
learning program. However, there's still a gap and then not all of our students participate. We lose a lot of our students at summer. We even have some of our students come and start summer school and then they start to not show up. We're calling them, we need you to come back, you know, you only came for a
week. This will allow us to change the calendar for identified campuses to be continuously receiving instructional. House Bill three actually expanded. It used to just be elementary. They're allowing us now to look at our middle
schools. When you looked at the slides, when you looked at our results for our 3 through 8, we know our middle schools need help as well. our middle school students to be prepared to enter into high school, to be prepared to be in the workforce or go to college or be in the military, we need to catch them up and
put them on grade level. So, what is additional day school year? We call it ATSIE. There's always an acronym in the education world, so you'll hear that called ATSIE. And so, ATSI is actually where we're adding up to 30 additional days of instruction.
And that can be throughout the school year and into the summer. Now, 30 days sound a lot, right? But when you think of how many days we run summer school, we're running summer school around 20 25 days already. Really, 25 days. So, we're
just continuing on, but then embedding some days throughout the school year as well for our students. And this is also for our families. You know, we have campuses and we have families that need extra support. We love some of our
breaks, but those breaks sometimes are not the best for our families because they still are going to work or kids are at home. They're going to camps or trying to find places for their students to go. Well, we're going to be able to provide instruction to those students during that time. So, we the
requirements you'll see listed there. We need a certified teachers to have to deliver at least two hours of instruction during our ATSIE days. So those 30 additional days, we're just required to deliver two hours of instruction. Well, we know our students
need more than just two hours. But then what can we do with that additional hours during that day? We can do more enrichment camps. We can do more hands-on learning. We can do more science. How can we tie literacy and math into other core contents? And then
also, how can we provide additional planning time for our teachers during that time as well to give back? How can we do additional parent teacher conferences on those identified campuses to really talk about and become we talk about parent engagement. I talk about parent partnerships.
How do we partner with our parents on these identified campuses and use those additional instructional hours to have our parents come in, have our parents participate, have our parents partner, talk to the teacher, work with the students, provide them the resources they need as well.
So then you also see down there our ATSI days have to be separate from our instructional calendar. The state has made it very easy for us to be able to take advantage of putting in additional instructional days. The application
process is very simple. It's really just making sure we have the teachers there to deliver the instruction. And then of course I need our families to send the students on those days. So that's why I'll be h asking for help from our community. I'll be h asking for
help from parent shield. We need to our parents to understand how important it is when we identify a campus to participate with ADSI. We need your students there. It's very important that they're there each day and they're participating.
So the proposal um is really going to be on a targeted um set of campuses. You know, if we're doing it for everyone, we're not being targeted. We're not being strategic. So, we are we need to be strategic and look at data and see which campuses that
we see need additional instructional days to really close the gap for our students. We're going to do more time. It's going to be used with purpose. Uh we also in addition to literacy, we know we need to look at how we're going to accelerate math in grades three through
eight and algebra 1 for our students as well. This is not going to be a small pilot. We're not talking about one campuses. We're not going to talk about two campuses. If we're going to be bold and aggressive, if we're going to have urgency and we're going to have an emergency response, we have to be bold
and our students need to be with us in school receiving this instruction. I love all of the partnerships we have during the summer. I love all our summer learning camps, but that's still our parents have to get on there. They have to sign them up. There has to be space
for them. This takes that away from them. This is their home school. They have the space. We'll have the transportation. They'll have breakfast. They'll have lunch. It's just coming to school. That's it. So, let's talk about the hiring fair.
Um, Miss Alexander Hayes, cannot agree with you more. Dual language is very important and it would be important for every single student in Fort Worth ISD. I went to the job fair um this morning. I want to thank our talent management team for putting on a wonderful job
fair. Um Mr. Bailey and his team great our principles all who attended. But this is what I saw there. We still had like I would say the majority of our campuses who had vacancies were in the area of special education and bilingual.
There still is not enough teachers in those areas. And we're working on that. We're working on our own pipeline and we're doing things to address that. So when we can't offer dual language to every campus, to every student, it's really is not because we don't believe
in it. We believe in it more than anything. It's very important to have a student be bilingual and be participating, but we do not have the teachers. We're struggling to find teachers to serve our current vacancies and our current needs. So, I just want to
address that because I love what you said, Miss Alexander Hayes Haynes, sorry, and I appreciate um and I believe in that, but it's not responsible for us to increase programs that we cannot have qualified teachers in front of our
students. And I love our substitutes and we have some great long-term substitutes, but we still have to be careful that our programs and our choice options do not put uncertified qualified teachers to be able to deliver instruction to our students every day.
So, there has to be this balance. I don't have that choice when it comes to our special education students. And we're still seeing vacancies and gaps, especially teacher assistants. And you know people always say like how can I help? How can I dig in? If you know
someone who has a passion for students and a passion for teaching and if they don't have a degree they can become a teacher assistant and we will train them and we have great programs that eventually they can become a teacher in our district and be certified. So please
send them our way. Um but great hiring fair today. Um, we'll get the numbers to be able to share with the board and we can share in our July meeting and we'll do an update on where our vacancies are, but the majority of our vacancies are still in the area of bilingual and
special education. And it's not too late. I see u Mr. Graph out there, Nathan Graph, and our executive director of tra transportation. We have a operations hiring fair on Thursday. This is at our
north side community center from 4 to 6. And you'll see, you know, some of the jobs here we're still looking for. We have journeyman, apprentice, general maintenance, custodian, HVAC, plumbing, and much more. And of course, bus drivers, bus attendants. Um, so please
share this information and be part of Fort Worth ISD. Come be part of our team. We are doing great things here and we have a great team in place. So, we want people to come and join our team. And, you know, you might get on one of the rolling reader school buses that
we're going to roll out um in the 2526 school year around literacy as well. So, this let's talk about what our parents need to know for this summer. Um, so best thing today, this is one one of my best things today was um when I
got back from the hiring fair, I went to my office and I got on the Fort Worth ISD web page and there is something there I've never seen before happen. There's this popup. Anybody go on the page today? Trice, you go on the page every day. Surely you went on the page.
So, uh, popup that said stop. It was alert. You couldn't even look for anything until you xed out of it. And it says parents, star and EOC. I'm I'm ad living in here. STAR and EOCC scores are in. They're here. Find them. We have
never seen that in our district a popup. It was an alert for people who go for our parents, for our stakeholders, for our grandparents, for anyone who was trying to browse Fort Worth ISC web page today. So to our new chief of communications,
uh thank you Tyranny uh Tenan for just that little change that just really showed communication to our stakeholders that we want our parents to go and look at the assessment scores of their students as well.
