[6:10] Good evening, I'm calling this meeting to order the time is 531pm and accordance with the Texas Open

[6:15] Meetings Act, Texas Government Code Chapter 551. This meeting is officially open with the

[6:19] quorum present. We will now move to our pledge, vision, and mission statements which will be

[6:23] led by Arlington Heights High School of JRLTC Cadets.

[6:31] Please stand for the Pledge of Allegiance

[6:37] at Pledge Allegiance to the flag of the United States of America and to their public for which it stands,

[6:43] one nation under God, indivisible with liberty and justice for all. Now, on of the Texas flag,

[6:51] I pledge allegiance to the Texas one state under God, one indivisible. You may be seated.

[7:09] Fort Worth, ISD vision, igniting an every child a passion for learning. Fort Worth, ISD mission,

[7:16] preparing all students for success in college, career and community leadership.

[7:20] Thank

[7:26] you. I will now turn it over to our Chief of Communications, Mrs. Tenon, for

[7:31] our recognitions. Good evening, President Martinez, Superintendent Dr. Karen Molinar, and

[7:37] all of our trustees and guests here with us tonight. Tonight we have an incredible honor

[7:41] of celebrating three outstanding groups who exemplify the very best of our district's talent,

[7:48] dedication, and spirit. At this time, I would like to invite the trustees to come down and prepare

[7:54] for photos with our very important students with us this evening and for the audience we

[8:01] ask for you to please hold your applause until the end of each group so that each student's name

[8:06] can be heard as we recognize them for being with us here this evening. We want to kick off this evening

[8:13] with welcoming our fantastic readers from the Arlington Heights High School JROTC.

[8:20] These exceptional cadets represent the future leaders of tomorrow and embody the spirit

[8:26] of leadership, commitment, and community service that makes JROTC so vital.

[8:33] So let's show our appreciation for the students who are with us this evening, leading

[8:37] us for the pledge, cadet lieutenant commander, Aidan Bloxum,

[8:43] giving us the vision and mission.

[8:45] We've got chief cadet chief Hilary Garcia.

[8:47] and our readers this evening, Cadet Petty Officer Howard Harris, Cadet Petty Officer James Woodworth, Cadet Seaman Ontario Ross,

[8:59] and this program is led by retired senior chief Reggie Williams and Commander Lance Fisher.

[9:32] Yes, we want the spotlight on you young people, right, front and center.

[9:52] Thank you so much.

[9:54] Cadet, see you all dismissed.

[10:01] Next up, we have Ms. Ilena Gill, a junior at Pasco High School. She won first place in state, UIL, Barbara Jordan historical essay competition.

[10:14] Her essay was on Dr. Annie Webb Blanton, Champion of Rule Texas Literacy. The focus on Ms. Blanton's contributions to education and superintendency showing Texans that women could do well even if given the opportunity to lead.

[10:29] Elena is a member of the Paschal Whisquist team and placed first in ready-white writing,

[10:35] science and literary criticism at the District UIL Academic Meet.

[10:40] She is an avid reader, spectacular in math and sciences,

[10:44] and qualified for regionals as a member of Paschal's UIL Mathematics Team.

[10:49] Way to go, Ms. Elena. Congratulations.

[11:04] And lastly, we have Ms. Chile Watson Sanchez,

[11:07] A 10th grade student also at Pasco High School.

[11:11] As a current life scout working to make an impact with her Eagle Scout project, she found

[11:16] inspiration close to home at the top theater's technical booth.

[11:20] Her goals were to improve safety and visibility by building a platform to elevate the

[11:25] floor and installing two new windows.

[11:29] With the help of campus leadership maintenance team members and the theater program booster

[11:33] club, the renovation was a great success that will enhance the

[11:36] technical theater operations, as students work to bring shows to life.

[11:41] We are grateful for you and your work, Mrs. Chile.

[11:44] Thank you for getting back to your community. Congratulations.

[11:52] And trustees, that concludes our recognitions for this evening.

[12:26] All

[12:43] right, at this time we will hear public comment,

[12:46] addressing items on the agenda as well as items of a general nature,

[12:49] or topics not specifically on the agenda.

[12:52] Let me remind you that because of restrictions by the Texas Open Meetings Act,

[12:55] Board members may not engage in a verbal exchange about a subject that has not been posted.

[12:59] We will listen and take notes, but the board is prohibited from responding to any

[13:03] inquiries made during a board meeting on any topic not posted on the agenda.

[13:07] However, the board may reply with one, a statement of specific factual information given in response

[13:11] to the inquiry, to a recitation of existing policy in response to the inquiry,

[13:16] or a three-directed person to visit was staff about the issue.

[13:19] No presentation may exceed two minutes tonight unless the speaker has prior approval for additional

[13:24] time because of the use of a translator.

[13:26] Speakers who require the assistance of a translator are permitted to double a lot of time

[13:30] of speakers who do not require the assistance of a translator.

[13:33] Speakers, when your name is called, approach the podium by going to the back of the room,

[13:37] down the stairs and coming up the sidewalk on your right.

[13:40] As soon as the speaker begins speaking, their time clock will begin.

[13:44] Our first speaker tonight is Deon Brewer, followed by Chrissy Thumel.

[13:56] Good evening, President Martinez, Superintendent Molinar, distinguished board and guest and

[14:02] Fort Worth Eye, ISD community.

[14:04] I'm here tonight to present a letter of appreciation and commendation on behalf of all

[14:08] Prodad and family first.

[14:10] I extend our deepest gratitude and commendation to Fort Worth Eye, SD for its continued leadership

[14:15] in advancing family engagement and supporting father-focused initiatives across your district.

[14:21] The collective efforts of your district's leadership, parent partnerships, family engagement

[14:26] specialist and community partners like SIDXO have made an incredible impact in the lives of students

[14:32] and families throughout Fort Worth ISD. You're ongoing commitment to strengthening family school

[14:37] partnerships to reflect the district's dedication to ensuring every child feels supported,

[14:43] seen and connected. Through initiatives like all ProDAD, Fort Worth ISD has created

[14:48] intentional spaces where fathers, grandfathers, uncles, and male role models come together to build

[14:54] meaningful relationships with their children, fostering a cultural, a culture of belonging and act.

[15:00] Academic success. This commendation acknowledges the inspiring collaboration between Fort Worthy-I.C. and all-perdad, which supports campus improvement plans, multi-tiered systems of support by providing structured opportunities for further engagement, reinforcing social emotional competencies and enhancing school climate.

[15:19] A heartfelt thank you to the man-same beside me, Christopher Cohen, parent partnership specialist for his unwavering efforts and dedication and collaborating with the Family Engagement Specialist to Connect.

[15:29] Families with resources and opportunities to strengthen their involvement and to make all

[15:33] Prodata exist here in Fort Worth, ISD.

[15:36] To the students and families of Fort Worth, ISD, your participation in enthusiasm or what

[15:41] brings these programs to life.

[15:43] Together we're building stronger, more connected community, one that empowers fathers and families

[15:48] to engage meaningfully in the education and growth of every student.

[15:53] On behalf of all Prodata and family first, thank each and every one of you in the Fort Worth,

[15:58] ISD community.

[15:58] Thank you.

[16:03] Thank you.

[16:04] Next speaker, Chrissy Thubel.

[16:13] Well, I'm Chrissy.

[16:14] Thank you for the positive changes in the district.

[16:17] I have some suggestions concerning technology, please boost security and adopt a student

[16:22] device repair program.

[16:24] Students can bypass controls to access restricted websites.

[16:29] You can improve security by placing restrictions directly on the firewalls versus relying

[16:33] on profile restrictions.

[16:35] Computer literacy is learned through programs like I lead, we can try and get some of these kids off Minecraft and graduating with CCNA and C-A plus certifications.

[16:45] Let's try and return to paper assignments, unless the curriculum requires computers in a controlled environment or someone is required by an IEP.

[16:55] I would like to see Fort Worth I.C. encourage additional non-profit transparency, non-profits can improve transparency by making their financial documents like IRS Form 990 and Annual Reports publicly accessible on their websites similar to what T3 is doing.

[17:12] Public clearly detailing how donations are used to fund programs and sharing their impacts and challenges through accessible communication channels like newsletters and social media.

[17:24] Please consider leaving on the AC for custodians and security over the summer.

[17:29] They would be more comfortable and we would see fewer breaks when school starts.

[17:32] Consider finding a partner in the community to donate standby HVAC services every August.

[17:38] Finally, speaking as a mother who's been homeless and down to my last dime,

[17:42] please don't have poverty.

[17:43] The reason you don't ask for participation from parents.

[17:48] Doing for others provides meaning, joy, and invites blessings in someone's life.

[17:55] When I have nothing else to give, I can give my time, encouraging word and a smile.

[18:01] Please keep finding ways to get parents involved because it matters.

[18:05] Thank you and have a good evening.

[18:09] Thank you.

[18:11] Next speaker is Ruby Jackson, followed by Tina Thompson.

[18:47] Good evening.

[18:48] Good evening members of the board, my name is Robert Jackson, and I'm a retired educator

[18:54] with over nine years of experience teaching reading to our vulnerable learners, and I was

[19:00] at M.M. Walsh, another entry right here in Fort Worth, Texas.

[19:04] Today, I'm here to ask you to reinstate the reading mastery program across the school district.

[19:11] The latest assessment shows that our third great readers are reading below level.

[19:15] This gap, not only henders academic achievement and all subjects, but it also erodes the

[19:24] student's confidence and engagement, and I think that's very important.

[19:29] Read a Mastery is a structured systematic phonics program designed for direct instruction,

[19:36] start and repriek, yes, pre case students can read, in the year 2001, participated in a year

[19:45] Dr. Minnery Project called A Tale of Two Schools and it was at ML Walton teaching low-performing

[19:52] readers using the Read and Mastery Program.

[19:56] Now, the Ruth results of that at the New Year's Inn, every-

[20:00] Readers was reading, flaunting, and obtained comprehension. 85% of the students moved up at least one level of reading.

[20:10] Students showed new fail and enthusiasm. Volunteering to read out loud and choose in more complex books.

[20:19] And I think this very encouraging. After returned from the school district, I'll open up a daycare, Beginners Unlimited.

[20:26] And I implemented the Read and Mass Reprogram as part of my daily curriculum, why because it works.

[20:33] I use it with pre-K in elementary students, which was a, excuse me, was a success.

[20:40] Reinsating Read and Mass Drey is not just a program choice.

[20:44] It's an investment in our children's future.

[20:48] The goal is to develop strong reading skills.

[20:52] Is that it?

[20:53] Okay.

[20:54] Thank you.

[20:59] Tina Thompson will be followed by Cheryl Booker.

[21:03] My name is Tina Thompson and I am a parent of a former student who benefited from the success

[21:08] of the Reading Mastery program.

[21:11] I stand here today to strongly encourage the return of the Reading Mastery program in our grade schools.

[21:16] My perspective comes not only as a parent, but also as someone who has first hand knowledge

[21:21] with a lasting impact that this program can have on a child's education and confidence.

[21:26] My daughter began the reading mastery program at the age of four at that critical stage of early development the program structured and systematic approach to literacy provided her with a strong foundation and phonics vocabulary and comprehension.

[21:42] This early start gave her both the skills and the confidence to enter kindergarten, not just as ready to learn, but eager and excited to learn.

[21:49] Because of reading mastery, learning to read was never a source of frustration for her.

[21:55] I can still remember finding her late at night reading under a small light after bedtime,

[22:00] not because she had to, but because she wanted to.

[22:03] The program instilled in her the belief that reading was fun, meaningful, and achievable.

[22:08] Throughout her elementary years, she thrived in kindergarten through second grade.

[22:12] She consistently excelled in her class, winning spellingbees, and confidently,

[22:17] volunteering to read aloud in front of her peers. Even as an only child without

[22:21] older siblings to model language or vocabulary, reading mastery gave her the

[22:26] tools that she needed to stand out. As she advanced into a more competitive

[22:31] public school, the foundation she had built through reading mastery allowed her

[22:35] to remain among the top students in her class. By middle school, she consistently

[22:39] achieved mastered grade level in all of her core subjects in high school. She earned

[22:44] advance academics performance on state assessments. Today, she is a successful university sophomore awarded

[22:52] honors scholarships that cover most of her tuition and living expenses. In short, reading

[22:58] mass three at the age of four gave my daughter an early literacy advantage that shaped her academic

[23:03] journey and instilled confidence in her. Thank you.

[23:11] Thank you. Next speaker, Cheryl Booker,

[23:14] followed by Rosalind Hubbard.

[23:18] Good evening.

[23:19] I was speaking on literacy.

[23:23] And I think, I thank you for the opportunity.

[23:28] I thank you for the opportunity

[23:29] to share my experience with Read and Mastering.

[23:32] As an elementary teacher, I use Read and Mastering

[23:35] with first through third graders.

[23:37] And I also saw his impact with my own three daughters.

[23:42] The program didn't just teach funnits.

[23:44] It built confidence, fluency, and true comprehension.

[23:49] My students and my daughters learn to read with flow

[23:52] and understand it rather than with my word, my word.

[23:57] One of my daughters, strong in math,

[23:59] excelled even more because she could fully understand

[24:02] word problems.

[24:04] All three of my daughters became confident readers in the same

[24:09] was true for the students at Todd.

[24:12] Today, many schools are struggling without programs like this.

[24:16] If we truly want no child left behind, we must give them the tools to read and read and

[24:24] mastery works.

[24:26] And I believe it deserves a place in the schools.

[24:30] Thank you.

[24:37] Next speaker.

[24:39] Russell Hubbard is going to follow by Wanda McKenney.

[24:48] Good evening, Tom.

[24:52] I want to take a few minutes to talk about the importance of reading mastery program.

[24:55] I'm going to read straight from my deal cause I don't want to get off board.

[25:00] And while reinstating in our schools would be such a powerful step towards our students.

[25:06] Reading mastery is a research-based structured literacy program that has been proven effective for decades.

[25:13] It uses explicit systematic instruction to help children build strong foundational skills and finance literacy for vocabulary, as well as comprehension.

[25:23] What makes it unique is its ability to reach all students and all learners whether the child

[25:29] is struggling, on grade level, whether the child is advanced or the program provides clear

[25:35] steps on how to build confidence, and measurable progress in their learning.

[25:40] One of the most compelling aspects of reading mysteries is that it closes the gap early.

[25:46] students have been shown that students who use the program are more likely to meet great

[25:54] level with smarts, require less remedial later on, and demonstrate strong performance

[26:00] in other subjects. Because when a child learns and reads fluently, they then read to learn

[26:08] and then change, that changes everything.

[26:12] The program really made a special impact on my family

[26:16] as my son James participated in reading mastery

[26:20] under Ms. Williams in a soft first hand

[26:24] high transformed his academic journey

[26:26] before starting a reading mastery, James struggled

[26:30] with reading and often felt discouraged,

[26:33] but through the structured lessons in consistent reinforcement,

[26:36] He not only caught up with his peers, but he also gained a new sense of confidence in himself.

[26:44] That confidence extended beyond reading. He became more engaged in class, more willing to try and more successful across all of his subjects.

[26:52] Reading mastery gave him the tools he needed.

[26:58] Thank you.

[27:01] Next up, Mr. Wanda McKenney.

[27:03] Followed by Laura Ramirez.

[27:07] Good evening.

[27:08] You each have a fact sheet before you have either reading mastery program.

[27:11] Dr. Malnard, thank you for your email response yesterday regarding the implementation of the program and for the ISD.

[27:18] Although we've never met to discuss the implementation of it, on March 27th, I did request that you meet with the three teachers and current educators who participated in the 2003 PBS documentary,

[27:30] a tale of two schools that featured reading mastery being successfully implemented at Walton Elementary,

[27:35] are predominantly African American campus.

[27:38] I never received a response.

[27:40] On April 7th after the reads of when presentation,

[27:42] we did have a brief in-person exchange

[27:44] about the implementation of the program

[27:46] to which you suggested possibly doing it

[27:49] as a forward-after school pilot program at Walton,

[27:51] which I equally affirmed.

[27:53] And your email yesterday you reiterated

[27:55] that you'd be happy to see how that can happen.

[27:57] Thank you.

[27:59] You mentioned that the new finance curriculum

[28:01] Bluebun is specifically addresses the same areas as reading mastery.

[28:06] Light reading mastery can it teach a four-year-old who has no knowledge of letters or letters

[28:11] sounds to read, if not, it's not saying.

[28:14] In 2003, after using reading mastery at Walson for the past few years, 86% of third graders

[28:20] met reading grade level per the top state assessment, and 2025, 86% of third graders at

[28:28] and did not, did not meet reading and level according to Star.

[28:32] The question is, why would this bow or would it ever entity cancel a program that

[28:37] clearly was working?

[28:39] And obviously, replace it with some that did not, I'll let y'all pun to that.

[28:45] The reading master program must be brought back to Fort Worthy's de-students now, and will

[28:50] be brought back with of a valid, the district support.

[28:54] Thank you.

[28:57] Thank you.

[28:59] More Ramirez is next speaker followed by thought will be.

[29:04] Good evening members of the board.

[29:06] My name is Laura Ramirez and I am here on behalf of my son, Elias, a fifth grader

[29:10] at W.J. Turner Elementary.

[29:12] Nationally, one in five students reports being bullied at school, victims are twice as likely

[29:16] to develop anxiety and depression and 2.5 times as more likely to have suicidal thoughts.

[29:24] Suicide is now the second leading cause in children ages 10 to 14.

[29:31] This is not just a statistic.

[29:34] This is what my son faces every day.

[29:37] Since third grade, my son has been targeted by the same student.

[29:41] On August 19th, we are now in fifth grade.

[29:45] That would mark the fifth physical assault.

[29:48] Each time I reported it directly to administration,

[29:50] each time nothing meaningful is done, and it is not just my son.

[29:55] There are other students that he has targeted as well.

[30:00] This is bigger than bullying. This is a systematic failure that W.J. Turner has failed to protect my child and every other child in that classroom. Under David's laws, schools are required to prevent bullying, separate aggressors, and provide counseling. W.J. Turner has failed on all counts. My son was never offered mental health support, no restorative practices were implemented, and I was never notified first by the school, only by my son or other parents. Meanwhile, the aggressor remains in the class without any consequences and my son the victim.

[30:30] has been kept home for five days for his own safety.

[30:33] His absences are still me and marked as unexcused

[30:36] even with a doctor's note.

[30:39] Mind demands for this board immediate separation

[30:41] of the aggressor and my son, mandatory counseling

[30:44] and restorative practices put in place for both students

[30:47] to address trauma and prevent recurrence,

[30:50] clear enforcement of David's law,

[30:52] review and revise for worth ISD bullying policies,

[30:56] attendance correction for all days related to safety concerns,

[30:59] a written timeline for corrective action.

[31:02] The time for excuses is over, my sign,

[31:05] and everybody, every student, and Fort Worth,

[31:06] I SD deserved better.

[31:14] Thank you.

[31:15] Next speaker's Bob will be followed by Amanda and E.

[31:22] Well, I guess there are a lot of people on transparency.

[31:25] Well, the kids learn how to read and that kind of stuff.

[31:26] That's good.

[31:27] But what's missing through our whole system,

[31:29] our favorite, our city, and our country,

[31:31] is honesty, respect,

[31:34] and technical moral values that we're not getting. Not wanting y'all to answer any of the questions I've

[31:40] put forward over the last, even goes back to yours. Some pretty simple cosmetic questions and you didn't answer those either.

[31:48] Now that's something I learned a long time ago, not trust people but don't answer questions. That's what we need to teach in school.

[31:54] Teach these kids that when they grow up, which would be better if you had to make a choice. A kid that can read or

[32:01] on us, say you had to choose one. I mean, you had to choose one, which one do you think to

[32:07] be the best way to go? Honesty or can read? I'm going to go with Honesty. Honesty will get you

[32:11] to the gates of heaven, reading may not. That's what I think. There's no honesty and that's what's

[32:17] missing through our commissioner court, our city council, the mayor and all them, no respect,

[32:24] no respect for this board. I've asked you to open the schools up to allow us to campaign it

[32:29] They're just an empty building on the weekends,

[32:31] and they're conveniently located right in the neighborhood,

[32:34] so we can get people involved because our voting is so low.

[32:37] 1% on a commissioner court,

[32:39] and they're wondering about the redistratizing.

[32:41] I'll tell the woman in District 2, I said,

[32:43] you're winding because they're redistratizing,

[32:45] so you're already saying you can get elected

[32:47] because you're a Democrat, or because you're black,

[32:50] or because you're a woman, that's it.

[32:52] How about qualifications?

[32:54] We don't hire people, not only is office

[32:55] for qualifications, so it's missing through our whole system.

[32:58] And it starts off first thing answering questions.

[33:02] So no, I'll learn not to respect people that don't respect me, and you've never answered

[33:06] a question.

[33:07] That's disrespectful.

[33:08] It can be.

[33:09] So I don't know what to do.

[33:10] Nothing I can do.

[33:12] But keep going to her and bitch, and so I'm going to keep doing it.

[33:14] Maybe someday someone will, I'll help someone run for school board, a decent person that

[33:18] will answer questions.

[33:19] Thank you.

[33:22] Thank you.

[33:22] Up next is Amanda.

[33:24] I name followed by Ernie Moron.

[33:31] Good evening.

[33:32] I remember sitting in this board room in March.

[33:35] and two of you asked or promised that the curriculum and the IPCs would be delivered on time and be of good quality.

[33:42] They were not delivered until the Friday after new teacher began.

[33:46] We could not interact with curriculum during training.

[33:50] In several instances now, and only six weeks that I have available to me,

[33:55] learning objectives on the daily IPC do not align to the state standards.

[33:59] In many cases, the demonstration of learning do not align to the depth of the state standard.

[34:04] We have all now have all the teachers using this, and I'm very worried that this is going to lead to loss and no gains.

[34:13] Maybe backwards.

[34:15] In many several vital parts of the lesson are removed, which children need to bridge with their learning to application.

[34:23] You cut my reading block in half.

[34:26] Elementary bilingual, some middle school and high school courses started without any curriculum or unfinished curriculum.

[34:32] You tell me that I shouldn't waste any moment in the classroom yet here we are wasting moments.

[34:39] Now, the district is scrambling offering teachers to write curriculum, building the plane as we fly it.

[34:46] If we are truly focused on literacy and beyond a piece of paper, the wider librarians and dyslexia teachers split between two or three campuses in our most high need and most underperforming campuses.

[34:59] Let's say

[35:00] This is not made sense to me. In the past two weeks, over 20 teachers, many of them, TIA, have reached out to me

[35:09] that say they are going to leave by as into school if not January. It's all over social media too. We

[35:15] cannot afford this loss. We were promised non-negotiable apps such as I ready and my own, so the

[35:22] children could access reading and math health. These are non-operable for students as of today. This

[35:28] is unacceptable. If I showed up this unprepared, I'd be on a growth hand and not to grow

[35:33] me, but to grow me outside.

[35:38] Thank you. Anymore, I'm going to be followed by Sabrina Ball.

[35:56] Like knowledge that we are on the antecedent share by Tawakani Kika Pujumanus, which is

[36:00] talking to nations.

[36:05] Let's begin by saying that we are living through a very dangerous time.

[36:09] Everyone in this room is in one way or another aware of that. We are in a revolutionary situation

[36:13] no matter how unpopular that word has become in this country. The site in which we live is desperately

[36:19] minister, not by cruise check but from within.

[36:23] To any citizen of this country who figures himself as responsible and particularly those

[36:27] of you who deal with the minds and hearts of young people must be prepared to go for

[36:32] broke.

[36:33] Or to put it another way, you must understand that in the attempt to correct so many generations

[36:37] of bad faith and cruelty, when it is operating not only in the classroom, but in society,

[36:42] you will meet the most fantastic, the most brutal and the most determined resistance.