So when we talk about our priority two student and family engagement, just a reminder uh what some important dates are and we're actually coming to the end of those our star grades three through eight. Those results are already in our EOCC's for our June. We have our high
schoolers who just actually took their um second round of retesters took their EOCC's last week and um so those will be in in July and you're going to be able to access your star student report card and once again I'm going to give a shout
out to Trice with Parent Shield. She helped us design on the parent portal. When you go on the parent portal as a parent, there is now a button that you are able to click to access your scores
through the Fort Worth ISD parent portal that has the necessary code to be able to access your students scores through the TEA website. So, we want our parents to engage and to partner with us. We want them to see
their child's scores as well. So, when you go on that portal, you'll see right there there's a a little button there that you just click on it and it's already populated to your your child's um parent portal and it goes to their
scores. So, if you have more than one child in our district that has STAR assessments, you will be able to go to each of your parent portal pages and be able to access those scores. And at this time, I'll take questions. Um, that was just an update for the evening.
I've never gotten applause. That was nice. Thank you. That was good. Trusty Bridges. Dr. Monard, that was a great presentation. Um, thank you very much. Uh, one thing I will say, it it feels
good to see the improvement in the numbers, particularly with some of our highest need students, particularly African-American and Latino students. I um I attend a church where there's a lot of educators and
sometime they follow me to the restroom. I'm not talking to address some of their concerns, but it's good to hear that uh they they they are moved and they are in terms of the direction we're going in
and I'm I'm I'm very optimistic. Let me let me ask you a quick question. Uh when you look at all the improvements and everything that we've made, what areas stand out the most that we've seen we've made some improvement in and why? So the
areas and I'll go back. Um and I'm trying to be better. One thing I'm I'm very impatient. Um I mean I have impatient leadership and I know most of you know that. But one of the areas I'm very proud of our reading scores of
course our literacy scores. But I try not to um become comfortable because we had so many gains we needed to make in that area. So, it's always easier to make those out of the gate gains. Um, but now we have to accelerate and be
consistent about those gains. So, definitely, and I'm going to just go to this slide so we can speak to it. When I look here at I want to say I'll tell you what I'm proud of. My star ought to testers. These are our students who are
identified with learning disabilities um to take this assessment and I can't remember when they have increased our scores because when you add in their scores they can increase them or they can decrease them and the amount of
increases that our star two students did for us as a district was just um It's it's almost emotional. That means our special education teachers and our inclusion teachers are just doing
wonderful work with our students in meeting their IEPs. We have a long way to go still in that area, but we're making gains not just with our general population, but our students who are diagnosed with a disability as well. But it really for me is the reading scores
because literacy is so important because when you have a district our size and you see a percentage points here and grade three and four reading six and 7% in fifth grade at the meats or higher that is hard to do and that is like
class that is classroom dedication and classroom work from our teachers that is very that is very hard but then I still look at this slide where we have our did not meets and that's where we have to ground ourselves
because we do have our students moving in the right direction and I I definitely I'm not trying to take any celebrations but when I look at my third grade reading so I currently have 35% of my third graders did not meet and they're going into fourth grade.
So now it's like I got to double down again. We have to double down again. So, I appreciate that that question and um but I think we have to be very um just realistic that our work is just
beginning and but we're putting the right things in place, but we we it's like pedal to the metal that we have to go even faster. Um well, that leads into my part two question. Where's the greatest opportunity? Yeah. Well, that's
I mean that math and uh EOCC's or I mean that's we've got we got to get control of the math and that's you know we have a new curriculum we adopted and new framework. Um but we have to get in those classrooms and see where's the disconnect with the math. We can't have
students leaving 8th grade at a meets, you know, we're looking at 32%. Look at our seventh grade math. 8%. Like that's I mean that's a singledigit number.
So that means I have seventh graders going in eighth grade who didn't get their seventh grade math. Double blocking is going to be hard. Middle school, I hear you teachers, middle school teachers, I love you.
It's going to be hard, but we have to do it. This shows us middle school literacy and math, you have to double block it. They're not 45 minutes is not enough. They're not getting it. And now, in addition to that, we've got to catch all these students up.
You talked a little bit about some pilot programs that you were going to be doing. I think it was with dyslexic. Have we determined where those locations would be? I don't believe we have uh we were waiting for all of our data to come in. We also need to look at some of the
assessments that we've completed to look at our students. Um of course we'll look at our our campuses that have our highest um student population that need identified with dyslexia, but then it's also um which students are at where in
the program as well. So we're we're looking at that. We're taking all this data. We're also looking at the end of the year assessments from our map in addition to our star because you can't just do one screener for dyslex like that you can screen and say like they
have characteristics characteristics of dyslexia but there is a whole process that's why it's under the special education umbrella. So we're looking at multiple sets of data before we identify those campuses and announce them. Thank you,
Trusty Dar. Thank you very much. And thank you for this presentation, Dr. Molinar. Um, I want to echo kind of stole my thunder a little bit. I want to echo a shout out to our sped teachers and to Audrey Thomas and her team. They deserve like 50 shout out. So yeah, this is um
amazing because our star alt 2 testers are um not only students with disabilities but often with multiple disabilities. And um for that to be a factor in increasing our scores, that is a true testament to the hard work that's being done. We just heard about staffing
shortages and the fact that people are doing uh sometimes more than the job that one person should be doing. And so, um, kudos to our special ed team and our teachers and for for making those improvements. That's amazing. Yes, that
definitely deserves applause. Um, throughout the presentation, um, I heard several words repeatedly from you, Dr. Molinar, and these are words that I think as a board we need to adopt as our standard vernacular, but I can only speak for myself that I will
adopt as my standard vernacular, and that is um, urgency. We heard that repeatedly. Urgency. We heard bold. We heard aggressive. We heard emergency response. We heard redirect and align resources.
Consistency of implementation. That is so important. uh parent engagement and partnership, student centered and improve student outcomes over and over and over again because that's that is that's why I'm
sitting here is for that urgency and that bold and that aggressive um action. I hope you feel my support as we proceed through this work. So, thank you for that reminder. Um what I want to focus on as far as questions is training and
retaining. Um so with the double blocking of math and ELA are in the um middle schools, it this isn't just something that you
say, "Oh, hey everybody. We're going to double block now because it's not it there is a skill and there is an art to teaching middle school students for twice as long as what you're used to. What kind of training is Fort Worth ISD
providing to our middle school teachers that will be double blocking so that they feel prepared and equipped to implement this new model on day one. So there's a couple things. One, we have double blocked in the past years ago and
we still have some campuses that um have, you know, some small areas double blocking. What we never did was change our framework to address the double blocking. Um we said double block and then we added in a reading intervention
course but never really had a curriculum that just addressed when we put students in a second literacy course which equaled a double block. So the first line is the training that our um teachers will definitely receive. Our
new teachers are getting intensive their first week back on the new curriculum framework and the instructional planning calendar. That's the first our first week of professional development coming back will also be um and our math and
literacy directors. They are designing some summer as well. And we still we have July still left and I can get you the dates. We have some sessions where we're already having them come in and our teachers come in and look at the frameworks and just becoming familiar
with it. It's not changing teaching. It's changing how they're doing their time and looking and finding their resources. But then our professional development days that we have embedded in the curriculum as well and to the calendar will be focused around our new
curriculum framework which addresses the new curriculum as well as the double blocking. We're not asking for perfection the first day of school. We're asking for following the framework, following the minutes, looking at the resources and being consistent. And then we're going to be
able to go and support. There's also our acceleration teachers who will receive the training there on different calendar days. Um, and our demo de demonstration teachers as well and they will be a support as well into um on for our campuses. And then of course our assistant principles and principles are
being trained in it. Okay. Um because when we talk about consistent implementation and support it has to come from the top. I completely agree. Um same question regarding training with the new math curriculum and then also um
upon approval this evening uh the new uh literacy phonics curriculum. So, one of the reasons we um chose this math curriculum um that you you um the board agreed to and adopted last month is that
that curriculum is not the same, but the formatting is very similar to the curriculum we used prior. So, there will not be as um steep as a learning curve as as far as figuring out the resource. It's just they're embedding more
foundational um parts of math and the the foundations of math. And I don't know if Kim's here, she'll she's probably cringing again if Kim Axel is here. But um so that those part of those trainings are also taking
place and are starting with teachers who want to come in during the summer and learn, but then those will be required trainings of the implementation as well. Okay. When you learn the new framework, you're learning the curriculum at the same time. Okay. Um with the on page 21
or slide 21, um that's the slide with the take flight, the information for take flight and the new dyslexia training. Well, I thought it was I may have written that down incorrectly.
Um what grade levels is take flight focused on? It's elementary and I want to make sure I don't say it right. Which Mr. Chowry? Yeah. Okay. Everything is take flight. Bridges is
literally the bridge because take flight can only be delivered by those who go through the two-year intensive. So, while we create a critical mass of in-house take flight experts, which is what this founding cohort is, everyone else is doing bridges, which is take
flight, but you're actually co-eing it with an avatar that we're all going to come to know called Miss Halley. Um, and the PDIs are essentially going to co-e 30% of that lesson is co-taught by Miss Halley and 70% of that lesson would be the existing PDI. So, every the vast
majority of our elementary students will be on bridges. uh a a cohort will be on take flight and I'm essentially launching a cohort every other year. We'll reach critical mass and then at a certain point I would say by year four
by year three we should have more than half if not everyone on take flight. Um it's just a matter of having people stick around because that's how pure they are on the model. We are the largest ISD in Texas to ever take take
flight at this level. No one has ever done it. It's not cheap. It's intensive. It is intense. It is bestin-class in the literal sense. So, doing that work. Yeah. Well, I'm proud to be the largest school district in Texas that's doing
this. Um cuz we cannot take bold and aggressive action without being bold and aggressive. Um, I believe there is a program called Jet for high
school age. Is that correct? I'm not a literacy specialist, but And so I there is a secondary. I don't think your microphone is on. Oh, is it on? Okay, there you go. It's on. I just got to practice being louder. So, there is a secondary um we are still exploring
which the secondary model should be and what is appropriate. every all of the experts I've talked to I benchmark against everyone who's the best of the best. You don't that for elementary that's where you go intense right and and take flight makes sense but at the
secondary there are other options that make sense as well too. So we're looking to see whether or not we do that or some others. There's some other strong ones as well. I don't want to compromise the RFP by naming vendors right now. So I
want to be impartial. um uh take flight. Um we were able to basically leverage uh piggyback by or to be able to do that. We're very grateful to region 11 and others and other districts who have done it to be able to do that. For the secondary, I may need to launch a
competitive RFP to do that. So, but there are other options in secondary and if we get it right and our scores continue to increase the way we are right, we should really see secondary more as a less intensive touch than what we're seeing would take flight on the front end. Yeah. Okay. Thank you for
that explanation and please know that I am not endorsing a product but I am glad to hear that you're researching products because we know that there are middle school and high school students that would benefit from some more intensive instruction. So again, not endorsing,
but glad to hear that you're researching. So, okay. Thank you so much. Thank you, Trusty Lynch. Thank you, uh, Toby. Uh, couple questions. Um,
how do we kind of address or think about kind of implementation dips or gaps when we're bringing out new curriculum? Um obviously um great great strides were made this year but how do we make sure that we don't run into that when we're bringing on new curriculum? So we
actually um Dr. Dilly and I attended a um session with the commissioner last week and he he act his session was around that um consistent implementation and support and accountability and how do you um really look at implementation
by classroom and be able to monitor that and show that on a almost um daily or weekly basis to know where you have to go in and support. The first level is to train our executive directors which you all see here this evening on the
curriculum themselves because they supervise the principles and they're on the campuses every day. So that's our our first step is um teaching them what the expectations are teaching them the curriculum and showing them. Then we how do we go around and we monitor the
implementation? What's the expectations? Then we look at the principles and assistant principles. We look at their walkthroughs, what support they're giving their teachers and doing that. But then that layer that Commissioner Morath showed us was like how can you go in and actually code implementation in
every classroom by looking at your curriculum framework and looking at the implementation of that. Um so we are designing that after hearing his session and then looking at some of our districts who um are doing that and how we can share that data and um with the
board with our campus administrators and you know if you see it consistently where these classrooms are not showing consistent implementation how do we go and first support that teacher but then you know how do we put some staff in there to model it but then eventually
there's accountability. ility that we have decided as a district in Fort Worth Independent School District. Here's our resources, here's our framework, here's our instructional minutes, tier one, tier 2, and tier three instruction. Um, so we we'll be bringing that actually
this year with how we'll be monitoring all the way to every classroom in the district for implementation. Okay, awesome. Thank you. Um, next question is around um some of the implementation with um dyslexia. How do what are we measuring and how do we know what
success looks like there? So a good measure measurement um we don't want to just use summited data when it you look at star um but we definitely can use our data from map when you look at different screeners um and we've shown before how we're adding in different um map
components especially in the elementary grade. So, we're going to be able to pull out and cohort our dyslexia students to see if they're making that growth mark um within those um MAP scores beginning of the year, middle of the year, end of the year to show if the curriculum's working. In addition to
that, the program also has formative assessments aligned to it to show the progress. But then when we're looking at doing the phonics base as well, um you're seeing how the students are improving. when we talked about dictation and adding that writing component, you'll see our students being
strengthened in that when you start looking at actual student work um which is something we have not done in a long time in our district as well. We used to study student work, be able to see our students progress through student work with portfolios and then of course writing within itself. You'll see our
curriculum framework puts those um pieces in place and our demonstrations of learning our DOS will also be able to show that as a formative way and not just a summitative way. Um
as far as identifying campuses for the ad um opportunity, how are we looking at those? Well, we're definitely looking at our our campuses that are multiple year unacceptable rating. Um that is something we definitely need to address because when you're a multiple
unacceptable rate at campus that means that our students um are behind um you know when you look at the data their grade levels are behind more than a year's growth um sometimes year. So that's our first line at looking at the campuses that are two or more
unacceptable rating. Um and then we are looking at of course attendance. How many of those students also show up and are consistent with summer school as well. So that's our our criteria for identification. Okay. Um that was all I had. Thank you so
much. Appreciate it. Thank you Trusty Phillips. Thank you Vice President Jackson. Um yeah, mine is more comments than it is question, but you can comment to my comment if you like. But um you know, um
I'm thankful for the um for the report today. I'm thankful for the news that we've been getting when it comes to these things. I'm thankful for even like during uh public comment where it was saying coming to say something positive like those are beautiful things, right?