[36:46] there is no point in pretending that this won't happen. James Baldwin wrote a talk to teachers

[36:52] in 1963 and those words are as relevant today. It's my 17th year in the classroom and he

[36:59] might as well have written that five years ago when we started telling you that the extremists

[37:02] were creeping in and they were knocking on the door and they burst through. Whether it's our curriculum,

[37:07] whether it's our mental health services for students, you're ignoring what needs to happen

[37:12] because you're trying to appease that side and as we've seen at the Commissioners Court and the City Council and all around this community

[37:19] that bully is not going to go away if you appease it.

[37:22] That bully is not ever going to be satisfied. They are going to want and want and want and want more and more and more and more and if you don't stand up to them

[37:31] this institution as we know it is going away.

[37:35] I beg you to have some courage. My 12-year-old went last week and spoke to the state to the House

[37:40] public education committee about start testing. I pray that you grow some of the back

[37:45] bone that my 12 year old has. Thank you.

[37:49] Thank you, Sabrina Ball. We followed by Scott Blanco Davis.

[37:57] The chicken are the egg. That's always a question, right? Who is to blame for how we got to a

[38:02] potential takeover? I grew up in public school. My kids are in it and I'm in a blame the chicken. That's

[38:08] the state. But you are not free from blame. Who needs to take over when you can do the work for them?

[38:13] The destruction of public school only works if you comply.

[38:17] Time and again, they demand you use their methods, their curriculum, their test, and you say,

[38:21] sir, yes, sir. Even as kids flee public schools, their system is failing by design and you are

[38:28] paving the way. Some of your most qualified high school English teachers spent years vetting,

[38:34] improving, and developing a stellar curriculum. They build trust, character, and have exemplary

[38:39] our test pass rates and student placement in AP classes and the Friday before school started,

[38:46] you walked in and kneecapped them. You dumped their successful curriculum for a year-long

[38:52] star prep based on short reading passages. No novels. Why? Because you don't have the capacity

[38:58] to serve the complex needs of students and evaluate what works. You served the state that continues

[39:05] to fail us. These teachers are resolved to serve our students in spite of your curriculum.

[39:10] Those kids who aspire to succeed should be given the opportunity to do so. To continue this

[39:16] success that was proven, one size does not fit all. Families will leave for charters or

[39:21] private schools that get that. Quit doubling down on failure. For 30 years, you've served a master

[39:28] who does not want us to succeed. Don't you think it's time to serve our kids instead?

[39:35] You work for our families, not for Austin.

[39:38] I need you to prove it.

[39:40] And because I have a few more seconds,

[39:42] reading mastery works.

[39:44] I have watched that.

[39:46] And my kids went through Spanish immersion

[39:48] and it mirrors that.

[39:50] And those Spanish immersion kids pass every star, every year.

[39:54] Look at it.

[40:00] Thank you, Scott. Uncle Davis is going to be followed by Jeremiah Taylor.

[40:08] Good afternoon. I'm usually here for students and teachers, but it's a little bit different this time.

[40:14] So I got to ask a question. Has Fort Worth forgotten the difference between legal and morally correct?

[40:22] Because what's happening to some of our head custodians just isn't right?

[40:29] My head custodian said I could use him as an example.

[40:33] He's been with the district since 2014.

[40:36] He started at my school in 2017, which is labeled a high school.

[40:42] They just dropped his salary $10,000.

[40:47] That's a fifth of his salary.

[40:50] And they say because of our numbers, the designation doesn't matter.

[40:55] He's being now changed into an elementary head custodian.

[41:01] He lost a fifth.

[41:03] That means if he was on a $200,000 salary, like some of the people here, he would

[41:08] have lost $40,000.

[41:11] He has set up over the last eight years, nine years, his house payments, his car payments,

[41:19] everything in his life, his kids go to our school.

[41:23] because they come with him and they're doing awesome and he's got a reevaluate all that

[41:32] this year because he's going to be short $800 or more a month. Look, I understand we need to

[41:40] save money but this is only going to affect like 10, 20 people. It's $130,000 out of a billion

[41:49] dollar budget. What are we saying to our foundation on employees when you can drop their salary

[41:55] arbitrarily $10,000? He didn't even get his raises and accommodations back. He got a base salary.

[42:07] That's legal. I'm sure. Is it moral?

[42:14] Thank you, Jeremiah Taylor. We follow by Carolyn James.

[42:24] Hello, board. My name is Jeremiah Taylor and I'm from D. Young, Missouri,

[42:27] super cadmium. And I'm here today because my bus is always late, different year, same problem.

[42:34] At this point, I'm starting to wonder if it runs on a different time zone, or maybe just

[42:39] likes to make a dramatic entrance. Every morning, I'm out here waiting. It feels like I'm waiting

[42:44] for a celebrity to show up. Will it arrive? Won't it arrive? Spoil alert? It does. Fashionably late, though.

[42:53] Now this might sound funny, but this actually would be a problem. I'm late for school every day.

[42:57] Yes, every day and because of this, I'm missing important class time. I want to be there on time

[43:04] I'm not just asking for a limo, but a bus that is supposed to come when it's supposed to

[43:08] The real issue here is that it isn't just inconvenience

[43:12] It's hurting my education every time my bus is late

[43:15] I'm starting my day behind like showing up to a movie halfway through and trying to figure out the plot

[43:20] And honestly the route feels like it was designed for a sightseeing tour

[43:25] My bus makes so many stops I'm surprised that we don't have a tour guide with a microphone

[43:29] saying and on your left another way to student. We want to learn but the current system makes it hard.

[43:37] The only thing on time every day is the bill that I keep missing. I'm not trying to send a new

[43:42] world record for most dramatic late entrance in school history. I just want to be on class when it

[43:48] starts. So please help us fix this because right now my bus and I are in a toxic relationship

[43:54] it shows up late. I forgive it and it does it again the next day. Let's break the cycle. Thank you.

[44:05] Thank you. Carolyn James is up next followed by Emily King.

[44:15] He's a tough back to follow.

[44:18] Good evening. My name is Carolyn James and I've been talking to you about identifying and serving students with dyslexia for 14 months now.

[44:26] So much has happened. When Andrew was diagnosed with dyslexia, my first order of business was getting him the help that he needed.

[44:32] Then my focus turned to other students.

[44:36] Aren't you lucky?

[44:38] I want you to know how much I appreciate our conversations.

[44:41] I appreciate your time and your attention,

[44:43] but most of all I appreciate you taking action.

[44:46] When you look at someone's budget,

[44:48] you understand their priorities.

[44:50] Your priorities are clearly on literacy.

[44:53] I'm most excited about 555,000 spent

[44:56] on a phonics program, 29,950,

[45:00] Training 7th graders for dyslexia, and 550,000 on serving kids with dyslexia. These are the expenditures that speak to me.

[45:08] These are the initiatives that will serve kids like mine. We're talking about kids after all. We're talking about kids who spend seven hours a day in classrooms where it feels like everyone has the keys, and you don't even know where the lock is.

[45:22] Dislexia can be very isolating when everything depends on being a strong reader and you can't read school is torture.

[45:30] I'm most excited about finding and serving middle school students who have dyslexia.

[45:34] I know there's a cost associated with this both for the resources to find the students and the professional development to train the teachers who will serve them well.

[45:42] This is a bold step. You're acknowledging that there are students who made it to seventh grade without an accurate diagnosis.

[45:49] and that you're willing to find and serve them.

[45:52] What will it mean when a seventh grader is told, you know what?

[45:55] We know you're having trouble reading.

[45:57] Your brain works differently.

[45:59] It's our fault we didn't find it sooner,

[46:01] but now that we have we've got you.

[46:04] Because the truth is the fact that your brain works differently

[46:07] means you are a problem solver.

[46:09] You see things the way your classmates don't.

[46:12] We need your unique brain.

[46:13] And we're going to help you get this reading thing under control

[46:15] so you can go off and do great things.

[46:17] because that's what they're going to do. Thank you.

[46:23] Thank you Emily King. Followed by

[46:27] a mayor name, so, so, at least.

[46:49] Good evening, board. I'm Emily King. I have five children across

[46:53] the district. I am Tarol, Youngman's leadership, and three at Ridgely Hills. I have two

[47:00] dyslexic children. I want to thank y'all for approving more than $300,000 in funding for dyslexia

[47:07] resources. This is a monumental step forward that will help students. Both as a parent

[47:15] and as an advocate, I cannot thank you enough for your commitment to the future.

[47:22] As we celebrate this milestone, I'd also like to ask for clarity on the timeline.

[47:27] When will this training go into place? How long do we expect it to be fully implemented and

[47:32] reflected in the growth and success of our children? Families and teachers are eager to

[47:37] what the rollout will look like and when we can expect to see these changes and how we will monitor

[47:42] those changes. I also encourage us to carefully look at how this funding will strengthen

[47:50] early identification, updating our pre-screening process and ensuring that pre-K and kindergarten

[47:55] teachers receive training will make a world of difference. Educating those teachers who are often

[48:01] the first to see the early signs is one of the most powerful ways that we can use this investment.

[48:08] Early intervention saves years of struggle for a child and empowers the teachers with the

[48:13] tools that they need to help the students thrive from the very beginning.

[48:19] And if they're able to identify, then they can move forward.

[48:23] They can make those steps to create change and not have to be trying to play catch up like

[48:29] daughter is now and started a disadvantage. So once again, I want to thank you for this funding

[48:36] and for your dedication to the students in the district with clear timelines, thoughtful

[48:40] information, and a focus on early identification. We can assure that this $300,000 can truly

[48:46] transform lives. Thank you.

[48:51] Thank you. Ameriani, so all days followed by Kelly Marino.

[48:59] Before starting, I do want to request a interpreter.

[49:15] Buenas tardes, miembros de la mesa directiva,

[49:17] Good evening, members of the board.

[49:20] Mi nombre es a mairani solis y soy padre,

[49:22] el madre de familia y defensoro de aprendizaje temprano

[49:25] en nuestra comunidad.

[49:27] Mi nombre es a mairani.

[49:31] I'm sorry, my name is a mairani solis.

[49:34] And I am a parent and advocate for early childhood learning

[49:36] in our community.

[49:37] In the past, programs, like Avance,

[49:40] bring a vital support to the families

[49:42] and the children during the most important years

[49:46] since the birth of the five years.

[49:48] In the past programs, like events,

[49:50] provided vital support to families and children

[49:52] during the most important years of development

[49:54] from birth to age five.

[49:57] Although we understand the decision

[49:58] of the development of taking one.

[50:00] En el nuevo rumbo, muchos de nosotros seguimos comprometidos en continuar es importante trabajar en nuestra comunidad.

[50:06] While we understand a district's decision to take a new direction, many of us remain committed to continuing this important work in our community.

[50:13] Hoy me da gusto compartir que los instuftores de padres cantes servían a nuestros familias, se han unido para lanzar una nueva iniciativa llamada Araghi.

[50:22] Today I am excited to share that the parent instructors who previously served our families have come together to launch a new initiative called Araghi.

[50:30] Araguíces entrará en el desarrollo de los padres y el apoyo comunitario incorporado

[50:34] prácticas comprobadas de programas anteriores que ayudaron a los niños y familias a prosperar.

[50:40] Araguívo Focus on Parent Development and Community Support,

[50:43] while incorporating prevent practices from previous programs that help children and families thrive.

[50:49] No es revisión, es empoderar a los padres a fortalecer a las familias y brindar a los niños

[50:54] El mejor comienzo posible para el éxito escolar.

[50:57] Our vision es toman power parent, strengthen families,

[50:59] and provide children with the strongest possible start

[51:02] for school success.

[51:03] Creemos que hay espacio para colaborar.

[51:06] We believe there is room for collaboration.

[51:09] Ya se ha compartiendo recursos brinando acceso a la familia,

[51:12] colaborando en capacitación y referencias,

[51:15] whether through sharing resources

[51:16] providing access to families or working together

[51:19] or training and referrals.

[51:20] Puedimos al desito que mantenga abierta la puerta para trabajar juntos por el bien de nuestros niños y nuestra comunidad.

[51:27] We ask the district to keep the door open to partnership for the benefit of our children and community.

[51:32] Gracias por su tiempo y por apoyar los esfuerzos que ayudan a las familias y a nuestros pequeños estudiantes a tener éxito.

[51:39] Thank you for your time and supporting efforts that help families and young learners succeed.

[51:43] Thank

[51:45] you.

[51:47] Soy lea de gente verdero

[51:50] con un harido de gente

[51:51] o un cadú como hacemos HÓN,

[51:58] un o unIDE.

[52:02] Este Alej Lucky Lo soy

[52:03] de yearsco.

[52:04] Bueno, las emissions

[52:05] se han aparecido en la

[52:05] gente en la selectoria

[52:11] de mi.

[52:13] Una vez aquí no se ha

[52:20] más siguiente,

[52:21] Followed con G la gente以上

[52:23] de la gente, eh,

[52:23] albeitar un tema más siguiente,

[52:23] Presidente de AfterCOVID.

[52:25] Those three schools are Tanglewood,

[52:27] Tanglewood's overflow oferton park,

[52:30] and days of all.

[52:35] Closing days of all is...

[52:38] It's an abysmal of the Saturn.

[52:41] This is a school that serves an underserved population,

[52:43] and it's one of the few schools that serves that population that is thriving.

[52:47] It is doing so well,

[52:51] and I...

[52:52] and a serrated district just can't afford it,

[52:54] so I'm just here to remind you that days of all

[52:56] a la gente.

[52:58] Gracias.

[53:03] Muchas gracias.

[53:03] Adrienne, Alexander Haynes,

[53:05] Hola y soy Pamela Bennett.

[53:17] Y después,

[53:18] hasta ahora,

[53:18] our final speaker,

[53:19] David B. Josiah Haynes.

[53:45] Good evening

[53:45] to the board and president.

[53:47] My name is Pamela Bennett.

[53:48] I'm the family and engaging

[53:49] specialist in every

[53:50] J. Briscoe Elementary.

[53:52] What I'm going to talk about

[53:53] is saving my campus.

[53:55] We have a lot of people

[53:56] in our community that walk

[53:57] to school.

[53:59] Also last week,

[54:00] we did the walking school

[54:01] bus.

[54:01] Entonces, si Once You're going to pay,

[54:03] you'll see that soy,

[54:04] In so many pericidad,

[54:06] Walker schools,

[54:06] in school.

[54:07] We have three,

[54:08] three,

[54:09] four tutors,

[54:09] at a Paris Walk.

[54:11] With the distance,

[54:12] they walk already.

[54:13] It still takes some

[54:14] quite a bit of time to get there.

[54:16] Those two grade levels

[54:16] were not even being able to get

[54:17] on the school bus,

[54:18] even if you were to give us

[54:19] a school bus in our community.

[54:22] Also,

[54:23] with the school bus,

[54:24] we went from a public building

[54:25] to a public building.

[54:27] So we have asked,

[54:28] y'all to come out and walk

[54:29] with us.

[54:30] Pero lo mismo, el mismo afternoon,

[54:32] de sí charity de los precisos sonados.

[54:34] Si todos los llames de este día

[54:36] más grande es decir,

[54:37] para explorar el equipo de Ciberna,

[54:38] los libros que depende mucho de mí,

[54:42] nos pueden comer por eso a su fita cuando planeamos

[54:43] a weekends a trabajar,

[54:44] que es una trafe muy grande para時,

[54:47] Pero, hasta el segundo momento,

[54:50] la hora de un día de la gente

[54:52] es la 小 de la del daylight,

[54:54] la parte de el corazón que es para el school

[54:55] no me va a tener mucha mod görd absorgioncia.

[54:57] parece ahí un poco más que mucho.

[54:58] clacones, etc.

[55:02] So we offer you all the time to come out and walk with us, just to see the distance that they do walk already, and the distance that it will have to walk if you have moved us. Thank you.

[55:13] Thank you. And our final speaker today is Josiah Iney.

[55:36] Hello, my name is Josiah, and I just wanted to say that the best schools are closing.

[55:43] and I am taking test every day when I am not supposed to and I do not like it because it

[55:54] stresses me out and I could learn more instead of test thank you for

[56:12] sharing your thoughts this

[56:15] Now, we are at public hearing, public hearing for the fourth independent school district,

[56:22] 2020, 2020 to fourth state compensatory education report, and at this time, I'll turn

[56:29] over to Dr. Molner.

[56:33] Thank you, President Martinez.

[56:34] I'd like to introduce her, CFO, who will do our report today, and open our public hearing.

[56:40] Thank you.

[56:41] Thank you, Dr. Molner.

[56:42] President Martinez, members of the Board,

[56:45] Carmen Adityethic and the Latin, the chief financial officer for the district.

[56:49] This evening, I'm presenting the State Compensatory Education Report

[56:53] for fiscal year 2324.

[56:56] That was just filed with the state in accordance with its timeline.

[57:01] Just to remind you in the public, the State Compensatory Education

[57:06] is a program that's designed to supplement the

[57:12] it as at risk of dropping out of school and students that are educationally disadvantaged.

[57:18] These funds flow through the state's funding formula and they are accounted for budgeted

[57:25] for in the district's general fund. The purpose of the state compensatory education funds

[57:31] is to increase academic achievement and reduce the dropout rate. There are four requirements

[57:37] with regards to SEE versus the alignment with the comprehensive need assessment that we conduct

[57:43] as well as the campus and district improvement plans. The second aspect is that we are

[57:48] required to evaluate the SEE funded programs on an annual basis and that is done through the

[57:54] grants and development department in my area. Also, the third requirement is 55% of the summary of

[58:07] and we do that through a county through our internal accounting system and we code them with a specific program and tent code.

[58:16] And then the fourth is we hold an annual public hearing and this hearing is in compliance with that requirement.

[58:23] We also require, let me talk a little bit about that state spending requirement, a 55%

[58:28] percent. 45% has to be used or may be used for administrative costs that are not directly

[58:34] accountable to the SE program. 55% of the funds have to be spent on allowable costs to support

[58:41] program and services to improve academic achievement.

[58:47] Looking at the measure for 2324, we generated 94,283,000 through the formula, we're required

[58:55] to spend 51,855,845 and we have spent 99,595,485. We've met the requirement and I'm going to

[59:08] talk a little bit about how we've met the requirement with regards to this spend. Here you can see

[59:14] the annual performance requirement from going back to 2021 and you'll see this spending of the

[59:20] is in 2223 and 24 that are exceeded over 100% with 117% in 225% in 23 and then 106% in 24.

[59:35] How we have exceeded that requirement is TEA allowed us to use multiple sources,

[59:40] including Acir Funding. And that's how we've exceeded the requirements by allocating a lot of those funds and fund in the Acir Fund specifically for the for the SE program intent code.

[1:00:00] If you take those together, the amounts that we spent out of our general fund, 48 million, 203,000, plus the amount in our fund 282, our s-ser, I-51, 392, that's how you get to the 99,595,000 dollars that we spent.

[1:00:21] Starting in 25-26 due to the state legislature, the 55% spending requirement has been removed.

[1:00:30] However, for 24-25, you'll see it one more year where we have to meet that spending requirement.

[1:00:40] And what do we spend the money on? There's various programs.

[1:00:44] They are in detail expenditure by function and other categories contained in the annual report.

[1:00:52] But in addition to these funded programs that I've listed here, we also fund $599 employees full time and then 29 part time employees the part time being primarily in the after school program for a total 628 people that's attributed to the programs.

[1:01:10] This annual report is posted on the district's website for the public's review.

[1:01:17] There is a, that is what the report looks like, and there is a website down at the bottom

[1:01:23] of this slide where you can click and go review the report.

[1:01:29] We also encourage public comment, again, here at this hearing and input.

[1:01:34] We provide an email for that input at grants email at Fort Worth ISD.org and just

[1:01:40] please include in the email subject line

[1:01:43] SCE public comment slash input.

[1:01:45] We have it to take that information at comment period

[1:01:48] and respond to any concerns or questions

[1:01:50] that the public may have.

[1:01:53] So with that I stand ready for any questions

[1:01:55] or any public comment with regards to the report.

[1:01:59] Trustees are there any comments or questions

[1:02:01] concerning the state compulsory education report?

[1:02:09] Seeing none.

[1:02:11] We have no speakers signed up.

[1:02:16] So that will actually conclude the public hearing.

[1:02:19] It's now closed.

[1:02:20] Thank you.

[1:02:23] We will move on to the public hearing to discuss the proposed 2025-2026 tax rate.

[1:02:29] And I will turn it over, Dr. Muller.

[1:02:33] Thank you, President Martinez for it and continue with Carmen going over our tax rate for

[1:02:38] 2025-26, which we'll also lead in to public comment for this public hearing.

[1:02:44] Thank you.

[1:02:44] Thank you, Dr. Mullener.

[1:02:46] Again, President Martinez members of the board.

[1:02:48] This is the culmination of our budget process for 2526, where we ask you the board to adopt a tax rate.

[1:02:57] We are on track. We receive the certified values on July 25th from the Terran Appraisal District.

[1:03:05] And on August 1st, we submitted our information to compute the maximum compressed rate.

[1:03:12] and we have received approval from the state with regard to that maximum compressed rate.

[1:03:19] On August 13th, the budget department did publish our proposed tax rate in the newspaper.

[1:03:25] Once again, it was a required notice, but we felt for full transparency.

[1:03:30] We republished.

[1:03:31] And then on August 26th today, we're hoping to adopt the tax rate for 2526.

[1:03:38] Looking at the proposed tax rate for 2526, here is a slide that breaks down the components

[1:03:46] of that tax rate, as it maintenance an operation, or MNO rate, interested in thinking

[1:03:53] INS for a total tax rate made of those two components.

[1:03:57] The adopted rate last year was 0.7869 for MNO and 2755 for INS for a combined tax rate

[1:04:05] one or six point, excuse me, one point, zero, six, two, four.

[1:04:10] The proposed rate for 25, 26, slight correction there on the date for the content that was

[1:04:16] published on the website, that is the proposed rate for 25, 26 that comprised of the

[1:04:23] M&O rate for 0.7869, and then our interest in sinking fund did decrease by 3.33 cents.

[1:04:30] we have projected back in May and June that that tax rate was going to come down primarily

[1:04:38] due to the homestead exemption and so I'm going to be going over that a little bit. But overall,

[1:04:44] our proposed tax rate is 1.0291 or a reduction overall of 3.33 cents. Our no-new revenue tax rate

[1:04:55] is calculated by the truth and taxation.

[1:04:58] Documents is point number.

[1:05:01] So I'm going to go over some of those three components. Last year's tax rate was the actual rate that the school district used to determine property taxes last year. That's the 1.0624.

[1:05:15] This year's new revenue tax rate was referred to as the effective tax rate.

[1:05:21] It's the tax rate that would impose the same total taxes this last year.

[1:05:27] If you compare the properties taxed in both years, less any improvements made to those properties.

[1:05:34] But it does not account for impacts in state aid or recapture that would occur if the rate was adopted.

[1:05:42] This year's voter-attapped voter approval tax rate is the rollback.

[1:05:47] You should be known as the rollback rate.

[1:05:50] And that's the highest tax rate that the school district can set before it must hold a tax

[1:05:55] modification election. This is also the district's proposed tax rate. And that tax rate is set

[1:06:02] by the state. The state sets our maximum compressed rate of .61, 69, and then we add our

[1:06:11] 17 cents to that rate to come up with the M&O rate of 0.7869.

[1:06:20] There's some also some legislative impacts this year to the tax rate.

[1:06:24] There's two Senate bill that relates to home state exemptions.

[1:06:28] The first one is under Senate bill four,

[1:06:31] that would change the home state exemption from 100,000 to 140,000 dollars per eligible home

[1:06:39] And there, and the state has provided some additional state aid to hold district's harmless for this decrease in local tax revenue.

[1:06:48] The second is under Senate Bill 23, and that proposes to increase the home state exemption of a person who is elderly or disabled,

[1:06:59] from only in school districts, we currently have that exemption set at 10,000, that would go to 60,000 per eligible person's resident home state.