Because uh there is a lot of hard work going on in the district. Um, you know, I have been saying uh very publicly for a long time, black kids can read. Um, and it was our job to be able to
showcase their reality, right? Um, not just always look at the numbers and say what's wrong there or what's wrong with this group or what's happening here, but what are we supposed to do to make sure we're enhancing and showcasing the talent that is there. And so when you're able to point out these gains that we're seeing, that means that the adults are
figuring it out. adults are getting it right to be able to showcase what has been true all along. Black kids can read, right? So, I'm grateful for that and I know that we're tracking along to be able to do that. Uh, in addition to that, there was a couple other things that stuck out. Um, definitely when you
pointed out about the website, about getting that popup as you go to the website today. Um, you know, as small as that is, how much of a difference that makes. M um same thing when I'm looking at um saw it about the um registration
help that'll be coming. You know, much to brother Bridg's point earlier about, you know, we're in the community and man, y'all please let this man go to the bathroom. Can y'all wait till he get out? Like, you know, I promise he got you. But yeah, we're in the community. These are those conversations we're
having about um how am I accessing my my child's test scores? Um, when am I going to know when report cards are coming out? Transportation, uh, we got to register for school next year. How do I need to do that? I don't, you know, grandmother, I don't know how to get on the computer and do that. You know, so to be able to point and say, "Hey, you
can go here at this time and someone's going to help walk you through that." Like, these are the the little things that really go a long way directly. You know, it feels indirectly, but that directly affect student outcomes because kids are get families are getting what they need in time. They're getting it
with ease. And when they do that, it allows the kids to just do much like you point out early. Go to school. Don't worry about breakfast. Don't worry about lunch. Show up. We got you. Um, but it's those things that adults have to do behind the scenes. And and the more we allow that to be done with ease, the
better our system flour is just and the better our young people are able to focus on what it is that we're hoping that they're going to be able to focus on within our schools and within the classroom. So, like I said, just comments more than anything. But uh I'm grateful to be able to hear what I'm hearing, see what I'm seeing today. Thank you for the leadership you've
already instilled, Dr. Molinar. Um and of course continue as we continue to ask the probing questions of you, as we continue to evaluate and make sure things going on on the right path. Also ask you to make sure you're letting it be known what you need from us uh as a board to make sure that we are making
this system flourish as good as possible to make sure our community is getting what they need. So appreciate that. Thank you. Thank you. Thank you, Dr. Rodriguez. Yes, thank you. I had a a question on the dyslexia model. So, there's 17
providers. How did we choose those 17? It's page 22. Sure. I'm going to let Mr. Chowry, I don't know exactly how the 17 were chosen for. So we looked at our existing cohort and looked at their data, look at their performance, and
then we engaged them to see if they would be able to start the cohort immediately because it's a major commitment. You're giving up some vacation time, right? We had to start literally a couple weeks ago and they got to stick with it for the next two years. So one, we started with looking
at our existing cohort. Uh we have 100 PDIs. We looked at Sorry, can you Sorry. We looked at our existing cohort. We have a 100 PDIs. We looked at their performance. We looked at their data. We looked at where they were at because this is going to become our train the trainer inhouse ultimately, right?
They're going to be our master PDIs intake flight. And then were they available? Um cuz they had to give up some vacation time to be able to do this and head over to Scottish right um um literally um starting a few weeks ago.
So that's how we ultimately landed and then we had a constraint on how many we could pay for this first year. So not everyone could be in but that was essentially how we landed on who we landed. Okay. Thanks. And how are we
going to make sure we retain these providers with the additional training and we don't want to train them for two years and then they go to surrounding district. So, we don't have a good answer to that yet, but we definitely that's something we've been discussing.