[1:07:08] And that again, the state has provided some additional state aid to cover that decrease.

[1:07:15] Both of these increases are contingent upon the passing of the Constitutional Amendment.

[1:07:21] That Senate Joint Resolution has called for, and it will be on voters' ballots in November of 2025.

[1:07:29] However, those rates, or those homestead exemption, have been assumed in the tax rolls.

[1:07:38] Okay? So we were provided two tax rolls from the Taranic appraisal district.

[1:07:44] But we use the tax roll that assumes that that constitutional amendment will pass.

[1:07:50] That both of those will pass.

[1:07:52] Okay, and the tax rate is also predicated on those two amendments passing in November.

[1:08:01] The other item that happened in this legislative cycle is that there were additional provisions in both Senate Bill 4 and 23.

[1:08:09] That wasn't contingent on the passage of that constitutional amendment.

[1:08:12] That, again, would reduce additional state aid if we pass a tax date that was higher than the tax rate that was required to service our debt, our scheduled debt.

[1:08:28] So that means they discourage the de-feasants.

[1:08:31] And I think I went over that during the budget presentation is that that would mean that we

[1:08:37] would lose that whole harmless.

[1:08:39] And we did not want to recommend that.

[1:08:41] We have about $19 million in whole harmless that we would not want to forgo for the sake

[1:08:48] of de-feasing the debt.

[1:08:49] But that does mean that next year more than likely our tax rate will have to go up.

[1:08:54] Okay? Now, looking here, this is a requirement in House Bill 1522, beginning in September 1st,

[1:09:03] 2025. Since we were provided the data from the Terran Appraisal District, I went ahead and

[1:09:08] included it. This is the type of information that you should receive next year and that we're

[1:09:14] required to provide to the public next year. So let's look at the median value for a current year,

[1:09:21] median, median, a praise value of a home, 226,000 dollars.

[1:09:28] If you take the home state exemption of 140,000 and apply the proposed tax rate of 1.0291,

[1:09:37] the levy would be $885.20.

[1:09:41] The prior year median and praise value is a little lower, 218,819.

[1:09:47] You apply the homestead exemption there against our current tax rate of 1.0624 and the tax bill would have been 1,262 dollars and 33 cents.

[1:10:00] There are a change, because of the change of the medium value, which went up $7,198, the homestead exemption

[1:10:08] going up to $40,000. We have a decrease in our tax rate. Therefore, overall, we have a decrease

[1:10:16] in the lobby of $377.13. Now, that is just the example of the median value. Of course,

[1:10:29] significant of a savings, but it still would be a savings because of the homestead exemption

[1:10:35] and the lower rate. This is the history, the 10-year history of our tax rate, and where we've been,

[1:10:43] again, this combined rate of 1.0291, which is comprised again of the M&O rate, 7869, which is the

[1:10:53] in this current year is past year and then our INS rate went down as expected because also our service requirements are lower.

[1:11:06] So you're going for in 2755 to 2422 that combined rate there of 102.91.

[1:11:13] A couple of things for the board to know is that for a school district, the vote on the resolution that we have before you, that exceeds the sum of the no new revenue and the tax rate of the district and the district's debt rate must be a record vote.

[1:11:35] And that vote because it does exceed the sum, we require 60% or at least six of you to vote in the affirmative of the resolution.

[1:11:48] And then emotion on that resolution has to be in the specific language that says,

[1:11:55] I move that the property tax rate being increased by the adoption of a tax rate of blank, which is effectively, and that's where you insert the percentage.

[1:12:05] percent increase in the tax rate.

[1:12:08] You have asked in the past for us to provide tax rates for the surrounding school districts,

[1:12:13] so we did our best to get the rates that were available to us, and we still remain the second

[1:12:19] lowest tax rate overall, behind Carol ISD. Carol ISD is 0.9602. We weren't able to get Eagle

[1:12:29] at the time of the publication, but we remain the second lowest at 102 91 there as you know all of the surrounding school districts.

[1:12:41] So with that, the language required, again in the motion, is before you that I've moved that the property tax rate be increased by the adoption of the tax rate of 1.0291, which is effectively a 4.87% increase in the tax rate.

[1:12:58] I mean, if there's any questions that I may answer.

[1:13:05] Trustees are there any comments or questions concerning the proposed 2021-25-25-26 tax rate?

[1:13:14] Dr. Ridges?

[1:13:16] Yeah, on the proposed legislation, if you know, November, what if it doesn't pass? What happens?

[1:13:24] So if it doesn't pass, I would assume that we would have an issue with regards to that.

[1:13:34] We would probably have set the tax rate to high.

[1:13:38] And so I don't know what would happen.

[1:13:40] I think we've set the tax rate at a higher rate than we need it.

[1:13:44] We would probably get less state revenues as what I would surmise.

[1:13:49] I think the tax rate would remain the same to attacks on a higher tax roll.

[1:13:58] I don't, I don't believe by state law you can go back and undo your tax rate or statutory requirements.

[1:14:05] I think that's what would happen is the state would probably get less state revenues for the district.

[1:14:11] So if it doesn't pass next year, would we have to reconcile charging too much?

[1:14:16] I would say more than likely that would occur, but historically no one has ever not voted for

[1:14:24] getting a break on their taxes, so I would say that that's probably a highly unlikely to not pass.

[1:14:35] I agree, but in these times, I don't know how anybody votes anymore, so.

[1:14:40] Thank you. Yes, ma'am.

[1:14:44] Sorry, trusty Lint.

[1:14:47] Just to be clear on the INS rate, you know, speaking about next year, going up, that just requires board vote correct.

[1:14:57] It just requires just a board vote, yes, it, it's not.

[1:15:00] Part of the Vader, so statutory on the INS portion, you were allowed to go up to 50 cents and to meet your debt service requirements. Obviously, we wouldn't go up to that amount.

[1:15:12] But statutory, you can adopt a tax rate that would allow you to satisfy your debt service requirements.

[1:15:18] Okay. Can you speak to the 17 cents? A little bit kind of informed.

[1:15:23] So we're in a public kind of what those are.

[1:15:27] So those have been voted on through various

[1:15:30] or past tax ratification election, otherwise known as D.R.E.'s.

[1:15:35] And the public has adopted those enrichment pennies

[1:15:40] in order to augment the district's property tax revenue.

[1:15:45] And so that's what they are called,

[1:15:48] they're called enrichment pennies tier two.

[1:15:50] We do get some benefit from this state for having some enrichment pennies.

[1:15:58] I believe the first eight are called the golden pennies and gives you a little bit more money.

[1:16:03] A little bit more matching money if you will from the state.

[1:16:06] But all of those pennies have been voted upon in-prior tax ratification elections

[1:16:12] and they're allowed to roll forward along with your maximum compressed rate.

[1:16:17] Okay, all right, thank you.

[1:16:20] Absolutely.

[1:16:27] All right.

[1:16:28] At this time, we would hear from those

[1:16:30] who requested to speak concerning the public hearing.

[1:16:32] She discussed proposed 25, 26 tax rate.

[1:16:35] However, we have no speakers signed up.

[1:16:39] So the public hearing is now closed.

[1:16:43] Next on the agenda are action items.

[1:16:46] We have a approve to accept the certified appraisal rules

[1:16:50] for the tax year 2025, for the forward independent schools school district.

[1:16:56] Do I have a motion?

[1:17:01] Yeah, of course.

[1:17:04] To have a motion?

[1:17:11] Dr. Rodriguez.

[1:17:12] I moved at the property tax rate being increased by the adoption of a tax rate of 1.0291 dollars,

[1:17:21] which is effectively a 4.87% increase in the tax rate.

[1:17:28] Do you have a second?

[1:17:33] Trustee Darsegule?

[1:17:36] Any discussion?

[1:17:39] Trustee Lynch?

[1:17:41] Yeah, I'd just like to make a comment.

[1:17:44] I support the budget, Dr. Mohn, I support everything that we're doing to impact kids.

[1:17:50] I'm having a hard time kind of looking at what we're doing as far as moving forward.

[1:17:55] We've got less students.

[1:17:57] We're going to have less buildings and continue to increase the tax burden.

[1:18:01] I think we need to keep building what we're doing and take care of kids.

[1:18:04] So I can't support that motion.

[1:18:11] Any further discussion?

[1:18:14] All right.

[1:18:16] We will move to voting.

[1:18:28] And the motion passes seven to.

[1:18:33] We are now at B except the calculations of the no new revenue tax rate and the voter approval tax rate for the forward independent school district.

[1:18:42] Java motion.

[1:18:51] Trustee Dar.

[1:18:53] I move to accept the calculations of the no new revenue tax rate and the voter approval tax rate for the forward independent school district.

[1:18:59] school district.

[1:19:02] To have a second.

[1:19:04] Just a seat action.

[1:19:06] Any discussion?

[1:19:11] Please move to voting.

[1:19:19] And the motion passes 90.

[1:19:22] We are now at C.

[1:19:23] Approve Resolution.

[1:19:24] Fixing your levian school.

[1:19:26] District Advillum, Texas.

[1:19:27] Do I have a motion?

[1:19:33] Dr. Andrews.

[1:19:35] I moved at the property tax rate.

[1:19:37] Be increased by the adoption of a tax rate.

[1:19:39] but $0.091, which is effectively a 4.87% increase in the tax rate.

[1:19:49] That's all right, Senator.

[1:19:50] Thanks. Any discussion?

[1:19:56] Please move to voting.

[1:20:03] In the motion passes 7, too.

[1:20:10] We are now at the approval agreement for the purchase of attendance credit, option 3, and delegate contractual authority to the superintendent.

[1:20:19] Do I have a motion?

[1:20:23] Trustee Dar.

[1:20:24] I move for the 2025-26 school year that we delegate contractual authority to obligate the school district under Texas Education Code 11.1511C4 to the superintendent.

[1:20:37] So, only for the purpose of obligating the district under Texas Education Code 48.257 and Texas Education Code

[1:20:46] Chapter 49, Sub-Chapters A and D. And the rules adopted by the Commissioner of Education as

[1:20:53] authorized under Texas Education Code 49.006. This included approval of the Agreement for the

[1:21:10] Do we have a second?

[1:21:16] Thank you, Trustee Jackson.

[1:21:17] Any discussion?

[1:21:23] Please move to voting?

[1:21:30] Motion passes 9-0.

[1:21:32] Next on the agenda is the Superintendent report, and I will turn it over to Dr.

[1:21:36] Mulliner.

[1:21:36] President Martinez, Superintendent Mulliner.

[1:21:39] There seems to be an issue with the item action item 9-A.

[1:21:46] I believe the motion was not the correct motion.

[1:21:51] With motion A,

[1:22:02] if I may present Martinez. Yes, yes, it was just to the motion should have read to just accept the certified appraisal roles for the year 2025 for the Fort Worth ISD.

[1:22:16] I see. Okay,

[1:22:22] so we'll need to redo that one, A, approve to accept the certified

[1:22:26] appraisal roles for the tax year 2025 for the for the independent school district.

[1:22:31] Is that correct? That's correct. Thank you so much.

[1:22:35] Right. Do I have a motion?

[1:22:38] I'll move.

[1:22:40] Trustee Dar.

[1:22:41] I moved to approve the accept, excuse me.

[1:22:44] I move to approve to accept the certified appraisal roles for the tax year 2025 for the Fort Worth

[1:22:49] Independent School District.

[1:22:51] Do we have a second?

[1:22:54] Trustee Lobinals.

[1:22:57] Any discussion?

[1:23:01] Please move to voting?

[1:23:12] Motion passes, 90.

[1:23:19] Now we are back to 10 Superintendent Report, and I will turn it over to Dr. Molinar.

[1:23:40] Thank you, President Martinez.

[1:23:43] This evening, I would like to share the report we're going to talk about, accountability

[1:23:48] a bit more importantly, we're going to talk about next steps and how we're implementing

[1:23:53] our instructional framework to address and celebrate our Wednesday evening, but we have

[1:23:58] a tremendous amount of work still to go.

[1:24:02] So we are going to get started.

[1:24:03] It is officially the third week of school, the 25, 26 school year.

[1:24:08] So I just want us to recognize that, we're entering into the third week and just amazing

[1:24:14] how fast it goes. That we've already started a new school year. So you'll see here. This is our

[1:24:21] district rating. This was released with our Aetherraft Accountability Ratings. Our currently,

[1:24:28] our district is a remitting AC district. We were a 70 and 2024 and we have moved up to a 73.

[1:24:36] You'll see that we have three different areas that were rated on overalls a school district

[1:24:44] student achievement, school progress, and closing the gaps.

[1:24:48] And you'll see how we have started to make gains from 2023, 2023, 2024 and 2025,

[1:24:54] where we have moved from a 65D to a course now, a 76.

[1:25:01] As we said, we have a long way to go to, we want to be at a school district and we need to work all together from pre-K to 12 to make this happen as an entire district.

[1:25:15] We do have some wins to celebrate our 2025 overall accountability A through F ratings. Many of you have seen this released publicly, we want to share this this evening at our board meeting.

[1:25:29] Our celebrations as already pointed out through our public speakers tonight that we had

[1:25:34] an increase of 70% for our campuses rated in A. We went from 10 campuses to 17 of our campuses

[1:25:42] are now a rated campus this year. And then when we go over to the other side we look at our

[1:25:48] F rated campuses. We decrease by 65%. 31 campuses last year were rated F and we now have 11 campuses.

[1:25:57] still unacceptable that we have any of our students sitting on an F-rated campus or D-rated campus.

[1:26:05] You'll see this chart where we have increased RB-rated campuses as well.

[1:26:11] Some of our C campuses have moved to B's.

[1:26:15] Some of our D's have moved to C's and of course some of our F's have moved to D's.

[1:26:19] 63 of our campuses this year gained at least one letter grade or they maintained a rating 63 of our campuses.

[1:26:29] This is all of the hard work of our teachers or students and our support staff and administrators on those campuses.

[1:26:38] And that just happened in just one year's time.

[1:26:42] We also, as you see, we reduce the number of F-rated campuses, but more importantly, we have

[1:26:49] 10,000 students in our district that now are not sitting on an F-rated campus in Fort

[1:26:56] Worth in the Pena School District.

[1:26:58] 10,000 students that were sitting on an F-rated campus last year are now not sitting on a campus

[1:27:06] F-rated.

[1:27:08] And that is due to their hard work as students, once again, and the staff on those campuses.

[1:27:14] And the support staff that has supported them throughout the year.

[1:27:18] This is why we're implementing a new curriculum instructional framework.

[1:27:23] We do want to celebrate and I never want to take away any type of wins from us as a district

[1:27:29] can from our hardworking staff, students and parents.

[1:27:33] However, when you look at this visual here,

[1:27:36] you'll see that we did increase 69% of our campuses

[1:27:42] are now considered acceptable when you look at A, B, or C.

[1:27:46] But we still have 31% of our campuses are unacceptable.

[1:27:52] That means we cannot continue doing the same things

[1:27:55] we have been doing.

[1:27:56] We have to be strategic.

[1:27:58] strategic, we have to be explicit, we have to be intentional, and we need to monitor every

[1:28:03] single student.

[1:28:04] And you are right, when we implement a new curriculum, a new instructional framework,

[1:28:09] a new instructional delivery, we need to monitor that make sure we do not slide and slip and

[1:28:15] go backwards.

[1:28:16] So, tonight I'm going to be able to share how we're going to do that as well.

[1:28:19] Because whenever we implement something new, it takes time, it takes support, it takes everyone

[1:28:25] coming together to make it successful, and there are bumps, there's obstacles, and there's

[1:28:30] always things to tweak. But that's what learning, that's what growing is. That's called

[1:28:35] continuous improvement. And that's what we're doing here in Fort Worth, I see. But we're doing

[1:28:40] it bold, we're being aggressive, and we're not wasting time as well. So let's talk about also that

[1:28:50] We had a decrease, you'll see 14%, we had an increase of 42% of our campuses increase one

[1:28:58] or more letter grade, and then that means 86% of our campuses increase or maintain their

[1:29:04] priority.

[1:29:05] Still not enough when we have any of our campuses sitting as a D or an F.

[1:29:14] So what this is mean, we encourage our parents, our public, and all of our stakeholders here

[1:29:22] and Fort Worth ISD, and in our surrounding city.

[1:29:25] We want you to view our ratings online all the way down

[1:29:29] to not only our district ratings for our campus ratings.

[1:29:32] You can find this in two different locations.

[1:29:34] We have updated our own website to be able to access that.

[1:29:39] And you'll see that web page right there,

[1:29:42] fwisd.org, backslash ratings,

[1:29:45] where you can access all of our campus ratings.

[1:29:47] And then, of course, we have our TX schools.gov, where you can also access Fort Worthy

[1:29:55] C as well as any other school district in the state of Texas, and look at their

[1:30:00] Our campus rating says well.

[1:30:03] So there are highlights. We have these three campuses. We really want to highlight tonight. We have ML Phillips. They went for a F-rated campus to a B-rated campus in one school year. They grew 34 points. That is truly a celebration for ML Phillips. Their students, their staff and that community.

[1:30:26] Cesar Chavez Elementary was a rated F-campus that went to a B-campus in one year,

[1:30:34] 26-point gain, D McCray campus, F-rated campus went to a B, 24 points, and

[1:30:44] Versailles Williams went from an F-campus to a B-rated campus, 23-point gain.

[1:30:50] All of these campuses are Title I campuses with high socioeconomic disadvantage students.

[1:30:57] Dole language students, emergent bilingual students, refugee populations.

[1:31:03] These students did it, these teachers did it, the parents did it, and the staff did it.

[1:31:08] There's no excuses why any campus in the four-worth I.C. cannot make these gains.

[1:31:14] All of these campus represent minority students, and they made these gains and F2AB.

[1:31:24] Choose celebrations for these campuses.

[1:31:26] We also, on the other side, you're going to see where we had our campuses improve two letter grades.

[1:31:32] Our middle schools, I've been very transparent.

[1:31:35] We are in a urgent middle school crisis.

[1:31:38] We are double block and literacy.

[1:31:40] We are double block and math.

[1:31:41] And you can see, when we put interventions in and we're intentional with just some of the initiatives and some of the interventions we put in last year, how our middle schools can also flourish.

[1:31:53] J.P. Elder F. Tuicy, Kirk Patrick Middle School, and F. Tuicy,

[1:31:59] Micheal Middle School, F. Tuicy, Hubbard Heights Elementary, F. Tuicy, Sam Rosen,

[1:32:05] F. Tuicy, Bruce Shokie, F. Tuicy, Waverly Park Elementary.

[1:32:11] Waverly Park Elementary for those who do not know, also House R. Death Ed program,

[1:32:17] which is also a regional program. They went from AD to AD.

[1:32:23] Our students with disabilities can learn and flourish as well when they're given the right

[1:32:29] resources.

[1:32:31] This shows you this proves that all of our students, the star, alt, assessment, and

[1:32:38] increase the scores in fourth and the penance school district.

[1:32:41] Students with learning disabilities need the resources they can show us time and time again

[1:32:49] that they are successful as well with the right resources in place.

[1:32:52] JTC events, F2SE would way F2SE, Bonnie Braya F2SE, Dillarswarta AD2B.

[1:33:02] Great gains and prove two letter gains for these campuses as well.

[1:33:11] Clicker soon.

[1:33:12] So what are we doing?

[1:33:13] Because we still, we know, have some of our campuses that need to make improvement.

[1:33:19] And we have talked about our literacy plan or district literacy plan.

[1:33:23] And we have been very transparent with that.

[1:33:25] And we have changed our funding, we have transitioned our funding to be able to support our literacy.

[1:33:32] And we're going to talk about some of that impact tonight.

[1:33:35] Our students are receiving whole class literacy instruction that is around the demonstration

[1:33:42] of learning.

[1:33:43] They receive enrichment and re-teach based on student performance.

[1:33:47] When we have one of our students, and we need to pay a visit, Mr. Childry, we need some support

[1:33:53] at that campus if a student feel like they're testing every day, they feel like that is a test,

[1:33:59] a three to five question demonstration learning on the we need to go support that teacher,

[1:34:04] because that's not a test, that's progress monitoring, that's knowing if that student

[1:34:09] received that first teach, how do they do the name, where they ever to meet that level,

[1:34:15] where they were the master of that level, or do they need to re-teach. You're seeing that every single

[1:34:20] classroom from Kinder to 12th grade, where we're monitoring our students to see what they need.

[1:34:27] That has not been done in the past.

[1:34:29] We teach and then we just went on.

[1:34:32] There was no way that we were pulling kids into small groups.

[1:34:35] We had no way of knowing and progress monitoring what did our kids need next.

[1:34:40] We're putting that in place this year.

[1:34:42] Teachers have access to the materials and the resources.

[1:34:46] We did have Ms. Inae is right.

[1:34:48] We did have some of our frameworks not ready in our dual language, and we fixed that.

[1:34:54] We had to regroup.

[1:34:56] When we talk about shifting funding, we cut central person...

[1:35:00] Now, to put personnel back on campuses to give demonstration teachers, acceleration teachers. So we do not have as many content specialists and central administration as we did before.

[1:35:12] So when we talk about content writing and writing content and writing our framework, we are short-handed because we put them back on the campuses, because that's where they belong to support teachers and support students.

[1:35:26] We took that funding and put it back on the campuses, so we are, I am asking teachers, teachers who want to be a part of this initiative.

[1:35:37] Teachers who know alignment, teachers who know rigor, teachers who work with us the summer.

[1:35:43] I am asking you if you would like to earn extra duty pay and help us with this initiative.

[1:35:49] I do not want a program that's written and given to us.

[1:35:54] I wanted to meet the needs of our kids, what do our kids and what we're

[1:35:58] thighs need, need, using a high-quality instructional material such as

[1:36:03] amplify blue bonnet phonics and blue bonnet math, and then we're writing

[1:36:07] instructional framework around that.

[1:36:09] We put out a memo this past weekend on Friday asking principals to share that

[1:36:15] our teachers. And I believe we're up to 51 teachers who are already volunteering to help. That

[1:36:23] will be compensated. You also have to have buy in. I've heard and heard don't do something to us,

[1:36:30] do something with us. So when I'm asking you to come and write with us, coming sit and collaborate

[1:36:34] with us, to get feedback on our new curriculum, we are listening, we are fixing, we are taking the

[1:36:41] weeks. We're having teachers email us saying this is a game change for them. They're not spending time

[1:36:47] doing less than plan. They're spending time figuring out how to deliver instruction. They have

[1:36:54] their retouch lesson. They have the challenge lesson. They have the acceleration lesson. I had

[1:37:00] a assistant principal at a high school, send an email, they said they're English two teachers

[1:37:05] are sitting in a professional learning community, talking about instruction, talking about how

[1:37:11] the poll students in high school and small groups, and working together what that looks

[1:37:17] like.

[1:37:18] As long as she's been a AP, she's not seeing that, the excitement.

[1:37:24] We know that we're going to have criticism about something new, we're implementing, we're

[1:37:29] not stopping, I'm not stopping, we're going to continue to implement the implementation.

[1:37:34] We will work through any tweaks we need to do.

[1:37:38] We will help build capacity.

[1:37:40] We will support our teachers.

[1:37:42] But we know this is what's best for our students,

[1:37:45] because we're going to meet the needs of all of our students

[1:37:48] by providing a great first teach.

[1:37:52] Assessing in monitoring and doing a demonstration

[1:37:55] of learning as three to five questions to know,

[1:37:58] do they need a retake?

[1:37:59] Do they meet?

[1:38:02] The first teach they're ready to go into another block.

[1:38:04] or they're ready to be challenged because they mastered that.

[1:38:09] And what's important about that part is that we cannot continue to label every student

[1:38:14] every day if they're a tier 3 student.

[1:38:17] Students learn differently every single day.

[1:38:21] That's why we do a demonstration of learning.

[1:38:24] That's why we do a DOL.

[1:38:26] A student can master something one day.