We know we're doing a they get a special stipen, but eventually it's like across the metroplex. We do a stipen, they do a stipen, like you know, a different district. So, we we are we're going to have to get creative and because you
take two years of intensive training, they can go anywhere um even, you know, private. And so we're we're gonna have to be creative about retention and not creative, I mean money money talks. Um but we also need them to get outcomes
too. So I appreciate you bringing that up and we have discussed that. That's the worst thing when people love our teachers. Other districts love our teachers because the amount of professional development and about of opportunities we we really pour in to
our staff and so they snatch them up. Um but this is takes it to a whole different level because this is a very um the certification is going to be sought after definitely right and I don't know if there's I mean we're investing in our teachers I don't know
if they is there a way to put a contract like you know like the military we pay for this you come in to us so that was just a thought and also this this additional days so is this summer
school is Is it Saturday school? Is it off days? It's a it's a bit of both. Um it's not Saturdays. Um at this time we are looking at when we have like a spring break where can we um grasp some additional days that has to be a
certified teacher. We would have to pay that teacher of course their daily rate of pay. Um because our teachers are on contract days not um and that does not match the ADSY. Um a lot of districts take two or two years, one year to two years to um plan this out. We don't have
that long for our kids. Our kids need it um need it faster than that um on our identified campuses. And then of course going into summer um it would be a continuation where right now we usually have almost a week in between we start summer school. It would just be a
continuation on into the summer um to do that. Yeah. And I think that's a good alternative to child care. I mean, if you're just continuing in school and it's a win-win. So, I think that's great. Thank you. Yeah. Thank you,
Trusty Lou. Thank you, Vice President Jackson. Uh, on that same question that um, Dr. asked, do we get funding for summer school and do we get are we getting funding for those five days? Summer school. Um there's um funding for
certain programs, our emerging bilingual students, we get some funding that we're able to utilize for that. However, um the majority of our summer school is actually general funded. So we provide the funding. Now um our campuses who
participate in the ADSY, the ADSI, we actually can generate funding through ADA. And because if we choose to do this, the state will give us a percentage of additional funding for our students who participate. So that's
another they're we're actually able to be more efficient and get more instructional time and the state is funding us to do it. Nice. Thank you. Um I just want to say what um
Q say um thank you to the teachers to all the principles to your leadership for um for these numbers. Thank you for being so transparent on this report to the community and to see where we are and where we need to do to go to take
those bold actions that we that you say many times and let us know what you need from us to continue to move forward uh on these numbers. Thank you. Thank you. Thank you uh President Martinez.
Yes. Can you hear me? Yes, ma'am. Thank you. Um, thank you Dr. Molinar for this presentation. Um, I am very I mostly just have a comment. I'm very happy to hear about the dyslexia training for educators. Um, like some of the speakers today, I have personal
experience with dyslexia. Um, specifically like Claudia uh, one of our parents mentioned um, you my child experienced very similar things and being diagnosed later in life. So, um I'm glad that Trusty Dar specifically asked about the secondary dyslexia
programs because I know that we're um we have the we have students who are struggling through middle school and high school and we're now going to be doing the seventh grade screener. So, I'm really interested to um learn more about the programs that we're going to be um piloting um for secondary. Um I'm
also glad to hear about the progress um Lee presented in today's pro uh presentation and obviously we still have a lot of work to do around math. Um I'm just wondering if we're making any um attempts or emphasis on um gearing or targeting some of our afterchool
programs to be specifically focused on math. Um you know I know we talked a lot about summer school but I know we have the afterchool programs um at a lot of our campuses. And then also just offering parents um if we'd considered, you know, how we can offer parents more
math resources. As a parent myself, I know I've noticed that what my kids bring home looks very different than what I learned or how I learned math. Um so even I have struggled to help them with some some things. Um but yeah, offering our parents resources and like
I said that just extra enrichment after school through after school programs. um you know I know that we'll consider all those things but we you know we obviously have a lot of work to do in that area but thank you for today's presentation and um I'm I'm excited to
hear about all the things that we have going on and just in response to one of the things I heard today is you know just doubling down on our commitment to lit around literacy um focusing on dyslexia and now you know we have some work to do around math. Thank you. Thank
you. Thank you. I just want to make a couple of comments. Dr. Molinar. First one, thank you for the presentation and the format is wonderful. So, it's easy to understand and I hope the audience feels feels the same. The second thing is that consistency is
going to be key with acceleration. We know that when we get a trend velocity that's upward, we usually get a flat line of sustain. How are we going to overcome that? Well, we're we're going to overcome it with the implementation and making sure
that we're consistent with that and the monitoring and the support. Uh we are putting more dots in front of students um that I've seen in this district in a very long time and really working with students and requiring and monitoring
that our support personnel um you know through our title funding are working with students in small group or individual. All of that makes a difference. But then there there's the partnerships too. When we talk about you know reto we talk about UCCC they are
they I mean they are asking Miss Bowman and Miss Saxtel to train their their staff on the resources on the instructional delivery. They also want to put the best instruction in front of
the afterchool programming and it's our after school program programming too. I met with um Boys and Girls Club um last week and they are very excited and they were they said like you tell us what to implement and we're going to implement
it and I said if you're a part of our afterchool program we have 70 sites it's a non-negotiable you'll have a literacy piece it has to be and we have great funders in this city but they need to make that a non-negotiable as well if they if they're funding after school or
they're funding partnerships or community partnerships. There has to be an aligned literacy piece and we have the staff ready to help with that and train people and provide resources. We're getting ready to um we're
finishing up a RFP process for looking at one uh tier 2 tier three intervention that every student in the district will have access to that they can have access to after school. So instead of everyone trying to buy and purchase different
programs, let's all use the same program so we can monitor students. We're all in this together as a city. So let's use the same program. Thank you. We'll move on now to comments by board members or superintendent on current district activities and
announcements. I'll ask first if Dr. Martinez or I mean President Martinez or Dr. Ryan have any comments. No comments. No, ma'am. Okay, we'll move on. Anybody have any comments?
Trusty Dar. Thank you, Vice President Jackson. Um, I want to give a shout out to the MLAN Middle School band who is currently they just recently placed fourth in the area B CCC Honors Band Contest and they are
advancing to TMEA which is the Texas Music Educators Association. Correct me if I got that wrong. Dr. Ryan State Honor Band semifinals. So kudos to the MLAN band. We are sending you lots of good vibes like like musical vibe. Do
you see do you see that? You see what I did there? Okay. Yeah. It just came to me. Um I also want to give a shout out and lot sending lots of good mojo to the Southwest High School AMP their media program. They are currently in Atlanta, Georgia at the Skills USA National
Leadership Conference and they are competing to maintain their national accolades that they have received in the past. And I have full confidence that they will represent Fort Worth ISD with integrity and um capacity and competence
and I'm really excited to hear the stories that they will tell when they return home. So, congratulations to um Southwest High School for making it to that level, but also uh thank you for representing Fort Worth ISD. So, well, we are sending you a lot of good mojo.