[1:38:28] They don't deserve to be pulled into a tier 3 retouch if they mastered it.

[1:38:34] That's what that DOL tells us every day if they mastered it, put them in an acceleration

[1:38:39] block.

[1:38:41] That is what monitoring tells us for our students each day.

[1:38:45] Our teachers have access on the job training with our demonstration teachers.

[1:38:50] We are working on our schedules, we're taking time, they're helping bulk capacity around

[1:38:55] the buildings, every elementary campus has a literacy demonstration teacher, middle school

[1:39:01] High schools have a literacy in a math demonstration teacher.

[1:39:05] So when they need to see how the curriculum's working, teachers can walk down the hall and

[1:39:09] see how a demonstration teacher is putting that into action as well.

[1:39:15] The district is allocating the funds to support this and to monitor student performance.

[1:39:21] When the banker trustees for allowing us to make these changes last spring, adopt a budget

[1:39:27] to allow us to continue it.

[1:39:29] And we know we are short staff for writing, but that's okay because I don't want to, I don't want them to write three, six, five weeks ahead of time when we're listening to our teachers that have to tweak something and fix it. So we're not just writing and putting something out.

[1:39:46] So I want to thank for the continuous improvement on all of our department's content specialists, math, special ed, bilingual and literacy for doing that with us.

[1:39:58] So what is my answer?

[1:40:00] Instruction looks like it has to start at the top. That includes me. How I'm monitoring instruction. How I'm bringing it here to this board that you will see as stakeholders. How we bring it. That includes how we're working with our executive directors, our principals, and our system principals.

[1:40:18] School leadership visits always include classroom walks. If you go on the campus, you go in a classroom.

[1:40:23] You monitor the implementation of instruction, you support that teacher, we see how that implementation is going.

[1:40:30] I have been on campuses the last two weeks and two days in. I go in classrooms.

[1:40:38] I'm walking in classrooms, I'm talking to teachers, I'm asking them, how's the implementation going?

[1:40:43] What do you see? What do you like? What do you need help with?

[1:40:46] and then we get them support there that they need as well.

[1:40:51] We have instructional leadership team meetings we call ILT meetings.

[1:40:55] That's, we review agendas we look.

[1:40:58] That's when our principals and our APs, our demonstration teachers,

[1:41:02] our diets, our LSSPs, our counselors,

[1:41:06] they're meeting and they're talking about student needs.

[1:41:09] What do our students need on that campus?

[1:41:12] We look at those agendas, we find the trends,

[1:41:14] and then we get to support out to those campuses as well.

[1:41:18] Of course, our PLCs are professional learning communities.

[1:41:21] We're able now with a framework that we don't have to go and hunt to figure out what's going to be taught.

[1:41:28] The next week, it's already there, so the professional learning communities, when those teachers come together by grade level or by content,

[1:41:37] they're able to actually already talk about the lesson.

[1:41:39] look at the slides. If the slides are not what they need, they're able to tweak them.

[1:41:45] But at least we gave them a shell. We gave them an outline to start with so they do not have to start that themselves.

[1:41:52] They can add to it, they can scaffold to it. They have the ability to do that as well.

[1:41:59] Our data meetings today, I was at Mendoza Elementary. The principal and I walked classrooms.

[1:42:05] We saw some map testing, we saw some instruction, we saw some great pre-K, and then we also,

[1:42:12] she showed me how they have set up not only teacher data, but then all the way down to

[1:42:18] goal setting for students. Students are doing their own goal setting, their own data, and

[1:42:22] Mendoza Elementary. She is changing systems in that school to meet the needs of our students,

[1:42:29] and I ask her, what do you need? What's happening?

[1:42:33] like what do you need to make this work and she's like we just need to believe and put

[1:42:39] a students over adults. That's what she told me and she goes in everyone's all in here

[1:42:44] at Mendocel cemetery.

[1:42:48] Review the teacher feedback and strive. Our system principles and our

[1:42:52] principles are required to give teacher feedback. That's how we grow that's how we get better.

[1:42:58] Public comment is our feedback. That's how we grow that's how we get better. And that's how we

[1:43:02] know where we need to offer support, and that is theirs. They have to do feedback to their

[1:43:09] teachers, not to say what you're doing wrong, but what support do you need? Let's work

[1:43:15] together what coaching do you need and to build their capacity. We also, you're going to

[1:43:20] see how we're monitoring our demonstration of learnings to look for our data trends.

[1:43:25] And then of course, we have our demonstration teachers and any other physicians available.

[1:43:30] We have set up that if you are a data analyst, if you are a dean of instruction, and if you're

[1:43:38] acceleration teacher, or if you're a Title 1 teacher, and you're on a campus, you will

[1:43:44] be pulling small groups of students, and we are monitoring that through a program of

[1:43:50] metrics that we will be coming and sharing that data out and sharing with our board, because

[1:43:56] If we're spending our funding, our state funding,

[1:43:59] our local funding on any personnel on a campus,

[1:44:03] they are required that at least part of their instructional day

[1:44:08] must be pulling students in small groups

[1:44:10] and helping intervene with those students as well.

[1:44:15] So what does the monitoring look like?

[1:44:17] So this is really how we're moving,

[1:44:20] starting at the administrator's level,

[1:44:22] our principals and our system principals,

[1:44:24] how we're moving it and taking it and putting it into action.

[1:44:28] This is world-world implementation.

[1:44:31] Like we're asking our demonstration teachers to teach a half a day in model

[1:44:35] and then work with teachers and students.

[1:44:39] Now we're required our principles and the system principles

[1:44:41] and set is sitting in a monthly meeting

[1:44:44] and at the TLC that they are now required to do what we call learning labs.

[1:44:50] They already started those.

[1:44:51] We've already done around the learning labs for principal and around the learning labs for

[1:44:56] assistant principals.

[1:44:57] Our principals and assistant principals are golf.

[1:45:00] On to campuses that show they already have great instruction and systems in place. They are learning how to calibrate. They're looking at what does good implementation look like, what does the instructional framework implementation look like, how to you monitor the implementation and how it's going in the classroom. They're also looking at demonstration teachers and exemplar from our teachers.

[1:45:27] They calibrate and they give feedback with each other under the direction of the executive

[1:45:33] directors, the principal supervisors as well.

[1:45:37] And then we want our content executive director and support staff to be with them as well

[1:45:42] to give that support.

[1:45:44] When we see where the gaps are, then we need to address those gaps and offer that support.

[1:45:50] And then our principals and the APs also will highlight and fish both those best practices

[1:45:56] and talk about them. What can they take back to their campuses? What do their campuses have in place that

[1:46:01] look similar? And where do they need to grow their campuses as well into this? So we're asking

[1:46:07] our principals and assistant principals to also be practitioners. Just like we're asking our teachers,

[1:46:13] we're asking our principals and assistant principals to do that as well. Some of our learning labs

[1:46:20] That's we happened last week. We had CC Moss host. We know CC Moss is one of our high rated campuses

[1:46:26] We also had Alice Contreras that hosted and I believe it was Kurt Patrick middle school

[1:46:32] There was some other ones each level, but we want to thank those principals for second week of school opening their doors

[1:46:40] And hosting principals and the system principals to learn from the systems they already have in place high-geet in campuses

[1:46:47] So we have a spot observation form that we are implementing this year that we will be using and this is a district form.

[1:46:57] All the way up from where I'm reviewing the data and the data will be shared with Cabinet.

[1:47:02] It will be shared with our board trustees here on meetings as well.

[1:47:07] And then, of course, we'll be meeting with our executive directors or principals and assistant principals.

[1:47:12] A very transparent parent form called spot observation form.

[1:47:16] This shows us how we are doing with implementing our new instructional planning calendars and around our Tier 1 instruction.

[1:47:25] Also, when you get deep into the framework, we look at how we implementing our DOLs or demonstration learning, our Tier 2 teach and our Tier 3 retreat.

[1:47:36] So, we're going to be able to see as a district from each campus all the way down to each classroom.

[1:47:42] How are we implementing instruction in Fort Worth and the Penn and School District with our high quality instructional materials on a consistent basis for our students?

[1:47:54] And then our school leadership walkthrough walkthrough form has also changed to align with our new framework as well as stay in alignment with our TPS, which is our principal and assistant principal evaluation form.

[1:48:07] There will be all the C, which of our administrators, they need extra support and extra coaching as well.

[1:48:14] So we look forward to bringing some of those monitoring instructional data to you.

[1:48:18] Here's just a peak of the implementation. So here's a sample.

[1:48:24] So this is our spot observation form.

[1:48:27] Here you can see that I can pull this up and this is a daily form that can pull up any day

[1:48:33] where I can look at it by week.

[1:48:35] It shows you how many documents

[1:48:37] and how many staff members have completed it.

[1:48:39] If you look over on the right,

[1:48:42] where you'll see those blue bars,

[1:48:43] where you see the instructional framework block,

[1:48:46] they have to click when they're going into a classroom.

[1:48:49] Are they looking at the first teach?

[1:48:51] Are they looking at the retouch?

[1:48:52] Are they looking at the challenge?

[1:48:54] So our framework is broken up in three different areas.

[1:48:58] So we are asking our system principles and principles

[1:49:01] to be able to identify when they go in the room. What are they observing? We cannot get the back,

[1:49:08] if we don't know, and we're not aligned with the teacher what we're observing during that day.

[1:49:14] I mean, look on the other side of the form. You'll see that we're looking for, of course, the

[1:49:19] standards, the clarity, and then, of course, how that lesson is being internalized by our students.

[1:49:25] And you'll see that we have a 1 through 3, where it's not observed, it's in progress, it's fully evident.

[1:49:33] There's no responses at that time.

[1:49:36] So when we're looking at standards, we're able to judge it by a simple 1, 2, 3 of that classroom.

[1:49:42] When we go into the example of a first teach, we're looking for a course.

[1:49:48] Are they on the resources?

[1:49:51] Are they on the instructional framework?

[1:49:52] are they following that instructional planning calendar and then they also can give a not observe and

[1:50:00] Progress, or a fully evident, I want to three. This is able to see which trends we need to support.

[1:50:07] Are we having difficulty moving from the first speech and to the reach or into the challenge block?

[1:50:14] We're going to be able to pull that data and know exactly every classroom, every campus, to be able to offer that support as well.

[1:50:21] And then we're also going to know, are we being, is there a fidelity to the implementation of the framework and the curriculum in addition to that?

[1:50:32] Here's another part of the monitoring form. This is our demonstrations of learning and this is where every student and here's a third grade example.

[1:50:41] So, every student after first speech has three to five questions that they do on their iPad or on their computer.

[1:50:50] And then we're working on how do we do some short answers as well for our older students, especially our ELR students,

[1:50:57] who are responsible for doing short responses that aligns, of course, with our star assessment.

[1:51:02] So you'll see here when you see the re-teach block, you can see the zero all the way to a five.

[1:51:10] So that shows us how many questions in that DOL,

[1:51:13] I student may have gotten right, got correct, or may have gotten incorrect.

[1:51:19] If they got, let's say if there is five DOL questions, which is the sample here,

[1:51:25] and if they only got a zero to a three, you'll see where it says that re-teach block.

[1:51:31] You'll see that red symbol there.

[1:51:33] That means we know those students did not receive that first teach.

[1:51:39] They are not ready to move on.

[1:51:40] They need a re-teach.

[1:51:42] That allows the teacher like that to be able to know.

[1:51:46] Let me pull the re-teach lesson.

[1:51:47] I pulled these students into re-teach.

[1:51:50] And then you look on the other side of the page.

[1:51:52] The students who scored four or five.

[1:51:55] They go on to a different small group lesson.

[1:51:57] That's already provided for our teachers as well.

[1:52:01] So if they were at a meat level, then they have what we call a challenge A, less than that they move into.

[1:52:09] If they got all five DOL questions correct, they are at masters.

[1:52:14] There's no reason for them to sit and get a retouch.

[1:52:17] They need to be accelerated, they need to be stretched, they need to go on and learn more of that content.

[1:52:24] And challenge their thinking as well.

[1:52:26] This supports the teacher or how to group their students immediately, and this goes back to not every student should always be labeled

[1:52:33] a student that needs a re-teach. And we've done that in the past. We either re-teach the whole class, because that's easier.

[1:52:42] Or we skip the re-teach and we just keep going on. Because we're not providing the support to the teachers of how to pull those groups and how to provide those resources.

[1:52:52] Now we're able to do that in Fort Worth in the

[1:52:54] Venice School District.

[1:52:57] So every single classroom should be pulling small

[1:53:00] groups

[1:53:03] because I believe that we have students in every

[1:53:06] single classroom every single day that meets or

[1:53:09] masters a first teach.

[1:53:14] Here's another example of what we're doing for our

[1:53:19] campuses.

[1:53:20] This is part of their campus improvement plans.

[1:53:23] We know we need to have goals.

[1:53:25] we need to make sure that we're moving our campuses, we're not only sustaining our A's,

[1:53:30] we're moving our B's to A's or C's to B's and our D's to C's and our F's out of that F rating.

[1:53:37] So our ADQ team, our leadership team and our content team have worked together to create what we call

[1:53:43] campus performance goals sheets. These are targeted models that every campus have goals. How to move

[1:53:50] up a rating. You'll see here, here's an example. In 2025, this particular campus is currently at 80.

[1:53:58] We are giving them a goal to be at 85 next year for a scale score. And it will tell you what they

[1:54:05] and they minimally, they need to score at 85. And you can see it all the way down to the subgroups

[1:54:11] for this particular campus. They're all groups, right at 58. They're African-American at 66.

[1:54:16] and the herspanics was a 56 to meet this target. They have to move those groups to a 75.

[1:54:24] We're given them targets and this is how we're progress monitoring. This is why we need the

[1:54:29] DOLs. This is why we need to know how we're implementing our instructional framework and our

[1:54:34] instructional materials in our classrooms every day because we need to monitor if our students are moving

[1:54:40] our campuses are moving to our district moves as well to be on level.

[1:54:46] Also, you'll see here

[1:54:48] where we're looking at student achievement. There's growth and then there's student achievement.

[1:54:53] Our third-grade students on this campus currently at 24%. We need them to at least move to 29%.

[1:55:00] We actually need them to move even higher than that in reading, and then you can see where we have designated this one for goals for math, as well, and fourth grade, fifth grade.

[1:55:11] And then we're looking at attendance. I understand attendance equals ADA and funding, but attendance for me equals instructional time.

[1:55:20] When students are in school they're learning.

[1:55:26] We do receive funding when our students are in school and we need funding.

[1:55:30] We need that to happen as well.

[1:55:32] But we need our students in school every day we need them there on time.

[1:55:36] You'll see here for this particular campus that we have done individual campus goals for chronic

[1:55:41] T-apps and absenteeism that this campus currently has 13% of their students.

[1:55:48] So the goal is 10%.

[1:55:49] That's by working with parents. Students don't drive themselves to school.

[1:55:56] And if we have a bus late and we did not know, I checked. We did not know. We had no reports

[1:56:00] of why MLA had a bus late. But now we do. Nathan graph knows and Kelly Spencer knows.

[1:56:06] We need him in school and arrest the students to ride that bus on time. But we also need to work with

[1:56:12] our parents and make sure they understand the importance of our students to be in school.

[1:56:16] We're asking not only our parents, but we're asking our city, if you provide appointments and services for our students, please provide some afternoon evening options.

[1:56:29] When a student leaves for employment at 10 o'clock to go to the doctor dentist, we don't get them back.

[1:56:35] They don't come back. They are missing a math block. They are missing a literacy block.

[1:56:42] And sometimes if it's at 10 o'clock appointment, they don't even come that day.

[1:56:45] So they're missing a whole entire day of instruction.

[1:56:49] So we need to work with our parents.

[1:56:51] We need to make sure they understand the importance of our students being there every day.

[1:56:56] And then of course, our daily average attendance.

[1:56:58] This goal is to move up at least one percentage point here on this campus.

[1:57:04] So every six weeks, our executive directors, our principal supervisors, will be meeting

[1:57:09] with the administrators to go over to see how they are meeting the goals here.

[1:57:16] So, I'm going to get into enrollment and attendance from, like we said, entering our third week of school.

[1:57:23] We were projected for this school year to be at 68,965 students.

[1:57:31] We have shown where we are projected to continue to lose students over the next few years in Fort Worth, ISD.

[1:57:38] As of the ninth day of school, so this is August 22nd.

[1:57:42] our enrollment, we call them warm body counts because we are still in rolling students,

[1:57:48] waiting on paperwork.

[1:57:50] So for the first nine days of school, we actually count our students, which is very difficult

[1:57:55] in our high schools, so we do want to tell our high school principles, as well as our

[1:57:59] middle school principles.

[1:58:00] Thank you for the hard work with that.

[1:58:02] So we know this can be off numbers and we watch this grow every day.

[1:58:06] Our physical counts on the ninth day of school was 66,000 79 students.

[1:58:12] We are at 96, we are at 96% last year.

[1:58:16] You'll see here right 96.4 of our ADA for the first two weeks of school.

[1:58:23] So we are definitely working towards our attendance goals as well.

[1:58:27] We know that we are still working on our students and focus for showing 67,657.

[1:58:35] And we still have a lot of students, paperwork, work completing, in addition to that.

[1:58:41] And you'll see that we will be starting a new initiative called Operation School Matters.

[1:58:47] This will start September the 15th through the 19th, and this is a phone a phone that

[1:58:52] we will start.

[1:58:53] And then we will also be making some home visits where students who do not return, we will

[1:58:58] be reaching out.

[1:58:59] And actually our campuses have already started that.

[1:59:02] But this is where we'll be requiring data to be also inserted into our portal of who we're speaking to at the home, finding out if they need support to come back to school, if they chose to go to a different district or different school, which our school private school will collect that information as well.

[1:59:23] However, we will be starting at the 15th through the 19th, we already have support staff lined up to assist with that and training them.

[1:59:31] But like I said, many of our schools have already started that work on their own.

[1:59:36] Here's a staffing update.

[1:59:39] As of the 26th, we still have 148 instructional vacancies.

[1:59:44] Our sub-rate is at 95% filled rate on a daily basis as of last Friday.

[1:59:50] And you'll see here how we have broken down.

[1:59:52] Of course, we still have bilingual vacancies and special ed

[1:59:57] or our highest vacancies at this time.

[2:00:00] We have started our leveling timeline. As we decrease our enrollment in Fort Worth, I see we look at every single campus. We spent Thursday and Friday, our leadership team, as long as, as well as our talent management team met, and I met with them on Thursday, where we started what we call our leveling process, where we look at our schools that have classrooms that are in need of additional teachers, our campuses.

[2:00:30] campuses that have a decrease in enrollment, that teachers can move to go help out and be

[2:00:37] relocated to campuses that have vacancies that have not been filled, or have classrooms that

[2:00:43] do not have enough students that we can combine and consolidate into other classrooms. That process

[2:00:50] started yesterday and notifications have gone out. Our teachers who what we call the surplus

[2:00:56] process that will be assigned to a different campus or given days to a course pack up, move

[2:01:04] to the campus, meet their students, get acquainted with the campus, they'll start on Tuesday,

[2:01:10] the day after Labor Day to receive the students at the new campus. That will alleviate some

[2:01:16] of our needs in our bilingual area or special education areas, well as some of other our

[2:01:20] that we have vacancies that we're able to move some of those teachers.

[2:01:26] We are very strategic in looking at the needs of our campuses.

[2:01:31] Our campuses that are afraid of campuses will be receiving if they have a vacancy.

[2:01:36] Our surplus teachers as well as our high need campuses.

[2:01:40] So we make sure we're being strategic where we put the surplus teachers

[2:01:44] to make sure we're covering the vacancies on our campuses with the most need.

[2:01:50] There is a new requirement, we, in 2023, we discussed arm security officer requirements under a House Bill 3. Under new legislation, it is required that we present this again.

[2:02:04] And so this is a reminder that what worth I see, we, we have decided to stick with our model, which is our school resource officers who are licensed police officers.

[2:02:15] At this time, we do not have enough officers to cover every single school, and we understand

[2:02:22] that and in good faith and in good calls, we are working towards covering our campuses.

[2:02:28] So, what does that look like?

[2:02:30] We are given three options by TEA, and our Fort Worth IAC has decided to go with option

[2:02:37] one where we are staying with school-based law enforcement officers to cover our campuses.

[2:02:45] And that costs annually, it's more closer to the $100,000 range, and some of those costs are split with CCPD funds through the city of Fort Worth, and then the rest of those costs financial costs are covered by the district costs as well.

[2:03:03] This is not a funding issue for Fort Worth, I see, because we are committed to the safety and security of our students.

[2:03:09] However, there is a need.

[2:03:12] We know that our city and our surrounding cities as well.

[2:03:16] It's very hard to staff police officers.

[2:03:19] They are trying the best they can in their recruitment of cadets and going through the

[2:03:24] academies.

[2:03:25] So, we have a great, great relationship with our Fort Worth Police Department as well as our

[2:03:31] Ben Brook Police Department as well.

[2:03:33] You'll see here that in 2023 we had 89 campuses.

[2:03:38] we were not able to cover. This year we were down to 66 campuses, 58 elementary and then you'll see

[2:03:46] the breakdown there. We used to have a partnership with Forest Hill that we no longer have,

[2:03:51] so our SRO officers around us around in campuses that sit within Forest Hill and Fort Worth.

[2:03:58] City limits, they share our SRO officers on those campuses as well. So just saying compliance

[2:04:07] we do assign multiple schools, you'll see that we had 47 and 20, 23, we are now at 57.

[2:04:16] How do we do our need? We get new school resource officers. We have a matrix

[2:04:23] and data that we use, so where we put that school resource officers. We look at which campuses

[2:04:29] do not have coverage. We look at crime rate. We look at our own lockdowns. We look at our security

[2:04:37] our secure holds due to community crime around the neighborhood and violence and that's how we choose

[2:04:44] where to put any new resource officers and assign them at that time.

[2:04:53] So coming up with to our parents

[2:04:54] need to know, our radio frequency identification badges.

[2:05:00] We have got all of our materials in, and we are starting to distribute everything to our campuses by September the 19th.

[2:05:09] All of our campuses and all of our students will be able to wear their badges. Some of them will start earlier than others.

[2:05:17] Just to remind her that our badges also access our cafeteria as well as our library and some of our campuses will be using it to check out technology as well.

[2:05:28] In addition to being able to have that secure badge to know which students are on our campuses and be able to recognize that,

[2:05:36] I do want to at this time just celebrate our students from elementary middle and high school with the new state law of the cell phone use.

[2:05:46] We go on campuses and we have not seen an issue. I go on the classrooms.

[2:05:52] And, essentially, high school and middle school groups, and the students do not have

[2:05:57] cell phones out.

[2:05:59] I am so proud, I'm not only our students, but the work of our parents to partner with

[2:06:04] us, to communicate that the importance of the state law to our students as well.

[2:06:10] But they have done fantastic, we have gotten great feedback, our teachers are happy, they

[2:06:15] say it's a game changer, we've even had some of our students, not want to, but admit to

[2:06:21] parents that it was nice not to have their

[2:06:24] cell phones didn't feel like they had to check it.

[2:06:27] They had to keep their snap streak up during the

[2:06:30] school day. They had to be on Instagram.

[2:06:34] So I'm just very proud of the students and

[2:06:37] forward than the Pena School District. How they are,

[2:06:40] you know, it's so funny how people did not think

[2:06:43] our students would step up and be able to

[2:06:44] comply with a state law. And I said, put the

[2:06:47] expectation out there. I'm not saying it's going to be

[2:06:49] no one's perfect. I'm not saying that teachers not had to read your act, but just overwhelmingly

[2:06:56] thank you to our students. Thank you so much and all the elementary middle and high.

[2:07:02] I tell you that those high school students for me and those high schools I've been in.

[2:07:06] I mean you just you don't see it unless they're hiding it very very well, but I'm a mom.

[2:07:10] So usually I can find that stuff for watching. So just want to thank them for that.

[2:07:16] our parents just back to school forms. We did decide to automatically roll all our students

[2:07:22] and our parents up. We are still working through our enrollment process. Don't know why

[2:07:28] it's so difficult, but we're still continuing to define an easier way for this. We automatically

[2:07:33] enrolled up all of our students and July. However, there's still some parental consent and forms

[2:07:40] we need our parents to fill out.

[2:07:42] Please, when our campuses are reaching out,

[2:07:45] these are forms that we are required to have on file

[2:07:47] and we need you to make sure you complete.

[2:07:50] So we'll continue to work with our parents at that time, as well.

[2:07:54] And before we go to questions,

[2:07:56] I do want to address, you know, we're not perfect.

[2:08:01] We don't want to act like we are perfect.

[2:08:03] We're going to continue to work with the needs of our campuses.

[2:08:06] We know we have been having some air condition issues

[2:08:10] at some campuses. We have some at Norse side high school that we've been working on as

[2:08:16] well as today we had South Hills high school and we understand that we're sending out parent

[2:08:21] communication. The our technicians in this district are working every single day on the weekends.

[2:08:31] They leave a campus and it's working. Two days later something in a different part of the building

[2:08:36] happens. This happens in our own homes sometimes. We know that. We can walk out and our

[2:08:42] car doesn't start one day. It happens. But they are working. So please, please be patient with

[2:08:49] our technicians. We also are at the mercy of supply and demand of products. We have parts

[2:08:54] ordered. We expedite. We pay extra shipping. We do everything we can to get the parts in that

[2:08:59] are needed. But we still are at the mercy of supply and demand and inventory like everyone else.

[2:09:05] But I just have to celebrate our technicians, our maintenance crew, our custodian crews.

[2:09:12] I go on campuses and we're walking campuses and they are clean.

[2:09:17] They look great.

[2:09:18] We're in the going in the third week, I was at West Haley Elementary as well today,

[2:09:23] stopped the custodian and just looked amazing.

[2:09:26] So in that campus took Eastern Hills Elementary, West Haley Elementary, merges to campuses,

[2:09:32] worked over the summer and the campus is still clean and ready for students. So we have

[2:09:37] celebrations of our support staff, transportation, this has been our smoothest year so far,

[2:09:43] our transportation. And when we know there's an issue, we go to fix the issue. Nathan graph

[2:09:49] fixes the issue, his routers fix the issue, but we have to know there's an issue. So if the school's

[2:09:55] not contacting us, I ask you to reach out. You can email me.

[2:10:00] E-mail, Kelly Spencer, email, nathan graph, but we will make sure, but we have to know there's a problem to fix the problem.

[2:10:07] Social media is one outlet, but social media does not always get to us, so you need to make sure, email us directly.

[2:10:15] We are here to support our students. That is our main goal every day, students, student focus. So if we know, we can fix the problem. So at this time, we'll open it up for questions.

[2:10:27] Just see these in the comments or questions.

[2:10:37] Trustee Lent.

[2:10:40] Thank you, Dr. Molar.

[2:10:42] A lot of exciting stuff going on.

[2:10:43] I know a lot of change and with change comes, you know, progress, but also, you know, having

[2:10:50] to get used to those things.

[2:10:51] And so I appreciate your willingness to be bold and courageous through these things.

[2:10:57] On page four, first question I have is, if we're looking at this, what would a be district

[2:11:02] look like on.

[2:11:07] So our B to be a B district, we have to move not only growth for our students

[2:11:15] and progress, we have to move the student achievement. That means we have to get students on

[2:11:20] level. So when we talk about our literacy block and our math block, we talk about our tier one

[2:11:25] first teach that we're monitoring and implementation. We talk about that demonstration learning

[2:11:31] that were monitoring those DOLs that tells us how we're doing on the first teach that student

[2:11:36] achievement right there. It's getting the first teach to our students who are at Metz and then

[2:11:42] who masters it. As a school district we are very dependent on growth right now because we have so much

[2:11:50] growth we need to do because our students are below grade level. Our campuses that really moved up

[2:11:55] are ones who moved from and F to a B. It's hard. This is the hard part now. Because they

[2:12:01] got it on growth. Now they have to sustain that and they've got to increase. They got to continue

[2:12:07] to grow their students. But now they got to increase them on that. What we call student achievement.

[2:12:12] Just how every student is doing on a third grade reading test, sixth grade math test,

[2:12:18] the seventh grade math test. They have to hit that achievement. We have to meet. They have to know the

[2:12:23] content and they have to meet that content on Great Bubble.

[2:12:27] Okay.

[2:12:27] All right.

[2:12:28] Thank you.

[2:12:30] On page 12,

[2:12:33] I'm going to speak to middle school specifically.

[2:12:36] I know we've moved to a block schedule.

[2:12:37] Can you talk to, you know, really for parents to kind of understand what small

[2:12:42] group looks like in and practicality in a classroom that might have 30 students?

[2:12:47] So small group can look different every day.

[2:12:51] You know, a great first speech, a first speech where they're scoring either four or five on their demonstration on learning, which would be the last two shade at blue, then you're not going to have as many kids in a small group, because you're going to have a larger retouch group, and you're going to have some days where your students didn't get it.

[2:13:14] Not the fall of the teacher, you know, maybe, you know, we didn't scaffold it enough in the lesson.

[2:13:20] So it may be a re-teach for the whole class, but every day it's going to look different.

[2:13:24] But it could be two or three kids or our score to five.

[2:13:28] It could be ten score to five.

[2:13:30] And so they're all doing a small group.

[2:13:32] That could be independent work.

[2:13:34] But we call it small group because then the teacher has to do that re-teach.

[2:13:39] And the teacher does the re-teach.

[2:13:42] Not a program does the re-teach.

[2:13:44] So it's going to look different every single day and that's what we need to, you know, and I'll say this like the first third time I'm going to say it.

[2:13:53] The worst thing we can do is label a child that's here three students and keep them in that tier.

[2:13:58] Because, you know, I'm a tier three superintendent some days.

[2:14:02] I don't get it.

[2:14:03] And I, you know, I need to calm down, like sit down and tell me that again, you know, about a tax rate.

[2:14:08] You know, that is the difference and our students cannot be labeled a tier 3 every day.

[2:14:14] They change every day.

[2:14:15] This supports our students to be able, to not be labeled, to not continuously get not

[2:14:24] on grade level instruction that we think our students can't do it.

[2:14:29] And we're providing it for our teachers as well.

[2:14:32] Because that's hard.

[2:14:33] I'm asking them right now for three lessons when you look at this.

[2:14:36] So, we're giving them the three lessons. Do some of them need to be tweaked? Yes.

[2:14:42] But at least we're giving them a starting point of three lessons to be able to move their students through.

[2:14:47] Okay, and then from a timing standpoint of 90 minutes, what does that look like?

[2:14:51] Is that the last little bit of class? What does that look like?

[2:14:54] No, the first teach is different by grade levels, so we all have our schedules or a minute.

[2:15:00] I'm so you'll see your first speech can be anywhere from like a 20 minute block, or DOL should only be taking the 5 to 10. It's already in the computer. You pull it up, and then you go into that last period of the time.

[2:15:13] Okay. Awesome.

[2:15:15] And all the schedules should be posted out the door. So you're a parent. So if you ever have a child, let you walk them down the hall.

[2:15:23] Your youngest may let you walk, look outside the classroom door that teacher and the block in the minutes are already posted.

[2:15:30] Okay.

[2:15:33] On page 15, I know we mentioned we got a good bit of paperwork to get through.

[2:15:39] Is there can we guess how much is left out there to get through the system?

[2:15:46] Well, when we look at.

[2:15:48] So I guess to be more specific, you know, enrollments at 67, 657 and I know we have some

[2:15:56] left.

[2:15:56] So do we have any?

[2:15:57] Well, in some of them having shown up.

[2:15:59] When we looked at enrollments, we saw some of our campuses, really low numbers, where we had

[2:16:08] some classrooms sitting at 12 students in the classroom.

[2:16:11] We have some classrooms that had seven that we were able to combine and consolidate in that classroom.

[2:16:19] We do see probably the impact of some of our Hispanic population when we look at our

[2:16:26] Northside schools very low enrollment and schools that normally have higher enrollment as well.

[2:16:31] So we do fill us some of our, you know, the immigration,

[2:16:35] I'm fear of immigration and status has impacted our enrollment and particular campuses.

[2:16:42] Our campuses have high refugee populations.

[2:16:44] We see decrease in their enrollment as well.

[2:16:49] And then the last question I have on page 17, I know, we kind of talked to the staffing

[2:16:55] update.

[2:16:55] Can you speak to kind of what our policy is currently with levelling, how we decide

[2:16:59] who gets surplus campuses?

[2:17:03] So what we do is for our elementary, I'll use them, for example.

[2:17:07] We know that we're required to be a 22 to 1 of our kids don't come in a package of 22.

[2:17:15] So we look at by grade level.

[2:17:17] Our goal is to not mix our programs.

[2:17:22] So we try not to do what we call a mix.

[2:17:24] So we have a second grade classroom that's over that is a bilingual classroom.

[2:17:29] but a classroom that is under in regular program,

[2:17:34] we do not touch those because we don't want to teach

[2:17:37] it to be responsible for teaching English only

[2:17:40] and Spanish only.

[2:17:42] Then we also, as a marker, as a goal,

[2:17:45] we do not like to do what we call bridge classrooms

[2:17:48] where you have two great levels.

[2:17:50] Due to some of our numbers, we do have some of those this year

[2:17:53] that we're happy to do because the numbers

[2:17:56] for it could have been a first grade was over like 38,

[2:18:02] but the second grade only had 10.

[2:18:06] Well, we didn't have enough room to move those 10 second graders

[2:18:09] in another second grade classroom,

[2:18:11] but we can't leave that first grade at 38.

[2:18:14] So we have to do maybe a one, two bridge at that point.

[2:18:18] So those are the ways we first identify

[2:18:20] and then we have policy, right in policy to see

[2:18:24] when we look at if a campus loses a teacher.

[2:18:28] So some of our classrooms, we were able to consolidate

[2:18:31] within that grade level.

[2:18:33] Like if we had to, let's say English speaking kindergarteners

[2:18:38] that we were able to consolidate and still stay

[2:18:41] within compliance range, then that one teacher

[2:18:44] will leave and be reassigned to a different campus

[2:18:48] that has a need for another teacher.

[2:18:50] So we have policy that we look at who was last in

[2:18:54] on that campus to be able to serve plus them,

[2:18:57] and that's just just your policy that we go by.

[2:18:59] Okay, so policy, last person into the campus,

[2:19:02] they could go by.

[2:19:02] For what's the school year starts with a net grade level?

[2:19:05] Now, after when we make decisions at the end of the school year,

[2:19:09] when we're staffing, the policy changes,

[2:19:12] where you can get a little bit more difficult

[2:19:15] because you can bump up or bump down

[2:19:18] if you've been on that campus with tenure.

[2:19:20] But there's two different policies in place.

[2:19:22] Okay. I have, like, you know, as a board maybe that we revisit some of those policies. So, thank you.

[2:19:33] Trustee Bridges?

[2:19:36] Thank you President Martinez.

[2:19:39] First, thank you, uh, Dr. Milano for addressing the

[2:19:43] elephant in the room when it comes to new curriculum. Because, um, I know that's been a challenging

[2:19:48] in the past. What would you say then, um, what are the game changes? Some things that we're going to

[2:19:56] do into a boy at some of the problems that are running, when we...

[2:20:00] We wanted to do a new curriculum in the past.

[2:20:03] So the game changes really going to be the monitoring piece that our teachers and that our

[2:20:09] campuses are its instruction, as soon as our students walk in, that we're taking advantage

[2:20:15] of that instructional time, that we're able to provide our teachers with either challenge

[2:20:20] lessons or the retouch lessons, that when we're working with our teachers and our professional

[2:20:26] learning communities, they're all looking at the same thing.

[2:20:29] When you're pulling in four six-grade teachers,

[2:20:34] for a reading block, they're able to already look at the lesson

[2:20:38] and be able to then collaborate on what's already there

[2:20:42] and set a creating lessons.

[2:20:44] And that's a lot we heard from our Education Association as well.

[2:20:49] Teachers were spending so much time creating

[2:20:51] and then pulling resources that were not aligned.

[2:20:54] using resources off the internet, and now our non-negotiable is that you will use HQIM

[2:21:02] state-approved resources that this board has adopted that we have funded and we're implementing.

[2:21:09] When you look at the feedback, this is something new that we're doing.

[2:21:17] How often is that feedback? Look at that. So our feedback is it's available for teacher feedbacks.

[2:21:23] So on our curriculum framework, we have asked them to put a feedback button that anyone

[2:21:29] can give feedback any time and then it goes to our content, MJ's on your head, because

[2:21:35] all of our content specialists, depending on that grade level, that content, they get

[2:21:41] the feedback immediately.

[2:21:42] I got an email today, which I'll be forwarding to MJ here in a little bit, from a teacher

[2:21:49] at Sam Rosen, who had some concerns, who said, you know, they would like to be a part of being

[2:21:57] able to work on some of the concerns and give feedback. But teachers are able to give feedback

[2:22:04] immediately for us to look at and see. Now, some of it, you know, we're not going to change. Some

[2:22:11] of it is we're changing adults and their past practices and past resources. But we do want to

[2:22:19] look at it, we want to take it in account, and then we've already had some changes where

[2:22:24] people have pointed things out and we bet boxed, thank you. Let us correct it.

[2:22:30] If I'm a parent and I'm looking at my kids campus, and this year it's an

[2:22:36] afraid of campus, and we've seen some dramatic improvement, which is great.

[2:22:43] And, but I always, I don't feel it till I feel it, if you get what I mean.

[2:22:48] Could you talk a little bit about some of the things targeted that we're doing with some of those campuses, please?

[2:22:54] Yeah. So, it really goes back to putting systems in place.

[2:22:59] And that's something we have been lacking as a district. You're going to see the monitoring.

[2:23:03] Of course, you're going to see more support at those campuses as well.

[2:23:07] We, you know, I went and walked with Haley today, spoke to the principal, got to do some

[2:23:14] observations myself, spoke to her about next steps, what supports going to be coming out

[2:23:19] there after a labor day as well. But that's where you're going to see where we have acceleration

[2:23:24] teachers that were approved through our program change, where we go in, you're going to see where

[2:23:30] our content specialists are going out to help our teachers in addition to that. And then, as a board,

[2:23:36] you're going to be getting monitors reports as well of the implementation and then you're

[2:23:42] going to see our students being pulled in the small groups.

[2:23:46] You're going to be able to see that as a parent.

[2:23:48] We're going to be able to share that.

[2:23:50] To an ace from Parent Shield met with our ADQ team with Nancy Stixler, Associate Superintendant,

[2:23:57] we've already started working on our parent reports for our parent teacher conferences that

[2:24:02] take place in October, where we're redesigning those she met when Nancy, you know, and

[2:24:07] given us feedback of what's working, what's not working on those reports that we

[2:24:11] created last year. So we also need our parents to give us that feedback and we're asking

[2:24:16] for it.

[2:24:18] Two more very good questions when it comes to having to pivot based on the feedback. What,

[2:24:24] what, how do you determine it?

[2:24:26] So we do our content specialists and our executive directors look at that feedback.

[2:24:32] It could be something we got some feedback last week, around some slides, and actually

[2:24:39] Spencer and I were doing small groups at a campus last Friday.

[2:24:43] We went into a math room and we started pulling a small group, new teacher needed help.

[2:24:49] So we went in there.

[2:24:50] We both sat, we pulled small group, came back, we said, you know, she had the slide up,

[2:24:56] but they needed additional visuals.

[2:24:58] This campus has...

[2:25:00] He's a lot more scuffling than some of our other campuses, so we gave him what back and said, for this content.

[2:25:07] You know, we can already tell we need to have a little bit more visuals when it comes to those resource slides.

[2:25:12] For our teachers to have, because then we, as when we were in that room and we were helping us, we could have gone back up to that board as a reference as an anchor.

[2:25:22] And last question, when it comes to the buses, do we, because I was listening how you say you can go in and track and see what's going on in certain schools, can we track and see what's going on in 95% about bus and on time or we're seeing the challenge in this area and how do we put in some action corrections that it doesn't affect the student who's missing class.

[2:25:47] So when we know there's a problem, and it's reported to us, Mr. Graff, and I've seen that in his email

[2:25:54] strands, as well with a copy's me on, he goes back, and he looks at that route. He's able to look from when the route

[2:26:02] started to the stops, what may be calls a delay, and then they're able to, some of his support staff that he has

[2:26:10] trained his routers, and they go back, and they look at the route, and they say, do we need to add extra

[2:26:16] Stop, do we have more kids than we originally planned on?

[2:26:20] Do we need to take a different bus and pick up?

[2:26:24] So they're analyzing routes in real time.

[2:26:28] But they pull that route, they go back, and they actually can watch the GPS of where that

[2:26:34] bus went, where to stop, but traffic, it's traffic patterns as well.

[2:26:40] You would think my husband would know when school starts another day who's like, man, traffic's

[2:26:44] really changed the last couple weeks. Yeah, that's because we'll start it, you know. But people

[2:26:49] who don't live it every day, you know, just kind of forget those things. And then we have to see

[2:26:56] if there's construction, whole different, you know, bus route. Like, they have to pivot with that.

[2:27:02] I was going to West Hamlet today. How many detours I have to take to West Hamlet because of construction?

[2:27:08] You know, so they had me detour down side rows in the neighborhood. So think about a bus.

[2:27:14] a bus to be able to navigate that could take them another additional 10 minutes to be able to do.

[2:27:20] Initially it was the last question.

[2:27:22] If I'm a parent and I'm seeing my bus laid on the regular basis, what do I need to do?

[2:27:27] You contact us.

[2:27:29] Contact me.

[2:27:31] Contact Nathan Grath.

[2:27:32] Nathan Grath.

[2:27:33] N-A-T-H-A-N.

[2:27:35] G-R-A-F-F-W-I-C.org.

[2:27:39] That man will answer you.

[2:27:40] He is amazing and if you can't email me, email Kelly Spencer and some of them have email trustees and they forward it just let us know

[2:27:50] There's no one intentionally want a child picked up.

[2:27:54] Thank you.

[2:27:57] Josie Dar.

[2:27:59] Thank you, President Martinez, and thank you, Dr. Molina, for this presentation.

[2:28:04] There are several words that I continue to hear as you present.

[2:28:09] strategic came up tonight, explicit instruction, intentional progress monitoring, building the

[2:28:17] capacity, continuous improvement and that is all of those and more are necessary to improve

[2:28:23] student outcomes and so I appreciate your continued focus on student achievement and on what's

[2:28:28] best for students. I also thank you for giving credit where credit is due that you recognize

[2:28:35] that the higher scores were the results of a lot of student work, teacher work, parent work,

[2:28:42] community involvement. We've got to continue to give that credit and to recognize that

[2:28:48] hard work in that effort. So thank you for doing that. I want to thank the teachers who have

[2:28:54] volunteered to, well, who for what do you come after duty pay? Absolutely. Extra duty pay.

[2:29:03] who have offered their talents because nobody knows those kids better than those teachers.

[2:29:09] And we need the teachers to be participating in that process because you are working with those kids every single day.

[2:29:18] So, thank you for offering your talent and your time in that capacity.

[2:29:24] You mentioned, honestly, this was me just not hearing you clearly, what is the, you said your monitoring pullout groups through a program called.

[2:29:37] Yes, so it's called quadrics.

[2:29:41] So it's just the quadrics.

[2:29:43] It just didn't hear it.

[2:29:44] So when we are, and this is for additional support personnel and some of our campuses through their title one funding have purchased a different

[2:29:53] additional personnel, it's requirement that we have put in place that if each.

[2:30:00] Members to use your title one funding to do that, that they will also pull small groups.

[2:30:06] We feel like certified professionals, certified teachers and whatever capacity on campuses should be accountable to instruction like we all are.

[2:30:18] And so they are required to pull small groups and then we're tracking that.

[2:30:21] And then that also is going to be able to show us at the end of the year if that position is when we look at academic return of investment because we know 85% of our budget is put in personnel.

[2:30:36] So, when our campuses are choosing to make those choices, because it's their choice through a Title 1 or SBDM,

[2:30:42] you utilize in their Title 1 for those additional FTEs, those additional personnel positions.

[2:30:48] If they're choosing to make that choice, because they're saying that's impacting student achievement,

[2:30:54] I'm going to measure that for everyone, and then share that back to the campus, and they're required to share it back to their SBDM.

[2:31:01] because if they're not showing how it's impacting students academic achievement, then it's not

[2:31:08] what we should be spending our money on. I appreciate your focus on the return on investment.

[2:31:15] Speaking of small groups, with the pullout groups that you mentioned, are there also pullout

[2:31:21] groups for the students who are with their demonstration of learning that are showing falling into that

[2:31:29] challenge category, because every student has something that they can learn, whether it's

[2:31:34] a retouch to ensure that they get that particular standard or whether it's something to

[2:31:38] go on to growth and expand their learning, such as GT students, or students that just, you

[2:31:45] know, I too, some days in the tier 3 learner and other days at tier 1 learner.

[2:31:50] And so, how are we meeting the needs of those kids that are falling into that category

[2:31:56] of challenge whether it be once or twice or continuously.

[2:32:02] So our challenge one, we don't necessarily have a pullout system at this time.

[2:32:08] Our GT department, you know, we do have, of course, personnel not many in that department

[2:32:13] who helps us design some of the challenge lessons, as well as the enrichment lessons,

[2:32:18] especially when we're looking at implementing our ATC campuses.

[2:32:23] how are we designing a different curriculum with them? So that is not a pull-out

[2:32:28] per-say-small group type of program that we have in place at this time yet.

[2:32:36] Are we looking at something like that? We would love to look at something like that.

[2:32:42] It just takes a fun day off of it, in staff. We do have GT teachers that do also work on

[2:32:52] campuses that can push in. Another model that we want to start exploring is our inclusion teacher

[2:32:58] model and looking at different models of our special education, how we become more of a co-teach.

[2:33:06] So we can be more fluent when our special education inclusion teachers are pushing in.

[2:33:13] Whereas just not covering IEP minutes, but how they're teaching and co-teaching together,

[2:33:18] This new framework offers and gives us that option because now they're able to have a lesson ahead of time that they're looking at.

[2:33:28] Before our inclusion teachers are very dependent on the core teacher or the classroom teacher to be able to give them the lesson to know how they push in.

[2:33:38] And now our next step is looking at how can we make those inclusion teachers, more co-teachers.

[2:33:44] And I've seen that model of scenic work where you walk in a classroom and you have no clue.

[2:33:50] No clue who's the assigned classroom teacher and who's the inclusion teacher.

[2:33:55] Okay, so now you're really.

[2:33:56] That's the next phase.

[2:33:58] Yes, yes, yes.

[2:33:59] Okay, good.

[2:34:00] I love that.

[2:34:01] And I also love that you mentioned that no student should be labeled a tier three student.

[2:34:07] as someone who has devoted my professional career to students with who are differently

[2:34:13] able to, are who learn differently.

[2:34:17] Yay, thank you, very much, and thank you for recognizing the role that our students

[2:34:21] who are different heart of hearing play and the important role that they have and the

[2:34:25] waverly part campus, thank you very much.

[2:34:30] With the learning labs and the principles and the assistant principals that are going on

[2:34:34] to other campuses,

[2:34:38] are the principles,

[2:34:40] how are these people selected to go do that?

[2:34:43] Do they?

[2:34:43] It's every principle.

[2:34:45] Every principle, we do our feeder patterns,

[2:34:47] every principle, we put them all together,

[2:34:51] that's overwhelming.

[2:34:51] Because the feeder patterns are assigned,

[2:34:54] and every principle participates,

[2:34:56] our system principles, it's half day, it's on holiday.

[2:34:59] Thank you.