And then also, I want to just say thank you to all of the staff and the people who are making summer learning possible. People think that summer is for vacations, but there are a lot of people who are still pouring into kids in Fort Worth ISD, whether they are at summer
both on and off campus, whether they are at summer music camps or they are taking kids on college tours or they are taking field trips to museums or they are celebrating superhero day at summer learning. They are there are a lot of people that are there a lot of kids that
are still learning and there are a lot of adults that are making that possible. So, um, thank you to those who are continuing the learning and making sure that kids are having a productive, rewarding summer. Thank you. Thank you, Trusty Lynch. Yeah, I just uh, you know,
want to make a comment and really an ask to, uh, the community um, forward ISD employees and and anybody listening to the meeting, uh, you know, we have about three months to hire um, and try and get the best talent um, to impact kids. And so if you happen to know somebody um that might be a good fit for any of
these positions that we're hiring for um not any of them um can be impactful and and help um impact kids this year. So I just ask that if you have someone in mind um to pass them our way um so we can take a look at them. Thank you. Thank you. The time is 7:31 p.m. The day
is Tuesday, June 24th, 2025. This board will now recess and reconvene for executive session as authorized by chapter 551 of the Texas government code under chapters 55107124 and six [Music]
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All right. [Music] In accordance with the open meetings law, the board opened the meeting at
5:32 p.m. with quorum present, recessed open session, convened executive session, adjourned executive session, and now reconvened open session at 9:05 p.m. with a quorum present, and with two trustees, President Martinez and board
secretary Ryan on Zoom. We are up to consent agenda items. As board president, I'm I'm not board president. As as the first vice president of the board, 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, shall abstain from voting on any matter pertaining to such a disclosure.
Trustees, we've been provided an opportunity prior to tonight's meeting to submit questions and receive responses concerning the consent agenda and action agenda items. Are there any questions or comments at this time specific to consent agenda items? Trusty
Dar. Yes. Due to my employment with ESC Region 11, I will be abstaining from items E, I'm sorry, 8E, 8 J, 8 K, and 8 T.
Thank you, Trusty Dor. Again, Trusty Dor will be abstaining from 8 E, J, K, and T. And this evening we will be pulling item C, approve the first reading, revisions to board policy DB local. And
that will be placed on the next agenda. Do I have a motion accepting this consent agenda with Trustee Dar's items that she's abstaining from and with C being pulled?
Trusty Lou has the motion. Do I have a second? A second with Trusty Bridges. Any uh discussion? Please move to voting. President Martinez. Yes.
Trusty Ryan. Yes. And I'm missing one. My screen's not working. Uh, Trusty Lynch. No, I can see it. I just It's not doing anything. Trusty Lynch is a yes. Can we
add that in, please? Did he say yes? He did. I I Yes. Okay, great. We will move on to action agenda items. Um, the motion passes unanimously. We
will move on to action items now 9A. We do not have any items removed from consent agenda that we'll be voting on in action. We did pull C and consent. Uh next item is consider and take action to approve the hiring of
executive director Samantha Gonzalez for school leadership. Do I have a motion? I move to hire Samantha Gonzalez as an executive executive director of school leadership. I'll second that motion.
Let's move to voting. Trusty Ryan. Yes. President Martinez. Yes. And I'm missing one. Trusty Lynch, did you say yes? Yes. Thank you.
And the motion passes unanimously. [Applause] Thank you um board for welcoming Samantha Gonzalez and approving. If Samantha, could you stand up and so um we can welcome you. Not welcome you, you
are already here. And so Samantha is currently a principal at Benbrook Elementary and has been in our district um for years. She left us for a couple years and best phone call in the Albertsons I've ever taken was her
calling a couple years ago and and saying she was ready to come back home. She didn't leave because she wanted to. So she um but she her husband brought her back to us. So just very excited to have you join as our executive director of school leadership. So is your husband
here with you this evening? Okay. All right. You want to say anything, Samantha? Thank you. [Applause] Still on item B, consider and take action to approve the hiring of Hector
Martinez as an executive director of school leadership. Do I have a motion? Trustee Bridges. Do I have a second? Trusty Lynch. Any discussion? Please move to voting. President Martinez.
Yes. Trusty Ryan. Yes. Trustee Lynch on the end. Yes. Thank you. And the motion passes unanimously. Dr. Molinar, would you like to introduce Hector? Mr. Martinez, if you would like to stand. So, we would like to welcome
Mr. Martinez. He is coming from that district um to the east that we do not name, but we do value the insight he's going to bring to us on our executive um team or executive school leadership team. So, welcome, Mr. Martinez. Do you have anyone here that you would like to
introduce? See, they're working so hard. They're like, I don't have time to entertain family, but welcome to Fort Worth IST. We can't wait to have you be here full-time, part of our team. Okay. [Applause]
Action item B, consider and take action to approve the hiring of Executive Director Melissa Ring Cone, executive director of school leadership. Do I have a motion? I'd like to make this one if I could. I'll make the motion. Do I have a
second? Second. Second. Trustee Dar, any discussion? Please move to voting. Oh, I'm sorry. Our people went away. Uhoh. I know. Well, we still have a quorum, but
does anybody know that Jeopardy song? You do have a quorum. Yes, ma'am. We have a quorum. I want to wait for president. You can move forward. Okay, we will move forward. Okay, can we move to voting? Trusty Lynch. Yes. Okay, the motion
passes. Seven affirming and we have two that are temporarily absent on Zoom somewhere out in cyerspace. Dr. Molinar, would you like to welcome Miss Ringone? Miss Ring Con, she has brought a fan club with her. So,
uh, Miss Ringone is currently was serving or is serving still as our principal at Meechum and just instructionally just very strong. can't wait for your leadership um really to coach our principles. So, thank you for accepting this position. Anyone you
would like to to introduce? Congratulations. Thank you. [Applause] And our final person is consider and take action to approve the hiring of Mr.
Ryan Townson as an executive director of school leadership. Do I have a motion? Trusty Bridges. Second. Second. Trusty Phillips. Any discussion? Seeing and hearing none, please move to voting.
Trusty Lynch. Yes. And the motion passes unanimously with seven trustees and two still lost in cyerspace. Now this one I can say welcome home. So welcome home Mr. Townsen. So Mr. Townsen uh just welcome back to
Fort Worth ISD and excited to have you with your experience of working with principles and um just we're excited you're back with us. Do you have anyone you want to introduce? you well your whole family is here. We are your family. So congratulations.
Moving on to item C. Approve authorization for forth after school to enter requisitions for provision of full service providers for the 2526 school year. Do I have a motion? Trusty Trusty Phillips. And I'll take
the second from Trusty Bridges. Any discussion? Seeing and hearing none, please move to voting. Trustee Lynch. Yes. And the motion passes five with one abstension. And that would be me moving to I'm sorry, it
passes with six. I'm abstaining. Oh yeah, that's right. Thank you. Okay, here we go. What time is it? 9:15. That's why. Okay. Moving on to D. Approve authorization for Fort Worth after school to enter requisitions for provision of partial service providers
for the 2526 school year. Do have a motion. Trusty Phillips have a second. Trusty Bridges. Any discussion? Seeing and hearing none, please move to voting.