[2:35:00] I've been very explicit. It's also not a, let's spend an hour having breakfast. I mean, we get in. We walk classrooms.

[2:35:10] We talk about instruction. We fish ball. We look at data. We actually calibrate and we get back to our campuses.

[2:35:16] our system principles we have split because we never want to leave especially our middle

[2:35:22] school and high schools uncovered with additional support. So they're in cohort

[2:35:26] A and cohort B. So some go in the morning, so go in the afternoon. But everyone is

[2:35:32] going to be an instructional leader or fourth eye C. If you want to be a

[2:35:36] principal or assistant principal, you will know instruction and lead instruction.

[2:35:41] Okay.

[2:35:44] Strong work.

[2:35:45] So I think.

[2:35:45] Thank you.

[2:35:46] I mean, and that's what they're here for, right?

[2:35:47] That's absolutely.

[2:35:49] Yes, absolutely.

[2:35:51] With the students that we're losing, or the numbers, the declining enrollment, you mentioned the operation school matters September 15th to 19th.

[2:36:00] Is there a timeline for when the board can expect to see some of that data?

[2:36:06] Yeah, we can. I'll bring it to you that on September board meeting, I'll keep you updated as well as for increase in enrollment.

[2:36:15] You know, we always wait after Labor Day to see if we get another push. Sometimes it doesn't happen like it used to happen because most of our districts around us start.

[2:36:25] We usually see the push more the second week when other campuses or other districts start, but we'll continuously share our numbers and and

[2:36:34] Yeah, happy to do that. Okay, thank you. And you asked this of your teachers what do you need and so I'm asking of you what do you need?

[2:36:45] I need us to be consistent and we listen. We will definitely support. We will fix areas we need to fix, but this implementation will be consistent and we will make sure we're using the materials that we have adopted.

[2:37:04] and I just need to make sure that we all are saying that on the same page.

[2:37:11] I understand it's different. There's a philosophy difference, but this is what our kids need right now.

[2:37:17] This is what our system needs right now. We have to start putting systems in place in our district.

[2:37:25] We have to. When you look at our mobility rate and forward-thi-c, think about what a game changer it is.

[2:37:32] We know we have students who one day live in the department and something happens and they

[2:37:37] have to move to a different side of town.

[2:37:41] They are going to walk in that classroom the next day, hopefully the next day.

[2:37:45] Usually it's two or three days after they move.

[2:37:47] They are going to recognize what's on that Permitian board, what's on the smart board, sorry

[2:37:52] I said Permitian board, that's smart board, and I'm a little aging myself people.

[2:37:56] They're going to be able to look at this slide, they're going to be able to recognize the structure

[2:38:00] of the day, the structure of the lesson, the materials, for a district that has a mobility rate,

[2:38:08] that has a chronic appendities, absenteeism, that is important. I'm not trying to say anyone

[2:38:15] has done any instructional delivery before that we are just, you know, saying it was not

[2:38:21] great instruction. You know, or was not meaningful at this time, but this is what we need right now

[2:38:27] as a system, we have to give it to our kids.

[2:38:30] Thank you very much.

[2:38:33] Trustee Lovonos.

[2:38:35] Thank you, President Martinez.

[2:38:38] Thank you for this presentation.

[2:38:39] I want to congratulate you, Dr. Molina,

[2:38:42] your leadership team, the teachers, the students,

[2:38:46] and all the parents for all the gains

[2:38:48] that we have seen in the last year.

[2:38:51] We want to continue that trend.

[2:38:53] And we had no of schools, hopefully, in the last coming year.

[2:39:01] So on Pesh 10.

[2:39:16] Which page?

[2:39:18] 10.

[2:39:20] OK.

[2:39:20] So how soon can we provide the extra caution when it's needed?

[2:39:26] And this end has an upshot to the E.D.

[2:39:28] So how soon can we provide the extra caution?

[2:39:30] So the school, the extra support on campus?

[2:39:35] Yeah, so we will be looking at the feedback.

[2:39:39] Sometimes it's just one classroom that needs support.

[2:39:41] That's why we also have the demonstration teachers,

[2:39:44] as well as our acceleration teachers.

[2:39:47] That's also why we're building a capacity

[2:39:49] of our system principles and principles.

[2:39:51] We'll be, of course, working with our campuses first.

[2:39:55] I'm going to all of our F-rated campuses.

[2:39:59] You know, that's where my business is.

[2:40:00] It's first start and then I, but I also go to some of our other campuses while I'm out and about. But that's where we first see those supports as well and do that.

[2:40:10] Okay, thank you. And on page 12, when we have the students who need the extra support, but then we have the students who don't need the extra support.

[2:40:19] Is anybody helping out the students to continue to grow?

[2:40:23] So we do for, when we are scheduling our acceleration teachers and our demonstration teachers,

[2:40:31] they go and they pull out during that retouch part.

[2:40:35] No one is pulling out during that tier one support as well.

[2:40:39] And then the campuses that have purchased those additional personnel,

[2:40:44] like a dean or a dean analyst or an additional teacher,

[2:40:49] Then they are working their schedules to make sure they are pulling out our pushing in during that retache part.

[2:40:58] So we're not allowing our students to be pulled out during that tier one.

[2:41:03] That first teach us to say that first teach.

[2:41:07] And then on page 19 for the officers,

[2:41:10] Is this take provided any additional funds for our police officer?

[2:41:13] So we do get some state funds that and we got additional additional funding in our last legislative session.

[2:41:22] However, we have an addition to the requirements for the SROs.

[2:41:26] We have other additional requirements like fencing, the film, on the windows.

[2:41:32] We do a lot of grant writing that we're able to cover those expenses.

[2:41:37] For us, as a board you have been, you have said you will commit the funds for the SROs.

[2:41:46] It's just the availability of the police officers, but Fort Worth PDs have been great with us.

[2:41:53] We have an agreement with them every graduating class that they're trying to give us one or two officers out of every graduating class that we're able to utilize.

[2:42:03] And then sometimes we utilize some of our off duty officers to help cover, but you have to remember this is just during the day.

[2:42:11] I think about all of our events and the evenings all the way from volleyball to basketball or football in the fall sports.

[2:42:22] You know, we then have soccer or basketball. I mean, we have off duty officers at all of these events.

[2:42:27] So, I mean, it's a lot, but we are prioritizing the safety.

[2:42:34] And then last question, are we doing any campaign to remind students that school has

[2:42:41] started to bring them back, that the school is a safe place to be?

[2:42:45] We have, of course, have done reminders.

[2:42:48] We're going to be ramping up attendance matters, so now we're switching to school has started

[2:42:53] to attendance matters as well.

[2:42:56] But our data clerks on our campuses and our attendance clerks,

[2:43:02] they work very hard.

[2:43:04] And they're the ones who know where our students are,

[2:43:06] or they can get the information better in anyone.

[2:43:09] We could pick up the phone and call call.

[2:43:12] But they know the families.

[2:43:13] They're going to be able to say, OK, so and so knows them.

[2:43:18] They didn't answer the phone, but this family knows them and find

[2:43:21] out.

[2:43:21] And then Ms. Plata and her team are family engagement specialists.

[2:43:25] They are ready and they've already started making some of their home visits.

[2:43:30] Actually, I had a brief meeting with her today, just around one of our campuses,

[2:43:36] that we know refugee population that some of them,

[2:43:41] we've got to get them to bring their kids to school.

[2:43:44] We know they're there, they're cost-streating the apartments.

[2:43:47] It's just getting the parents like, okay, schools of safe place.

[2:43:52] Come in, we need you here.

[2:43:54] So they're working through that and so they're coming.

[2:43:59] Thank you.

[2:44:01] Dr. Rodriguez?

[2:44:05] Yes.

[2:44:06] Thank you.

[2:44:07] And thank you, Trustee Luevano.

[2:44:09] So what are we doing to reassure these families that is safe to come?

[2:44:14] I mean, besides calling them and says it's okay, but are we can we district-wide say?

[2:44:21] So we did, we actually put back out, we trained our principles in the system principles, we have

[2:44:28] new ones again on just our regulations. You know, if it's the fear of ice coming, then we have

[2:44:35] regulations that we follow. We also are our communications department updated that information in addition

[2:44:42] to that. It's our family engagement specialist, our resource. They also have resources if our parents

[2:44:49] have questions, where to go to and how to get some of that information.

[2:44:54] And so we did do that before school started as well and continue to do that.

[2:45:00] And for us right now, it's finding the reasons. We're not sure, but when I'm looking at campus enrollment, I know my campus is and I know which ones are usually a lot more heavier and rolled. And I just see our predominantly Hispanics on our north side and in course in diamond hell with lower enrollment than usual.

[2:45:23] Yeah, can we put something on social media or something because you're saying all that but if you're kids not in school

[2:45:31] You're not gonna be on the parent folder or portal. You're not gonna be on the website

[2:45:35] but

[2:45:36] Social media everything possibly we do we have avenues that we can and that we will will continue to share with our parents as well

[2:45:45] I mean for us it's the process and the the procedures and letting them know

[2:45:50] you know what

[2:45:52] What as a district, you know, there are hippo roles, there's information, we do collect an information, we do not collect, we do not collect immigration status.

[2:46:02] Yeah, yeah, we've pushed that out.

[2:46:05] And my other question is, how is it going with the buy-in, with the demonstration teachers, especially with those ones, that return to the classroom from other positions?

[2:46:17] So, our demonstration teachers haven't started yet, we were waiting for our leveling, and then they're, they will start after Labor Day, have a Labor Day, is it? Labor Day, the week after Labor Day, our demo teachers will start, so they've been actually helping our teachers with the framework on those campuses as well, just getting our new teachers and teachers who have questions.

[2:46:42] So they're also being trained, they went through specialized training in addition to that.

[2:46:52] Thank you, Dr. Monnar. Just have a couple of questions.

[2:46:56] I'm going to give another round of just kudos to the campuses on page six that made those significant gains.

[2:47:04] Amazing work.

[2:47:05] If I ever want to involve them, those campuses.

[2:47:09] What are those?

[2:47:12] and I'm looking at different campuses. They're all over the city. What do those campuses have

[2:47:19] in common? Like, what were some of the key things that worked there and then how do we replicate?

[2:47:24] That is some of the other campuses. Well, there's never one thing at leadership matters. That's really

[2:47:32] a big when you have leadership. You have high expectations and your monitoring. That matters as well.

[2:47:40] When I look at these campuses, you are right. There are all parts of our city,

[2:47:45] so you know what that tells me? There's no excuse for any campus.

[2:47:50] Not to be a, or be campus because these campuses are doing it and they're jumping in these

[2:47:55] letter grades. All these campus what they have in common is that when you look at this list,

[2:48:00] they're all title one campuses and economically high rates of disadvantaged students.

[2:48:07] So, the thing in common is being consistent and being intentional and so we're providing

[2:48:17] that structure as well to help our leaders and train them and build them and to

[2:48:25] administrators to monitor. And that's on us too. That's on me. At Cabinet, we're going to,

[2:48:37] up date where we're looking at things every single Monday morning and that's what you're

[2:48:43] going to see here. We're going to show you mom's reports and then I'm going to start working

[2:48:47] with Dr. Dilly's Indies and meeting with them, talking with content as well. I have to, I have to

[2:48:56] lead it in Modlet too. When I was on a campus on Friday, that teacher needed help. So it does not

[2:49:03] do me any good to sit there and just walk out of the room and say, man, she needed some help.

[2:49:10] So I sat down, this small group, the Spencer was with me that day.

[2:49:14] She sat down, she did this small group.

[2:49:17] I think I did better, but I think my kids grasp it better, but you know, it's like, maybe

[2:49:23] it was first grade math.

[2:49:24] I'm not trying to, we weren't in the algebra class people, but you know, we felt pretty

[2:49:28] good about ourselves when we walked out.

[2:49:29] But I mean, that takes everybody just in our meaning.

[2:49:35] That's it, like kids first, it's simple, kids first every day.

[2:49:44] Thank you. I think, yeah, you're absolutely right that this show says that

[2:49:48] any and all our campuses are capable.

[2:49:53] Okay, any other final questions, trustees, or comments before we move on?

[2:50:00] All right. So we are now up to, so thank you, Dr. Mollinger, for that report. We are up to comments from board members or

[2:50:12] superintendents. Have any comments to Trustee

[2:50:20] Bridges?

[2:50:26] First, Dr. Mollinger, thank you for addressing the challenges that we've had with the

[2:50:32] condition units at many of the schools. I know what has been a challenge and I know we live in Texas,

[2:50:40] but just for me the fact that we set out loud. It makes a huge difference.

[2:50:47] It's in pictures that I wanted to celebrate, particularly with C.C. Mossos now in a really campus.

[2:50:53] Whoo! That we provided coffee and donuts for them and just to let the teachers know how much

[2:51:02] we just appreciate all that hard work and the atmosphere. It just was just amazing from the

[2:51:08] students, the teachers and parents, everybody. It just was so excited at the work that they put in.

[2:51:17] They have a picture, I was a parent night at BZG and this is something my person would do.

[2:51:25] And if I say a black brother, I just want them to know how much I appreciate him being

[2:51:30] there and what a difference that makes in that kids life and a lot of stuff they don't remember

[2:51:35] the shoes, pants, clothes and all that stuff, but they are going to remember that and to

[2:51:40] see the smile on the little girl's face when I asked to take their picture and she was so

[2:51:45] out that she was that had that was there for for open house. So I'm encouraging

[2:51:51] our parents to be there for the open house and because those are those

[2:51:56] long lasting memories we do a lot of things for those of the things that they

[2:52:00] really are going to remember. So that was just a little highlight of that by

[2:52:06] some things we had going on.

[2:52:10] Tracy Phillips. Thank you, President Martinez and well done. Well,

[2:52:16] Thank you for that. My very briefly was able to be a part of so many wonderful back-to-school

[2:52:24] celebrations and people volunteering in the community churches, civic organizations, so very glad

[2:52:31] to be able to see the community come out and help in all the ways they were able to.

[2:52:36] What you're seeing on your screen is a special shout out for university, Christian church,

[2:52:42] So they had their boxed and distribution day.

[2:52:45] And so members of their congregation,

[2:52:47] and in a way to community way,

[2:52:48] but a box up school uniforms donate

[2:52:50] to numerous four-worth ISD and multiple campuses.

[2:52:54] And so these wonderful folks that were able to volunteer

[2:52:58] there at a time, they gave out 50 uniforms

[2:53:01] to 45 different schools,

[2:53:03] 2,250 total uniforms for our young people.

[2:53:08] And just, you know, just a selfless act,

[2:53:12] so proud of them, and thankful for university

[2:53:14] Christian Church shout out to other celebrations.

[2:53:16] I was able to go through this was happening

[2:53:18] throughout the city.

[2:53:19] So just grateful for great people, great community,

[2:53:21] great volunteers, and thank you university, Christian Church,

[2:53:24] very, thank you, you did as well.

[2:53:28] Chosy Dar.

[2:53:30] Thank you, and to springboard off of Trustee Phillips comments.

[2:53:36] Schools are stronger when our community is involved,

[2:53:39] And there are people to think because we've got lots of people who are participating in our community and I have some highlights just from District 6 schools, but I know that this work is going on all over Fort Worth ISD.

[2:53:54] And so to that I say thank you.

[2:53:57] These are pictures that Bruce Shokie Elementary School, one of those schools that went from a D2B, so I'm really excited about that and very proud of them.

[2:54:04] but they were the recipient of the Planet Fitness School Supply Drive and those are pictures,

[2:54:09] so thank you to Planet Fitness. At JT Stevens and at Westcliff Elementary School,

[2:54:19] thank you to Arbor Laugh and United Methodist Church for providing uniform assistance

[2:54:23] and we can food packs for families who struggle with food insecurity.

[2:54:29] At Woodway Elementary School, they are grateful for St. Matthews and Alta Mesa Churches for their ongoing partnerships for approximately 20 volunteers, community volunteers who attended training and orientation, and they're going to be participating in the Woodway Reeds program, so thank you for supporting literacy.

[2:54:48] Many of the volunteers are returning for another year of prioritizing literacy, and I'd like to give a shout out to Woodway Elementary School Kindergarten teacher, Jacqueline Bender, who facilitates.

[2:55:00] Thank you for taking the lead on that. At Alice Carlson, they would like to thank University Baptist Church for allowing the school to use their facilities to host a welcome to Carlson brunch and they did this free of charge.

[2:55:13] They'd like to thank their PTA who donated school shirts to every staff member and breakfast on August 4th and lunch on August 8th.

[2:55:21] And then the Alice Carlson families who are very generous and donated gently used items to fill the Carlson closet with just like new items where other families can come and shop when they need school uniforms for their kids.

[2:55:38] Really be Clayt would like to thank their PTA and McLean sixth grade would like to thank

[2:55:44] Fort Worth Bible Church as they will be partnering with them to stock the school's

[2:55:49] food pantry.

[2:55:52] And then finally, this is from Westcliffe Elementary, a huge shoutout to Office Depot and

[2:55:58] Boisey Paper.

[2:55:59] They treated the Westcliffe Elementary School staff to a $20,000 shopping spree on August

[2:56:07] and every instructional staff member was given $500

[2:56:12] to spend on supplies for their classrooms.

[2:56:15] So I'd like to say that again, Office Depot and Boise

[2:56:18] Paper Company.

[2:56:19] Thank you so much.

[2:56:21] And I think there's a video to show as well.

[2:56:25] Is that correct?

[2:56:30] And totally unexpected.

[2:56:32] Hello, everyone.

[2:56:33] What is happening in West Bliss?

[2:56:35] All right, let's check on this.

[2:56:36] I'm very excited.

[2:56:38] You're all ready for the school year?

[2:56:42] All right.

[2:56:43] We appreciate everything that y'all do is teachers, but we do have a little surprise for y'all

[2:56:50] We're all ready

[2:56:51] All right

[2:56:52] So off to Seetho and Boisey partnered together to give y'all a

[2:56:58] $20,000

[2:57:02] That's that all now.

[2:57:08] We're just excited of you here. It's amazing to give back to this community that we collect donations for a day in a day out

[2:57:14] And it's not see that it's actually worth this

[2:57:17] and we're getting the right people and the right people

[2:57:20] that need the help in here.

[2:57:22] What the fuck are we doing with this?

[2:57:24] Yeah, I don't care, but I have a key origin.

[2:57:26] Teachers, you call me.

[2:57:27] So excited, this means so much to us.

[2:57:31] Please call my trainer because it's been smelling me

[2:57:33] I'm out for a while.

[2:57:35] And then I got a journal and I tried to figure out what else

[2:57:37] I just don't even know.

[2:57:39] It's 15, five year olds that would love me.

[2:57:43] Your story is going to be 4 or 96 80.

[2:57:59] So I'm a teacher and I know that teachers love their office supplies and school supplies.

[2:58:06] We salivate over these things. So thank you so much to all the people in our community.

[2:58:10] Those that I mentioned and those that go and name and keep doing the work because it's the right thing to do.

[2:58:15] So thank you very much for the community support that we've seen at the beginning of school.

[2:58:22] Thank you, trustees. The time is now 823 PM the dates Tuesday, August 22nd, 2025 and we will now recess and reconvene for executive session as authorized by chapter 551 of the Texas government code under section 551.071072074 and 076.

[3:43:31] 24, 25 campus, teacher of the year reception. And today we come together to recognize and celebrate the incredible teaching excellence in Fort Worth ISD.

[3:43:43] Today we come together to celebrate what truly makes Fort Worth ISD the place to be. And that is our extraordinary teachers.

[3:43:50] It's such an honor to be in the room with you because I know because I lived it in Fort Worth

[3:43:56] I see what it means to be in your seats today and all the hard work that you put in each and every day.

[3:44:03] Without further ado, our elementary teacher is a year finalist.

[3:44:06] From Clifford Davis Elementary, our ESL teacher, Chloe Marshall, from

[3:44:17] our leadership academy at

[3:44:19] to boulevard, 3K teachers, and me, Carpindara,

[3:44:26] from Oprah Elementary, Lorena Atlante,

[3:44:35] from Dima Cray, Michellea White,

[3:44:44] 4th grade du language, and 5th grade reading teacher,

[3:44:56] Sarah

[3:44:56] Hi, so, and hello, carnivore!

[3:45:45] Hi. My name is Michelle yoyo. I'm a Carol, so I'm a

[3:45:50] and mentor.

[3:45:51] Yeah, I'm Emily Allen.

[3:45:52] My name is Chloe Marshall.

[3:45:53] I'm Sarah, Edita.

[3:45:54] My name is Denise Carpenter.

[3:45:56] I'm Casey Dawvin.

[3:45:57] Hi, I'm Lorenescalante.

[3:45:59] Hey, I'm Angelic and Devoro.

[3:46:00] Well, first of all, congratulations, I'll be a finalist.

[3:46:03] That's all thanks, thank you.

[3:46:04] I didn't think he was gonna be a thing.

[3:46:06] I wasn't shocked.

[3:46:07] So I don't remember most of the things they told me.

[3:46:09] It's a real honor to be here.

[3:46:11] What makes me a finalist is bad.

[3:46:13] Mom, I just lost her job.

[3:46:15] I have what I feel like is just a fire inside me.

[3:46:18] I'm here because I love my students.

[3:46:20] wake up every morning, excited to go to work, excited to see what new adventure awaits.

[3:46:25] I love that kid who walks in thinking I can't do it and then walks out going

[3:46:29] I can't believe I did it. I am just very passionate about what I teach.

[3:46:33] One of my favorite things to do is to teach, especially when it's talking about

[3:46:37] just what I miss what I miss what I miss what I miss what I miss what I miss what I miss what I miss

[3:46:42] I have a lot of fun. I don't think I could see myself doing anything else. I love

[3:46:45] I don't really know what I'm going to get every day. Every day is a surprise, surprise observation,

[3:46:49] plus a tornado drill plus like

[3:46:51] a new student. All in one day it happens.

[3:46:53] I have a few students that say,

[3:46:54] Mr. Evans, you're always smiling at me,

[3:46:55] but I don't think you know my name.

[3:46:57] And I'm like, it's true.

[3:46:57] I don't know your name,

[3:46:58] but I'm going to smell it to you no matter what.

[3:47:00] One thing that I love about teaching is

[3:47:03] I have my why.

[3:47:04] My why is I'm coming and planning seeds.

[3:47:07] Each day I tell my kids to take another step.

[3:47:09] But you'll get where you want to be.

[3:47:11] I try to hum up with different approaches

[3:47:12] so that it feels like it's a little different every day.

[3:47:15] I've been teaching for five years.

[3:47:17] People say, you're four and five are the years of people decide.

[3:47:21] I called my parents saying, oh my God, what have I done?

[3:47:24] Some magic happens.

[3:47:25] My parents gave me a mile and laymanator

[3:47:26] and I spent a good chunk of my break learning the curriculum,

[3:47:30] laymanating things.

[3:47:31] It made all the difference.

[3:47:32] As a teacher, you train you adjust to your new classroom every year.

[3:47:37] I know I've had a victory in the classroom

[3:47:38] when I see my students going to teach their classmates,

[3:47:43] the things that I've tried to teach them.

[3:47:45] Once your students succeed, and you see the pride in the smiles on their faces is so rewarding, and it's all worth it.

[3:47:52] I went for me in the classroom and that at least I got to hear everybody's voices.

[3:47:57] I would never want to student to go through the day and not speak.

[3:48:00] I have a son. I would never want him to do that.

[3:48:04] And so just like making sure that everyone's in the ball.

[3:48:07] It really works me when people don't give students a chance just because of where they come from,

[3:48:11] Let's change that mindset.

[3:48:13] And I don't want people to judge it until they meet our kids.

[3:48:16] I know that they don't always get all of the best opportunity.

[3:48:20] And that's why I say that.

[3:48:22] I was made for that video.

[3:48:24] No, it's made for me.

[3:48:26] Hey, I'm a teacher, but hey, I'm fun.

[3:48:29] And we can do yoga.

[3:48:30] We can do mindfulness.

[3:48:31] We can sing songs.

[3:48:33] We can learn Spanish.

[3:48:34] Whenever we do part ways, it's going to be very sad.

[3:48:38] I'm really going to feel like a piece of my heart is missing.

[3:48:40] each day. My students inspire me to be a better person. I'm very shy, very

[3:48:45] introverted. You're ready? In the classroom I am loud. I'm not shy at all. I

[3:48:50] turn that place into a Harry Potter world. The students are very honest. They will

[3:48:54] tell you when you've had a victory or a failure. Everything I do is about

[3:48:59] literacy as a new teacher. I'm the foundation. Letters and sounds in the

[3:49:03] phonemic and weirdness. All of it is so important. And I tell them what

[3:49:07] don't worry. You're going to love reading. Just right in our students'

[3:49:09] I like to start the year by trying to foster a love of reading.

[3:49:14] We take all parts of literacy from the writing, the reading, and the researching,

[3:49:18] but we're always dancing.

[3:49:20] There's never a day that we don't dance.

[3:49:22] It's their confidence, all that math, literacy is all confidence.

[3:49:25] Once the kids realize they can do it, they're going to want to keep doing it.

[3:49:28] Music literacy is very important.

[3:49:31] Without the students knowing what's on the page,

[3:49:34] they have no idea of what the actual music is actually saying.

[3:49:38] how well so they're gonna be able to interact with the world around them and apply

[3:49:42] math to their everyday life. They don't have that practice starting as soon as possible.

[3:49:46] My students think I'm great because I bring the energy of a child.

[3:49:52] My students think that I'm great because I'm fun. I'm engaging.

[3:49:57] And I care more about their scores.

[3:50:05] So my students think I'm great because I can do this.

[3:50:16] Fort Worth ISD were the best begins and the change happens. And literacy lives and math matters.

[3:50:22] Fort ISD were the best begins and I'm proof of it. I'm a product of Fort Worth ISD.

[3:50:27] And I'm thriving. All the way for the ISD. I think I am the best.

[3:50:30] So, and it's start here the best begins and forward.

[3:50:34] When scholars walk out of my classroom,

[3:50:37] it's not the end of their journey.

[3:50:40] It's just the beginning.

[3:50:41] Forward ISD, where the best begins.

[3:50:44] Yes, it has a rhythm to it.

[3:50:45] Is there any kind of movement you can put to that?

[3:50:48] Of course I can.

[3:50:49] Forward ISD, where the best begins.

[3:50:52] You're not sure enough confidence already.

[3:50:54] Oh, no.

[3:50:55] I'm gifted and I have what's called a whistle.

[3:50:59] Okay, to use that for fun or effective mission in your classroom.

[3:51:02] Yes, this is a teaching tool.

[3:51:23] She's good for a little bit.

[3:51:29] Throw our L-Con foundation.

[3:51:31] We support programs that help bring education,

[3:51:35] I care, and treatment to patients and me.

[3:51:49] We've also come to realize this place is that

[3:51:53] It's not only just a wonderful playground

[3:51:55] but the joke, Ellie, children, to just be a kid.

[3:51:58] You guys did learn this.

[3:52:20] Right in a bike allows children to explore their communities, develop physical fitness and create memories with your friends.

[3:52:33] They excited to be a part of it. It really has added so much life and just so much joy to our recess time and to our day.

[3:52:57] Go on. Just to make sure you do this available to everybody throughout the community. No matter where they live.

[3:53:02] I'm

[3:53:22] going to take all of those ideas, put it together, and we're going to then create

[3:53:26] your new playground.

[3:53:28] I've more minutes, and then we're going to go ahead and present our ideas.

[3:53:33] My idea was like, a summer, and in a summer, it would be like a kitchen.

[3:53:50] You're to help our community.

[3:53:53] Times are tough right now, and a lot of people, you know, groceries are expensive,

[3:53:56] and this is a way to get back.

[3:54:11] Through these in-school markets, we are being very deliberate about what is available to these

[3:54:17] young children, because we know they're health and wellness depend upon it.

[3:55:05] We are giving them the knowledge and experience to be able to have a fun way to talk about our healthy behaviors, because we just get one heart.

[3:56:22] one stop shop for all things enrollment.

[3:56:25] If you were clicks, easier navigation

[3:56:27] a faster, smoother experience from start to finish.

[3:56:31] Whether you're a returning family or new to Fort Worth ISD,

[3:56:35] everything you need is right at your fingertips,

[3:56:37] all in one place.

[3:56:39] And yes, it's fully bilingual, so every family

[3:56:42] feels right at home.

[3:56:44] It's go time for Fort Worth ISD.

[3:56:46] A new school year is full of promise

[3:56:48] in your journey starts right here, in both today

[3:56:51] and enrollments.fwis.org and experience enrollments simplify.

[3:56:59] My name is Ours with Forman White.

[3:57:02] Hola, my name is Dan and Chrissy Allen.

[3:57:04] Hi, I'm the Nutrious Jackson.

[3:57:06] I'm Bob O'Donnell, the big egg.

[3:57:07] Yeah, I'm Jennifer Sanchez.

[3:57:08] Hey, I'm Jessica Tachin.

[3:57:10] First of all, congratulations.

[3:57:11] Thank you.

[3:57:11] Was this a surprise?

[3:57:13] It was.

[3:57:13] And I walked out and there were students everywhere.

[3:57:16] No words.

[3:57:17] Don't found it.

[3:57:17] Like, what is happening now?

[3:57:18] I knew that we would have visitors, didn't quite know who,

[3:57:23] but I say no idea I'm liking you had no idea that this is happening.

[3:57:27] My secretary came running to my office

[3:57:29] and told me there was a big emergency in the gym.

[3:57:31] I was expecting like missing teeth or something.

[3:57:34] It was whole schooled blends, so that was awesome.

[3:57:36] Without further ado, we have our fiscal year finally.

[3:57:40] So, for the title, you want the whole thing.

[3:57:43] Hi, my name is Ricardo Alvarezus Cate.

[3:57:45] My name is Dr. Shana Barrett.

[3:57:47] Hi, I'm Amy Critchay. Hello, my name is Samantha Gonzalez.

[3:57:51] Hi, everyone. I'm Melissa Rinkone. Hello. I'm Shala Stake.

[3:57:58] I'm a big deal at Marcelo Mejjoo, because we're, I bring the energy, the joy, and the love of learning every day.

[3:58:06] I'm a big deal on my campus because of the staff who I serve.

[3:58:11] Because I love my teachers and I love my students.

[3:58:13] That's what makes me excited every day is to get to connect to people who really need you.

[3:58:18] It's all about relationships.

[3:58:20] I don't think you get very far without those.

[3:58:23] It's without trust, really.

[3:58:25] There's, you know, your either campuses

[3:58:27] and going to be successful.

[3:58:29] I'm all in with the teachers.

[3:58:30] I'm all in the instructional work with the teachers.

[3:58:33] The best part of it is, every day is a different day.

[3:58:35] You just, you have no idea what you're going to encounter.

[3:58:38] There's a lot going on.

[3:58:39] You're constantly on the move.

[3:58:41] You're trading what happened for the other.

[3:58:44] You really have to be open to listening

[3:58:45] and asking a lot of questions.

[3:58:47] That's your job, right?

[3:58:48] is to really figure out what's going on.

[3:58:50] Parents want their kids to be supported and cared for

[3:58:52] and they want them to grow and we want the same things.

[3:58:55] I empower students to work hard and play hard.

[3:58:59] To re-acilivate the week for us keeping the eyes

[3:59:01] all what matters the most.

[3:59:03] I know what I'm doing is working when I die before my test.

[3:59:08] You know, when students, you know, I just mean that, you know,

[3:59:11] I differently than they did the year before.

[3:59:13] I could tell that I'm making an impact.

[3:59:15] So when they smile and they enter the buildings,

[3:59:16] when they are having these joyful moments when they're learning, that is success.

[3:59:21] The days that we get to spend with students and engage with teachers and in the classrooms,

[3:59:27] those are the days that make it all really worth it.

[3:59:29] If I come in with that energy with my kids and my staff and like we're living the dream,

[3:59:33] we're doing the things. Let's just roll it up and go.

[3:59:35] I know I'm making a difference and I know I'm changing life. I'm making an opposite impact every day.

[3:59:41] Because I feel so often kids think they're a number. But to know that you see them

[3:59:46] and you see them every day that really makes a difference in our lives.

[3:59:50] They're me.

[3:59:51] They're who I was when I was in middle school.

[3:59:53] It gives me great joy to be able to give and pour into these students was so many.

[4:00:00] People along the way for maybe, because there was so many to put into me, I'm now able to put it into somebody else.

[4:00:10] And so when kids start learning and teachers start teaching at really high levels, then that excitement builds and you get this really great place to be every day.

[4:00:20] We started something this year at our school called Parent Learning Walk, where we have students, lead their parents, and visit classrooms, and see what learning looks like.

[4:00:29] who all needs to read for any assignment in your class?

[4:00:34] That's all.

[4:00:34] We tend to think that literacy is just happening in our English classrooms.

[4:00:38] But in fact, it's happening everywhere at the end of the day.

[4:00:42] I'm there to support them.

[4:00:43] Both students and staff.

[4:00:45] I'm always there.

[4:00:46] My door is always open for them.

[4:00:48] Authority doesn't have to be loud.

[4:00:50] Leadership doesn't have to be aggressive.

[4:00:52] There's a lot of love, compassion and softness that comes with it.

[4:00:56] I'm extremely relational and so before your teacher is studying your human, your family does have to

[4:01:01] make sacrifices for you to be able to serve in this capacity.

[4:01:05] And I told myself I wouldn't cry.

[4:01:06] Do we have tissues in here?

[4:01:07] This is not supposed to be here.

[4:01:08] I was not supposed to be a repeat of this.

[4:01:10] We are on the go on the move.

[4:01:12] We get our steps in.

[4:01:14] We run on coffee and Wi-Fi.

[4:01:16] Diet Coke, Diet Coke, Diet Coke.

[4:01:18] You need a sugar.

[4:01:19] No, okay.

[4:01:20] In a big way.

[4:01:21] Dark chocolate pie you get to the rough days.

[4:01:23] I literally thrive on angry parents.

[4:01:25] because if you're angry, that means that you care.

[4:01:29] It's my superpower would be de-escalation.

[4:01:32] And I think I would win, go.

[4:01:34] This job is like sometimes like being a ping-pong ball.

[4:01:37] I mean, you should never know what's going to happen to you.

[4:01:39] You might have challenges, but you're unstoppable

[4:01:41] because you make the decision of who you're going to be

[4:01:44] and how you're going to show up every day that you walk through that front door.

[4:01:48] My day starts with celebration.

[4:01:50] Celebration that I'm on a live for that day.

[4:01:51] Celebration to have another day to get to go in and affect students and teachers.

[4:01:55] I think of the shirt this says being a principal is like riding a bike except for the bike is on fire

[4:02:01] There's no wheels on the bike or even a steering gear. It's kind of like that would be an

[4:02:07] A principal. Everything is on fire the whole thing

[4:02:12] But it's great. Let me tell you

[4:02:25] Want to know your student's location in real time and get instant alerts from the transportation team with the self-under app

[4:02:33] all that information is right at your fingertips. If you're eligible for district transportation,

[4:02:39] you will receive an email with instructions to set up your account.

[4:02:42] No worries, didn't get the email? Just call us at 817-815-790-0. We're here to help.

[4:02:49] Here's what stop-inder, let's you do. You can track the exact location of your student's bus.

[4:02:56] In real time, get geo alerts when the bus arrives at or leaves your student's stop.

[4:03:01] The transportation schedules at any time, and since secure messages to Fort Worth ISD's

[4:03:08] Transportation Department, and a whole lot more right through the app.

[4:03:13] Getting started is very easy.

[4:03:16] Step one, search for StopFinder in the App Store or Google Play.

[4:03:20] Step two, activate your account using the invitation email from Fort Worth ISD.

[4:03:25] And finally, step three, you're all set.

[4:03:27] You now have full access to your students' transportation information.

[4:03:32] So don't wait.

[4:03:34] Download Stop Thunder today and travel with peace of mind.

[4:03:37] Knowing exactly where your student is at every stop.

[4:03:57] Register everyone's word.

[4:03:58] Yeah, I heard that we have the word of like every single day.

[4:04:01] No exceptions.

[4:04:02] Because we're official now.

[4:04:04] Starting this school year,

[4:04:05] every student from elementary to high school,

[4:04:08] must wear their school ID badge every day.

[4:04:11] Wear it around your neck using the school-issue lenders.

[4:04:14] Wear your badge in your pocket. I'm going to cut it.

[4:04:17] Are your hat not even close?

[4:04:19] And sorry. No stickers, glitter, or customizing.

[4:04:22] It's got to be clear and readable.

[4:04:24] Your badge helps be steamed up in the lunch line. Just get it and go.

[4:04:30] You need to check out a book. Your ID badge may be easy.

[4:04:33] Hello, I'd like to check out this book.

[4:04:37] Okay, thank you.

[4:04:39] And most importantly, your ID badge keeps you safe.

[4:04:43] On the bus, it lets your parents know exactly

[4:04:46] when you get on and off.

[4:04:48] It also helps us know who's on campus

[4:04:50] and helps their younger disease.

[4:04:52] Badges aren't just rules, they're it tools.

[4:04:55] A show is where it is.

[4:04:57] All in.

[4:05:32] We are honored to welcome you and share this groundbreaking experience today. This project honored the past, students, families, and community richness of our dynamic, healthy community.

[4:05:46] You know, this groundbreaking is especially meaningful to me, and it's so meaningful because my parents once walked the halls of

[4:05:57] Meacham Middle School. Right now, Meacham is going through such

[4:06:01] evolution of having renovations and a new structure to really put our students in a facility they deserve.

[4:06:11] We celebrate more than groundbreaking, we celebrate the power of education, the strength of community and the promise of tomorrow.

[4:06:22] Let's build something extra ordinary together.

[4:06:25] honored

[4:06:36] tonight to be here to honor this group of finalists, but just not for the

[4:06:41] individual accomplishments because we all know that what we do day in and

[4:06:46] day out is really about teamwork and being a team. Our 2024 25 teacher of the

[4:06:52] year winners in the elementary category the winner is Sarah Herrera Greenbire

[4:06:57] Elementary School. I've been lucky enough to work with some amazing teachers who

[4:07:04] inspired me and mentored me throughout my teaching journey. And now for our

[4:07:09] secondary teacher of the year and the winner is K.C. Dobbins, Diamond Hale Jarvan.

[4:07:20] To my students, you are my reason. You're grit, you're joy, your artistry. You

[4:07:25] pushed me to bring my full self every single day. You make this work worth doing

[4:07:30] and to every educator in this room. Thank you.

[4:07:33] And now, our 2024 25 assistant principal of the year winners in a elementary category.

[4:07:40] The winner is Dr. Elizabeth Forman White, South High Mile Elementary School.

[4:07:51] It's an honor and a privilege to serve the students of fourth ISD, but it's also a

[4:07:55] huge responsibility. I believe it's also our duty to give students a magical place to go to school

[4:08:00] where they feel safe and cared for. School should be places of joy and happiness in addition

[4:08:05] to the academic learning, and not those for the kids and mead adults.

[4:08:10] And now for our secondary category, Assistant Principal of the Year, and the winner is

[4:08:15] Paolo Rodriguez, Paolo with High School,

[4:08:24] and so my kids every day, you were built for

[4:08:27] a purpose, walk with it, and then it is our job, it is our responsibility to give them an opportunity,

[4:08:33] an opportunity to challenge and encourage them and help them reach their potential, whether

[4:08:37] It's fostering a culture of inclusivity, supporting a student through a challenging time.

[4:08:41] We're just sitting with them at lunch and helping them with their homework.

[4:08:44] Each day presents a moment to make a meaningful impact in their life.

[4:08:47] And now our 2024 25 principal of the year winners in the elementary category.

[4:08:54] The winner is Charlotte Stanton 15.

[4:08:57] Bob Elementary School.

[4:09:05] I'm principal colleagues.

[4:09:06] I stand here today representing all of us for our hearts,

[4:09:11] and stressful moments.

[4:09:13] But it makes it all work well.

[4:09:15] When we know that we are championed for our students,

[4:09:18] especially when we see them smile

[4:09:20] and go academically every day.

[4:09:23] Now, in the secondary category for a principal of the year,

[4:09:26] the winner is, Dr. Shana Barrett, J.K.

[4:09:30] Little girl,

[4:09:33] I am more than honored

[4:09:36] to be the principal at J. Martin Jackay Middle School.

[4:09:39] When I first became principal,

[4:09:43] My grand, you said, did you know Mr. Jack Hay was my great-level principal?

[4:09:50] And she said, when you walk in there, don't think about anything else, but restoring his legacy.

[4:09:57] And I want you to know that...

[4:10:00] We are doing that every single day.

[4:10:02] This evening really has been a celebration of excellence and success for each of our finalists,

[4:10:08] but for our students to have this kind of talent in front of them every single day.

[4:10:14] So thank you so much for following my heart.

[4:10:22] Fort Worth on SD offers your child to start the deserve.

[4:10:25] We help your little windowless, strong foundation focused on academic and social emotional

[4:10:29] skills.

[4:10:30] One that prepares them to explore and maximize every opportunity.

[4:10:33] Free all-day pre-K classes taught by certified teachers trained in early education and child development.

[4:10:39] Your child's future starts here in Fort Worth, ISD, where the best begins.

[4:10:45] Visit FWISD.org-pre-K to learn more.

[4:10:48] Then

[4:10:52] the culmination of our kick-a-ball program that we've been running through the forward

[4:10:56] after school program, we have 18 schools and we have a band-out penalty fixed today.

[4:11:02] It's not competition, but they're able to play against each other in a friendly manner.

[4:11:07] It's like 10 is come by with badminton.

[4:11:10] So what a bit easier than 10 is, and the great thing is that anyone could play.

[4:11:16] You get to meet new people and like, you can try to make friends with them.

[4:11:20] I think this helped them get, like I said, out of being in a box or in their comfort zone,

[4:11:26] learn how to deal with things that are normally not there in the land.

[4:11:30] Every time I say, again, there's a lot of moving, a lot of moving, and I'm going to get it,

[4:11:35] and I'm always going to get it to take it.

[4:11:37] If they're active, then their mind is working, and so the more they're active,

[4:11:41] then we can, they can suck us more when we want them to do school work.

[4:11:45] This is a bit that some kids never have the opportunity to try before something new for them.

[4:11:50] You can tell they're very excited, they're happy,

[4:11:53] they're having fun, they're fighting what it means to be like a part of a teal-on.

[4:11:56] I like playing again with my friends because we get to have great teamwork and build our connection

[4:12:01] off. They take away friendship, they take away sportsmanship, they take away just having a good time.

[4:12:07] At the end, you get to touch paddles and unlike you get to tell people how good they were.

[4:12:12] Type as a part.

[4:12:17] It takes a team to educate a child from the bus drivers who safely bring them to school,

[4:12:23] To the dedicated staff who keep everything running long after the belt rings,

[4:12:28] every role is essential in shaping a student's future.

[4:12:31] For what worth ISD means you and your unique skills.

[4:12:35] Whether you're teaching in the classroom, supporting behind the scenes in IT,

[4:12:39] preparing nutritious meals, or teeming up with our classroom heroes,

[4:12:43] there's a place for you here, applied today, and start building a brighter tomorrow

[4:12:47] for yourself and the students you'll inspire.

[4:12:49] because Fort Worth ISD is where the best begins.

[4:13:01] Welcome each of you to our beautiful campus to celebrate something so wonderful.

[4:13:06] Rosemont Middle School is a special place. It is our home, and it is irreplaceable in the heart of our students, families, and many alumni.

[4:13:15] We spend a lot of our time as group learning meetings making tough decisions.

[4:13:20] By then, we have to have days like today.

[4:13:23] We want to have this and we celebrate making the campus even a little better for our students.

[4:13:28] Congratulations!

[4:13:31] Brazil at Middle School is such a beautiful campus.

[4:13:34] It opened in the 1930s and you can look at the architectural building here behind us and then

[4:13:40] how we have taken one of our newer buildings and now we're going to get ready to make this into a beautiful

[4:13:44] single campus with the help of Hucklebee and Reader construction as well under

[4:13:50] 2021 bond renovations. Today we're not just breaking grounds. We are planting the seeds of possibilities for generations to come.

[4:14:01] It is a powerful moment to stand a year at this heart of the school. Knowing that what we begin today will shape the future of students, educators, families, for decades.

[4:14:29] So today I get to talk to you about what our board members do for us.

[4:14:34] And remember, they make things happen here for our school.

[4:14:38] It's just giving back to the community.

[4:14:40] I just want all our students to have the same opportunities that I have.

[4:14:45] My report of Ford LSD is always the students.

[4:14:48] They're parents.

[4:14:49] The amazing faculty that work with them is the people.

[4:14:52] Just filled with phenomenal people from the educators.

[4:14:55] We're doing the actual building of our district.

[4:14:58] I think that a boiling...

[4:15:00] This is when they direct telling people how we want our school's name. They think they make their own transition.

[4:15:09] They help the school and they help the kids learn everything and make it fun to learn.

[4:15:14] Do you think being a board member is fun?

[4:15:15] Oh, not exactly. Because they do a lot of things.

[4:15:21] They are so fun.

[4:15:22] That I'm not that fun.

[4:15:26] I want you guys to tell me what you think the school of the future is going to be.

[4:15:33] I think I want to see my school in the future is like people helping the young kids more.

[4:15:38] I think I would like more reasons.

[4:15:41] I think school in the future should have so many views of all things that you can keep,

[4:15:48] that you don't have to go away all the time.

[4:15:49] for they could add more songs and plus they could make the lunch earlier because lunch is a little late.

[4:15:59] Our board member has come by our campus and you had opportunity to talk and to share your ideas.

[4:16:05] All the kids were in the cafeteria and they all had big signs and posts it up.

[4:16:12] Same, thank you. We love you.

[4:16:14] He is the one who is providing for our school.

[4:16:19] Our board member puts your thoughts into action.

[4:16:23] My thing, they should be doing stuff to the benefit of students

[4:16:28] to have a more comfortable, pleasant work.

[4:16:31] Characters up high instead of being real low

[4:16:34] because some people can't see which chair slope.

[4:16:37] What I do is like drone so they can go around the school

[4:16:41] like security cameras to check what classes are doing

[4:16:44] if they're doing their job and stuff, security cameras,

[4:16:49] and more AI and technology, more AAO,

[4:16:55] IA, IA, IA, IA, IA, IA, IA, IA,

[4:16:57] you probably sure there will be robots teaching kids

[4:17:01] on how to learn stuff.

[4:17:03] You think robot teachers are a good idea?

[4:17:06] Yeah, okay.

[4:17:06] because they could translate to other children.

[4:17:11] I would rather have a group person to take care of.

[4:17:14] I'm here because I want to make a difference for all kids in the school district

[4:17:18] and I want to do what's right by them.

[4:17:21] They're incredible young people that I'm happy to turn this country over to many times in one.

[4:17:26] Do you want to talk about being a leader?

[4:17:29] Yes, I actually.

[4:17:30] Do you want to be a leader someday?

[4:17:31] Yes, I have.

[4:17:33] I have thought about being a leader.

[4:17:36] What do you think makes you believe?

[4:17:39] Somebody who's independent and can teach other people and lead them.

[4:17:44] I don't help my parents.

[4:17:45] That's good.

[4:17:47] And they're not asking me to do it.

[4:17:49] You can just do it on your own.

[4:17:50] That's pretty good.

[4:17:51] I'm going to paraphrase the quote,

[4:17:53] but it said, at the end of my day,

[4:17:56] at the end of my week, at the end of my life,

[4:17:59] I want to be able to say that I contributed more than I complained.