Yes, Trusty Lynch. Yes. And the motion passes six yes and one abstension. And that would be me. Moving to E. Approve proposed termination of certain probationary contract employees for good pursuant cause to chapter one of the Texas Education Code. Do I have a motion?
We don't. We don't have anybody. Okay. We are closing down EFG and H. So we will be moving to I approve the Trusty Jackson. So they're frozen back here as well. So we they
need to make sure to get the motion. Who made the motion? Who makes the second? If y'all could just slow down just a little bit. Okay. Thank you so much. We have them back. Okay. Are we done? We're back to nine votes now. So would you like us to wait?
No, they just need to. They're documenting manually. All right. Move into I. And we have our friends back from cyerspace. Approve the purchase of property, boiler, and machinery, terrorism, including active shooter, flood, cyber, cyber crime,
fleet, general liability, nuile insurance with girls flag football policy. Do I have a motion? Trusty Dar second. Trusty Lou Abinos. Any discussion? Seeing and hearing none, let's move to
voting. Trusty Lynch, yes. Trust President Martinez, yes. Trusty Ryan, yes. And the motion passes unanimously. Moving to item J. Approve resolution of membership between the Fort Worth
Independent School District and Equalis Group Purchasing Program. Do I have a motion? I'll take the motion. How about a second? Second. Second from Trustee Dar. The motion was Jackson. The second was Dar. Do we have any discussion?
Please move to voting. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously. Item K, approve 2425
turnaround plans. Do I have a motion? I'll move. I'll take the motion from Bridges and the second from Phillips and we'll wait for you the next round. Okay,
let's move to voting unless there's any discussion. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch. Yes. And the motion K passes unanimously. Our next item is item L. Approve the
2526 budget for the leadership academy network Texas University management team. Do I have a motion? Trustee Phillips. Second.
Trustee Dor. Any discussion? Seeing and hearing none, please move to voting. President Martinez, yes. Trusty Ryan, yes. Trustee Lynch,
yes. And the motion passes unanimously. Moving to item M. Approve contracted services for diagnosticians, occupational, physical, speech, language, and music therapy for students
with special needs. Do I have a motion? Trustee Dar with the motion. Do I have a second? A second. Trusty Phillips. Any discussion? Seeing and hearing none, please move to
voting. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. Thank you. And the motion passes unanimously. Moving on to item N. Approve the purchase of a phonics
program for the 2526 school year. Do I have a motion? Uh, Trusty Dar with the motion. Do I have a second? Second. Was that you, Lou? Okay. Any discussion? Discussion, please. Yes,
sir. There's there's been a lot of concern about the um blue bonnet material uh curriculum that we're using. Could you walk me through a little bit more on that and how that's going to work? And the concern is that um I'll just say
that the the feeling that we're bringing in some type of religious material for students. How does that work? If I'm a parent and I'm a Muslim, I don't really, you know, I'm not really I'm not I don't really support that. So, is it something
that's skipped over? How would you walk me through how that works, please? So, we've adopted the math curriculum. There is not a single religious reference already. So I know I'm I'm going off of what we are adopting. So you just have a summary for the record.
We are now adopting the blue bonnet phonics component. So the reading is split into skills and knowledge. Skills is the phonics. Knowledge is where some of those religious elements are. And to be exact, there's 782 knowledge lessons.
Um 2% of those have religious references. this vote, what we're adopting has nothing to do with any of that. We are adopting the skills component, which is phonics, right, which is pretty much a gold standard
program. It's aligned, built off of our existing amplify program, but with major upgrades. And the superintendent went over some of that. I'm happy to talk more about that. So, there are no single religious references. I can tell you that as a Muslim man, uh there's no
single religious reference to what we are adopting or proposing to you today, which is the skills phonics component. The knowledge component, right, which is made up of 782 lessons to be exact, has some religious reference. We're not
adopting that. We're keeping amplify for a knowledge curriculum. So as a if as a parent would I be informed that on the day you're teaching this skill? Yes. Because every lesson especially in
K3 which is where the fundamentals of skills is heavy every lesson will be embedded phonics component. There is a phonics block. So our phonics block will be that blue bonnet phonics component if adopted today. So yes, basically across
our K3 classrooms all the way up through English and Spanish, we will have our phonics component devel. So the curriculum, the training, what you'll see in our IPC's that the superintendent talks about when you click on a lesson, those phonics
elements, everything aligned to the science of reading that we have all coalesed around nationally will be based on blue bonnet phonics. And and just for the record, most of the people who I've spoken with who are concerned about this, they're Christians. I'm a
Christian, but the concern is uh doing this in school and how it could be offensive to some others to other students who may not be Christians. And um I always use the example um I um
my house was a house where all the kids hung out with and and they would want to go with me to church on Sunday but I would never take anybody to church with me if I didn't get an approval from their their parent and in some ways I feel and this is how I feel that
this process is do is being done that way and it and I it's it's such a lightning rod when you hear the word blue bonnet. I've never seen anything that's gotten more people ignited. So, that's a huge concern for me and many of
the people that I've talked with. And I I appreciate you bringing that. We've answered uh I've answered personally some emails the past um few days once the agenda was published. But and then that's really why I do deep into it in the presentation. As Mr.
Judrey was saying it's really broke into two parts and we know that phonics is not literacy um literary selections or stories. Um it really is about um you know from the kinder prek level but we're starting in kinder letter
recognition sounds how do we blend words you know how do we connect sounds to make a word and then uh words to make a sentence. It really is building on that foundational level, but it's not taking it into the knowledge base where um
we're utilizing um selections of stories where you um were the blue bonnet learning um religious base is that's what we're hearing out in the public. This is just the phonics portion and then we'll we are remaining with amplify
which is our current knowledge base where that's where we're getting our selections for our stories that we're using in the classroom um for for this. So, it's really just taking that portion and the state has um given us the
ability to only purchase one or two portions of it and we are choosing this year to purchase just the phonics portion for implementation. And the curriculum is online. You can I can we can you can click on it. It's
universally accessible. It's free. The cost is our printing cost, but it's universally free and accessible. So like every single lesson you can see and like truly there's not a single reference to the other aspect of it that is controversial but the skills component
is truly a science of reading aligned phonics instruction that is eventually going to be the norm in terms of phonics instruction in Texas just because it's a major upgrade to everything else but it has nothing to do with the reading the the knowledge component that you are ref
referencing trustee Okay, [Music] Trustee Rodriguez. Yes, and and I agree with you, uh, Trusty Bridges, and I have the same concerns. I've had several conversations
and I will not be supporting this. Trusty Lou, thank you, Vice President Jackson. Um, I love that this has a Spanish component. So, thank you very much for including that, making sure that the majority of our students um will be able to use it.
So, thank you. Thank you, President Martinez. Any comments? No. Thank you. Thank you, Dr. Ryan. Any comments? No, ma'am. Thank you. Let's move to voting.
President Martinez, yes. Dr. Ryan, yes. Trusty Lynch, yes. And the motion passes seven yes to no. Moving on to O. approve the purchase of
highquality instructional materials and professional learning for elementary literacy for the 2526 school year. Do I have a motion? Thank you, Trusty Phillips. Do I have a second?
Second. Thank you, Trusty Leeos. Any discussion? Trusty Lynch. Oh, sorry. That was just for my vote. Okay. Well, we're still practicing on your yeses, right? Okay. Um,
any discussion? Let's move to voting. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously.
Moving to item Q. Approve increase to previously approved architectural services, engineering services, and professional services amount for Forest Oak Middle School in conjunction with the Vice President
Jackson. We skip P. P. Oh, did I miss P? Excuse me. discussion and possible action to utilize to authorize superintendent to negotiate and enter into a memorandum of understanding for key terms and any future developers and city of Fort Worth
to address infrastructure future redevelopment and safety of Fington Field. Do I have a motion? Yes, ma'am. There are second. Um, I have some words to say, not comments, just the motion. For
the motion, I move to authorize the superintendent to negotiate and enter into a memorandum of understanding for key terms with any future developers and the city of Fort Worth to address infrastructure, future redevelopment, and safety of Ferington Field. Second.
Second from Trusty Louos. Please move to voting. President Martinez, yes. Dr. Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously.
Now we can move on to Q. Approve increase to previously approved architectural services, engineering services, and professional services amount for Forest Oak Middle School in conjunction with the 2021 capital improvement program. Do I have a motion?
Yes. Thank you, Trusty Bridges. Do I have a second? Thank you. Trusty Phillips. Any discussion? Trusty Dar, do you have any discussion? No, I don't have any words. Try this one. Okay, good. Okay. Oh, sorry. Move
to voting, please. President Martinez, yes. Trusty Ryan, yes. Trustee Lynch, yes. And the motion passes unanimously. Moving on to R. Approve increase to
previously approved architectural services, engineering services, and professional services amount for MLAN consolidation in conjunction with the 2021 capital improvement program. Do I have a motion? Moved by Trustee Dar. Do I have a
second? Trusty Phillips. Thank you. Any discussion? Seeing and hearing none, please move to voting. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch,
yes. And the motion passes unanimously. Next item S, approve increase to previously approved architectural services, engineering services, and professional services amount for elementary school number three replacement at Worth Heights site in
conjunction with the 2021 capital improvement bond. Do I have a motion? Trusty Lou, do I have a second? Trustee Dar, any discussion? Seeing and hearing none, let's move to
voting. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously. Next item T. Approve authorization to
negotiate with a construction manager at risk for GMP amendment number two for construction services for information technology scope of work at WA Mechum Middle School in conjunction with the 2021 capital improvement program. Do I
have a motion? Trusty Dar. Do I have a second? Trusty Luinos. Thank you. Any discussion? Let's move to voting, please. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch,
yes. And the motion passes unanimously. Next item. U approve termination of previously approved architectural engineering and professional services contracts for JP Elder Middle School and enter into new contracts for
architectural engineering and professional services for JP Elder Middle School consolidation in conjunction with the 2021 capital improvement program. Do I have a motion? Trustee Dar, do I have a second?
Trustee Lynch. Any discussion? Please move to voting. President Martinez. Yes. Trusty Ryan. Yes. Trusty Lynch. Yes. And the motion passes unanimously.
Next item V. approved termination of previously approved architectural, engineering, and professional services contracts for ML Patrick Middle School in conjunction with the 2021 capital
improvement program. Do I have a motion? Trustee Dar second. I'll take the second. The It was moved by Trustee Dar, seconds by Jackson. Any discussion? Please move to voting.
President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously. W. approve termination of previously approved architectural, engineering, and
professional services contracts for Morningside Middle School in conjunction with the 2021 capital improvement program. Do I have a motion? Trusty Bridges, do I have a second? Trusty Phillips. Thank you.
Any discussion? Please move to voting. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously.
Motion X, approve termination of previously approved architectural, engineering, and professional services contracts for William James Middle School and enter into new contract for architectural, engineering, and professional services for William James Middle School consolidation in
conjunction with the 2021 capital improvement program. Do I have a motion? I'll take the motion. Can I have a second, please? Second, Trusty Phillips. Thank you. The motion was Jackson, the second was Phillips.
Any discussion? Seeing and hearing none, please move to voting. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously.
Item Y, approve lawnmowing services for campuses and non-instructional facilities. Do I have a motion? Trusty Phillips. Trusty Dar, did you take the second? Sure. Thank you.
The motion was Phillips. The second was Dar. Can we please move to voting? Trusty Jackson, can I make one comment for Yes. Trusty Martinez. Um, I'd like to ask staff if we can um ensure that
the vendors are communicating with the campuses um around services because I have gotten a couple of um emails about the vendors um accidentally um taking out some of the butterfly gardens. So if we can just we can just
ask ask staff to ensure that our vendors are communicating with the campuses to ensure that their butterfly gardens and learning gardens are not being mowed or edged. Yes, ma'am. We'll take care of that.
Thank you, President Martinez. Any other discussion? Please move to voting. President Martinez. Yes. Trusty Ryan, yes. Trusty Lynch, yes. And the motion passes unanimously.
The last item Z, approve lawnmowing services. You just did that. I did, but it's on Y and Z. Okay. So, evidently Z is discontinued. Oh, the agenda does not match the
script. You know, they always pull some kind of little fast one on me. Okay. Approve purchase of the enterprise agreement for telecommunication and collaboration services. Do I have a motion?
Thank you, Trusty Phillips. And do I have a second? I'll take the second. Z was moved by Trustee Phillips and seconded by Trustee Jackson. Any discussion?
Seeing and hearing none, please move to voting on the last item. President Martinez, yes. Trusty Ryan, yes. Trusty Lynch, yes. 90
trust. President Martinez, do you have a comment or is that an old message that popped up on my phone? That wasn't that was for the previous time. Thank you. Okay. Well, then that puts us at 9:41. And this meeting is officially adjourned. [Music]
Come on. Come on.