[4:18:02] My teachers from IMA into Pasco High School

[4:18:07] care so much about me that helped me to become the person that I am.

[4:18:13] They don't pay board members and they're doing everything for free,

[4:18:17] but they have to decide everything.

[4:18:21] And it's hard to decide for a lot of things.

[4:18:24] I think there's no better way than being boots on the ground,

[4:18:28] working with the community,

[4:18:30] to help you stay connected and so each time that you have the opportunity to speak with

[4:18:37] your board member you get the opportunity to voice your thoughts at what you think

[4:18:42] should happen here in Fort Worth, I see. And I want you to put all of your creativity

[4:18:48] to task and to show what you think our future schools are going to look like.

[4:18:55] She seems to be like, you're all about fun.

[4:18:59] Yeah, that is true.

[4:19:02] So what would you tell somebody this,

[4:19:04] spending all that time and not getting paid for it?

[4:19:07] Thank you, my dear leaders.

[4:19:27] Phenomenosa is one out of about 115 schools that we are going to visit

[4:19:33] within a five week period.

[4:19:35] So we sit about five schools a day.

[4:19:38] Oh, that's a little bit.

[4:19:40] We are sitting a group of kilos with brand new running shoes and they are training for the

[4:19:46] Caltown 5K race, which happens at the end of February.

[4:19:50] Yeah, we are here to celebrate our kids and to thank the Caltown Marathon and the Minos

[4:19:58] family for

[4:20:00] Including our students in the free sneaker giveaway. It is a great day! We donate these shoes to about 4,000 kids that are going to get new shoes to help them train for their 5K race.

[4:20:14] Count down, children's marathon and it's important to keep our youngsters active and sport and interested in keeping healthy.

[4:20:36] Welcome to Fort Worth ISD's second annual signing day. Today college seniors from

[4:20:43] prestigious institutions will sign letters of intent to launch their careers in Fort Worth

[4:20:48] ISD. Today is the first day of a career that you don't even know how it's going to turn up.

[4:20:55] It's can turn out any way you choose it to be. It can be as much as you want as little as you want,

[4:21:00] that I will tell you the one thing that will fill your heart every day, and that is the

[4:21:04] student you're going to serve.

[4:21:06] We are very first for a 25-26 lettering trip, Adriana, Andrea, and you may now sign your letter

[4:21:11] of intent.

[4:21:13] I knew that I wanted to teach little children because I liked how they were so pure and eager

[4:21:18] to learn.

[4:21:18] I also have a younger sister, so I like to play school with her, so teaching was always in my

[4:21:23] blood in some way of form.

[4:21:24] Signing that piece of paper does not make you an educator.

[4:21:28] You are already educators.

[4:21:31] You are already doing the work that makes a difference for students.

[4:21:35] Signing that paper makes you a part of our Fort Worth ISD family.

[4:21:39] What the teacher pipeline does with TCU, Texas Wesley and UTA,

[4:21:45] and especially, Texas Tech really gives us an opportunity to work side-by-side hand-in-hand

[4:21:53] with our future teachers, we have to dedicate to ourselves as well not only our students.

[4:22:00] We have to know the balance between taking care of ourselves and when we do,

[4:22:04] we give more to our students and we just become a better person overall.

[4:22:08] University of Arlington, Yaya Martinez, and Andrea Ayala, you may sign your letter in the

[4:22:15] tip.

[4:22:18] I'm going to tell you thank you on behalf of the Fort Worth Independent School District

[4:22:21] for picking us to start your educational journey.

[4:22:24] Super,

[4:22:35] super excited to be here and it is my distinct honor to welcome each of you, to our beautiful campus.

[4:22:42] It is both a joy and privilege to see you here on our campus today to celebrate something really, really wonderful.

[4:22:48] On a count of three.

[4:22:49] We're just excited for what our students are going to be able to experience in this renovated campus and with a lovely addition to it as well.

[4:22:58] One, two, and three.

[4:23:01] We get to meet the children that we're serving,

[4:23:04] and we get to stand by them

[4:23:05] as we dream of a better district for them.

[4:23:07] I cannot wait to see what the students

[4:23:09] have to decide with this school and accomplish.

[4:23:12] In the spaces, we are about to create.

[4:23:15] Thank you.

[4:23:16] Let's dig into the future because it starts right here right now.

[4:23:29] Come on, Gene, big smiles.

[4:23:31] These kids need supplies.

[4:23:32] We're going to pack 2,000 backpacks.

[4:23:35] I was talking to our friends at Fort Worth ISD, just before that this is by far their biggest

[4:23:40] project with their doing the donation. I think we will do this so fast we will blow your

[4:23:44] minds. There are six different items that will go in the backpacks. These are a box of Kleenex,

[4:23:50] a ruler, a pack of markers, a pack of crayons, a pencil pouch, a preprinted note from American

[4:23:55] and the two highlighters. So these backpacks are going to go to the middle school kiddos, so we are

[4:23:59] happy to step in there.

[4:24:05] You've heard the saying it takes a village to raise a child.

[4:24:08] We're so blessed to have American Airlines within that village with us.

[4:24:12] School starts on August 12th and we will welcome 70,000 students back to our hallways

[4:24:17] and classrooms and thanks to your donation, 2,000 middle school students will have

[4:24:22] supplies and backtacks they need to be successful next year.

[4:24:25] It makes me feel amazing.

[4:24:40] This is our kickoff for this school year. We have over 250 bus drivers. We have over a hundred

[4:24:46] monitors and this is our grand kickoff for the 25-26 school year.

[4:24:50] Miss Dowe Anna, Miss Dowe, you have the best contestant on the price of the right.

[4:24:54] Normally they'll have this like in a auditorium. People will sit there. We'll have speakers.

[4:24:59] This time we will...

[4:25:00] We wanted to make it fun, like a touch-show game show from Classic 80's style.

[4:25:14] We can't stop smiling. I walked in here. I started smiling. I have not stopped smiling yet.

[4:25:20] Today to start this thing, we want to acknowledge all of our new hires.

[4:25:24] Yes, come on up here. These are all our new drivers.

[4:25:27] Back in April, we started having weekly job fairs, and we've hired over 40 drivers. We have no driver shortage.

[4:25:33] and that's the first time I think in a long time

[4:25:35] that we've been ready for the school year.

[4:25:38] We're happy to partner with four with I.C.

[4:25:41] Biggenbatham is located right here in Fort Worth.

[4:25:43] And we feel it's really critical to partner with the local communities.

[4:25:47] They give back to the local community that we support

[4:25:49] and that supports us as well.

[4:25:50] First one is the Air Canada.

[4:25:52] The last one is the Air Canada night and they drop them off.

[4:25:55] And I can't thank them enough

[4:25:56] and how much they need to ask for Fort Worth I.C.

[4:26:05] Super exciting and totally unexpected.

[4:26:07] Hello everyone. What is happening in West Cliff?

[4:26:11] Alright, let's just on this.

[4:26:13] I'm very excited.

[4:26:14] You're all ready for the school year?

[4:26:16] Yes!

[4:26:18] All right.

[4:26:19] We appreciate everything that you all do as teachers,

[4:26:23] but we do have a little surprise for you all.

[4:26:26] We're all ready.

[4:26:28] All right.

[4:26:29] So, I'll see you guys in Boise, part there together

[4:26:32] So, good job.

[4:26:34] A $20,000 shop.

[4:26:36] Oh, no!

[4:26:38] What's that, oh no!

[4:26:43] 10 today.

[4:26:44] We're so low to a million.

[4:26:45] Right now we're just excited of it here.

[4:26:46] It's amazing to give back to this community that we collect donations for today and a day out.

[4:26:51] And it's not to say that it's actually worth this and that we're getting the right people and the right people that need the help to do.

[4:26:58] I'll be with you.

[4:26:59] I don't want to miss you.

[4:27:00] You're not okay, but I have a key on it.

[4:27:02] And teach me to call you.

[4:27:03] So excited, this means so much to us.

[4:27:07] Thank you for my career because it's been selling me

[4:27:09] I'm out for a while.

[4:27:11] And then I've got a journal and I kind of figured

[4:27:13] what else else I just don't even know.

[4:27:16] 15, five year olds that would love me.

[4:27:19] Your story is gonna be 4, 96, 80.

[4:27:22] Thank you, I'm a see-how, yeah, boy.

[4:27:41] Story time train on text rail.

[4:27:44] This is the first of its kind here.

[4:27:46] Oh, woo!

[4:27:50] Over 400 people registered today, so we're excited.

[4:27:54] It's my pleasure to introduce our Celebrity Reader, Dr. Karen Mowenar,

[4:28:00] for what I have been super excited.

[4:28:07] Are you ready for a story?

[4:28:09] Great, wheel, then stop!

[4:28:13] Reading doesn't take place at school in the classroom.

[4:28:15] Just like all around us, every day, wherever we're at.

[4:28:17] We're on the train, where we're in the car, we're in the time.

[4:28:21] Hold your breath so you can hear.

[4:28:24] Puffin.

[4:28:25] Jumping.

[4:28:26] Drawing.

[4:28:27] It was.

[4:28:28] It was.

[4:28:29] It was.

[4:28:33] Thank you.

[4:28:37] Guys, thank you for coming.

[4:28:39] What's your favorite part about school?

[4:28:41] I was in the field classroom.

[4:28:50] Okay.

[4:28:51] Well, we can't wait for you to get in the, in the big school too.

[4:28:55] That is exciting.

[4:29:13] Good morning, welcome back.

[4:29:16] What's the significance of being in Phillips?

[4:29:18] I mean, that's the first place we're going today.

[4:29:20] Very practical.

[4:29:23] All the work that is done on that campus by the teachers,

[4:29:27] the principal, the student, the course,

[4:29:30] and then of course, the parents being engaged.

[4:29:32] So we want to celebrate that.

[4:29:33] You're moving.

[4:29:35] Are you ready?

[4:29:36] Yeah.

[4:29:37] Welcome to the first day of the 2025.

[4:29:40] 25, 26 school year.

[4:29:42] The Mel Phillips has grown more than 30 points to go from a

[4:29:46] Afraid of Campus to a B-Rated Campus.

[4:29:48] It's great to see a school.

[4:29:49] They're from an MF-TV.

[4:29:51] This is our largest school district in our city over half of

[4:29:54] our students attend for a BISD.

[4:29:56] And so it is imperative that I, as your mayor,

[4:29:58] I'm show up to be alongside you.

[4:30:00] Parents and students really recognize what it looks like when you're succeeding and moving the right direction.

[4:30:04] And that's my purpose being here today.

[4:30:06] We're going to be very excited to share some success stories that more than 50 campuses

[4:30:10] moves, a letter great up, as well. We decreased our F campuses from 31 to 11. So we have wonderful news to share

[4:30:20] about the great things that are happening and what worked in the Pennis School District.

[4:30:24] I'll be back.

[4:30:29] So one of the things we're implementing this year is an instructional framework, so we had taken all of the state adopted materials, which are high quality instructional materials.

[4:30:40] We also have added in a new phonics program for this year that will really help that foundational for our K through two students and even our third grade students.

[4:30:48] I did not believe it. I was like wait a minute, but when I kind of was a bee, we were so excited.

[4:30:54] I am blown away. We've all been working so hard on this campus to bring our grades up and to really reach all their students.

[4:31:03] I'm ready for the learning. This year we've got to be. But next year we're getting the egg.

[4:31:18] I'm so excited.

[4:31:20] I'm so excited.

[4:31:21] Since I was little, I wanted to be a teacher.

[4:31:24] So I want to see people writing.

[4:31:26] Quick, you have one minute.

[4:31:27] I've never really thought about being anything else.

[4:31:29] How many in total for the second part?

[4:31:32] And everybody would say, oh, you're so good at math.

[4:31:34] And she want to be an engineer.

[4:31:36] Did you get to learn that?

[4:31:38] I can't from a family of teachers.

[4:31:40] My mom was a teacher in Colombia.

[4:31:43] What is to evidence the ethics of all my aunts and uncles?

[4:31:46] and most importantly, my mom and my dad are educators.

[4:31:49] Five times three is equal to what I studied first, fifth, third, and fourth grade with my mom, my dad, and my aunt.

[4:31:58] I think it is a blessing that my sister is my literally, my team member and my mom works at the school too,

[4:32:04] so it's something that I'm just so happy to come to school every day because we work in such a good team, it's such a good environment.

[4:32:11] So, really think it's a blessing.

[4:32:13] We come to school together and we leave school together.

[4:32:16] So, we're always together.

[4:32:17] I love being with my mom and my sister.

[4:32:19] It is unusual to have a family all together at one school.

[4:32:24] Oh, I'm severely proud of my daughter.

[4:32:25] That may or may be another teacher.

[4:32:27] I don't know if it's the water and forward.

[4:32:30] And then we also have father who works for World Language Institute.

[4:32:33] There are families that just seem to care really a lot about the students that they have.

[4:32:38] And it seems to kind of wear off

[4:32:41] the other family members. Thank y'all. Great day. They are hardcore dedicated teachers, educators.

[4:32:48] I wanted to leave a legacy in Fort Worth before I leave every year. It's the work for

[4:32:55] for them for the students.

[4:33:41] Welcome to the 20, 24, 25 campus teacher of the year reception.

[4:33:48] And today we come together to recognize and celebrate the incredible teaching excellence in

[4:33:54] the fourth ISD. Today we come together to celebrate what truly makes

[4:33:57] fourth ISD the place to be and that is our extraordinary teachers.

[4:34:02] It's such an honor to be in the room with you because I know because I

[4:34:06] lived it in fourth ISD what it means to be in your seats today and all the

[4:34:11] hard work that you put in each and every day without further ado are

[4:34:15] elementary teachers a year finalist. From Clifford Davis Elementary our ESL

[4:34:25] from

[4:34:28] our leadership academy at Mitchell Boulevard,

[4:34:32] 3K teachers and me, partner.

[4:34:38] From Oprah Elementary, Lorena Atlante,

[4:34:46] from Dima Cray, Michelle Awaya,

[4:34:55] 3-4-3-2 language and fifth grade reading teacher,

[4:34:59] Sarah Harra.

[4:35:04] Our secondary final in. From Westerne Hill High School and Helica Navarro,

[4:35:13] Harold Shores from Morning 5 Middle School.

[4:35:20] Come on down. Emily Allen, young women's leadership academy, English teacher.

[4:35:28] A dance teacher from Diamond Hill, Jarvis High School, K.C. Dobbins,

[4:35:36] from a pie learned

[4:35:37] academy, choir teacher, Raven Mentura,

[4:35:44] proud for all of our finalists.

[4:35:57] Hi, my name is Michellea Williams.

[4:35:59] Hi, my name is Carol Shores.

[4:36:01] I'm Raven Mentura.

[4:36:02] Yeah, I'm Emily Allen.

[4:36:03] My name is Chloe Marshall.

[4:36:05] I'm Sarah Ereda.

[4:36:06] My name is Denise Carpenter.

[4:36:07] I'm K.C. Dobbins.

[4:36:09] Hi, I'm Doran Escalante.

[4:36:10] Hey, I'm Angelic and Devoro.

[4:36:11] Well, first of all, congratulations on being a finalist.

[4:36:14] That's a long thing.

[4:36:15] Thank you.

[4:36:16] I didn't think it was going to be a thing.

[4:36:18] I wasn't shocked.

[4:36:18] So I don't remember most of the things they told me.

[4:36:21] It's a real honor to be here.

[4:36:22] What makes me a finalist is bad.

[4:36:25] Mama just loves her job.

[4:36:26] I have what I feel like it's just a fire inside me.

[4:36:29] I'm here because I love my students.

[4:36:32] Wake up every morning, excited to go to work, excited to see what new adventure awaits.

[4:36:37] I love that kid who walks in thinking I can't do it.

[4:36:40] and walks out going, I can't believe I did it.

[4:36:42] I am just very passionate about what I teach.

[4:36:45] One of my favorite things to do is to teach,

[4:36:47] especially when it's talking about chess boys,

[4:36:49] these boys had boys,

[4:36:52] boys had boys.

[4:36:53] I have a lot of fun.

[4:36:54] I don't think I could see myself doing anything else.

[4:36:56] I love I don't really know what I'm gonna get every day.

[4:36:58] Every day is a surprise, surprise observation,

[4:37:00] plus a tornado drill, plus I got a new student.

[4:37:03] All in one day, it happens.

[4:37:04] I have a few students that say,

[4:37:05] Miss Dobbins, you're always smiling.

[4:37:07] I mean, but I don't think you know my name.

[4:37:08] And I'm like, it's true.

[4:37:09] I don't know your name.

[4:37:10] but I'm going to smell it to you no matter what.

[4:37:11] One thing that I love about teaching is I have my why.

[4:37:15] My why is I'm coming and planning seeds.

[4:37:18] Each day I tell my kids to take another step

[4:37:20] and you'll get where you want to be.

[4:37:22] I try to come up with different approaches

[4:37:24] so that it feels like it's a little different every day.

[4:37:27] I've been teaching for five years.

[4:37:28] People say you're four and five are the years

[4:37:31] of people decide.

[4:37:32] I called my parents saying, oh my god, what have I done?

[4:37:35] Some magic happen.

[4:37:36] My parents gave me my own name and later

[4:37:38] and I spent a good chunk of my break

[4:37:39] Learning the curriculum, eliminating things, it made all the difference.

[4:37:44] As a teacher, you change, you adjust to your new classroom every year.

[4:37:48] I know I've had a victory in the classroom when I see my students going to teach their

[4:37:53] classmates the things that I've tried to teach them. Once your students succeed and you see the

[4:37:59] pride in the smiles on their faces is so rewarding and it's all worth it.

[4:38:04] I went for me in the classroom is that at least I got to hear everybody's voices.

[4:38:08] like I would never want a student to go through the day and not speak.

[4:38:11] Like I have a son.

[4:38:12] I would never want him to do that.

[4:38:15] And so just like making sure that everyone's involved.

[4:38:19] It really arcs me when people don't give students a chance,

[4:38:22] just because of where they come from.

[4:38:23] So that's change that mindset.

[4:38:24] And I don't want people to judge it until they meet our kids.

[4:38:27] I know that they don't always get all of the best opportunities.

[4:38:32] And that's why I say that.

[4:38:34] I was made productive in the hope.

[4:38:36] No, no, it's very true.

[4:38:37] Hey, I'm a teacher, but hey, I'm fun and we can do yoga, we can do mindfulness, we can

[4:38:43] sing songs, we can learn Spanish.

[4:38:45] Whenever we do part ways, it's going to be very sad. I'm really going to feel like a piece

[4:38:50] of my heart is missing. Each day, my students, inspire me to be a better person.

[4:38:56] I'm very shy, very introverted.

[4:38:58] Are you ready?

[4:38:58] In the classroom, I am loud, I'm not shy at all. I turn that place into a Harry Potter world.

[4:39:03] The students are very honest. They will tell you when you've had a victory or a failure.

[4:39:08] Everything I do is about literacy as we watch teacher.

[4:39:12] I'm the foundation. Letters and sounds in the funding of where this holiday is so important.

[4:39:18] And I tell them, well, don't worry, you're going to love reading.

[4:39:20] Just right in our students literacy, I like to start the year by trying to foster a love of reading.

[4:39:25] We take all parts of literacy from the writing, the reading and the research team.

[4:39:30] we're always dancing. There's never a day that we don't dance. It's the confidence, all that math,

[4:39:35] literacy, all confidence. Once the kids realize they can do it, they're going to want to keep doing it.

[4:39:40] Music literacy is very important. Without the students knowing what's on the page, they have no idea

[4:39:46] of what the actual music is actually saying. How well, so they're going to be able to interact with

[4:39:52] the world around them and apply math to their everyday life. They don't have that practice starting

[4:39:56] as soon as possible. My students think I'm great because

[4:40:00] I bring the energy of a child. My students think that I'm great, because I'm fun. I'm engaging.

[4:40:08] And I care more about their scores. I mean, I'm sorry, do you think that I can't more about them than this score? Is that so bad?

[4:40:17] So my students think I'm great because I can do this.

[4:40:28] Fort Worth ISD were the best begins in the change happens, and literacy lives, and math matters.

[4:40:33] For what I see where the best begins and I'm proof of it.

[4:40:37] I'm a product of what I see and I'm thriving.

[4:40:40] All the way for the IZ.

[4:40:41] I think I am the best, so I did start here the best begins and forward.

[4:40:45] When scholars walk out of my classroom, it's not the end of their journey.

[4:40:51] It's just the beginning.

[4:40:52] Forward IZ where the best begins.

[4:40:55] It has a rhythm to it.

[4:40:56] You're really kind of movement you can put to that.

[4:40:59] Of course I can.

[4:41:00] Fort Worth ISD, where the best begins.

[4:41:04] You're not sure enough confidence, are you?

[4:41:06] Oh, no.

[4:41:06] I'm gifted and I have what's called a whistle.

[4:41:11] OK, do you use that for fun or effective mission

[4:41:13] in your classroom?

[4:41:13] Yes, this is teaching tool.

[4:41:35] We speak for a little bit.

[4:41:40] Throw our L-Con foundation.

[4:41:42] We support programs that help bring education,

[4:41:47] I care, and treatment to patients and need.

[4:42:01] We've also come to realize this place

[4:42:03] is that it's not only just a wonderful playground for the Joe Kelly children to just be a kid.

[4:42:09] You guys do one thing.

[4:42:11] Good job.

[4:42:32] Riding a bike allows children to explore their communities, develop physical fitness, and create memories with your friends.

[4:42:44] I excited to be a part of it. It really has added so much life and just so much joy

[4:42:51] to our recess time and to our career.

[4:42:54] Well,

[4:43:09] it's just to make sure we do this available to everybody throughout the community no matter where they look

[4:43:14] I'm

[4:43:33] gonna take all of those ideas put it together and we're gonna then create your new play-down

[4:43:39] I've more minutes and then we're gonna go ahead and for that. All right, yeah

[4:43:45] My idea was like a summer room and in the summer it would be like a kitchen

[4:43:53] You're

[4:44:02] to help our community

[4:44:03] Times are tough right now and a lot of people, you know, groceries are expensive and this is a way to get back.

[4:44:23] Through these in-school markets, we are being very deliberate about what is available to these young children

[4:44:29] because we know they're health and wellness depend upon it.

[4:45:08] We

[4:45:16] are giving them the knowledge and the experience to be able to have a fun way to talk about our healthy behaviors, because we just get one heart.

[4:45:38] We donate to these shoes to about 4,000 kids that are going to get new shoes to help them train for their 5-day break.

[4:48:29] In accordance with the open meeting saw, the board opened the meeting at 531 PM with the

[4:48:34] core and present recess, open session convening executive session adjourned executive session

[4:48:38] and now reconvening open session at 1014 PM with the core and present.

[4:48:43] We are up to consent agenda items as board president making the following statement

[4:48:47] in accordance with board policy, BBA, FA local.

[4:48:50] This is a reminder to all board members of the legal conflicts of interest requirements

[4:48:54] and disclosure requirements.

[4:48:55] You may have for matters under consideration on the agenda for this meeting.

[4:48:58] If required by law board, member shall recuse themselves from long discussion and shall abstain from voting on any matter pertaining to such a disclosure.

[4:49:06] Trustees, we've been provided with the opportunity prior to tonight's meeting to submit questions

[4:49:09] and receive responses concerning the consent agenda and action agenda items.

[4:49:14] Are there any questions or comments at this time specific to the consent agenda items?

[4:49:20] Trustee Lynch?

[4:49:23] I would like to request that we move AJ and AK to action.

[4:49:28] A.J.

[4:49:32] A.J. and A.K.

[4:49:33] Yes, please.

[4:49:34] Okay.

[4:49:40] All right. Any other questions or comments?

[4:49:46] All right.

[4:49:55] All right. Do I have a motion accepting consent agenda

[4:49:58] minus A.J. and A.K.

[4:50:01] So moved. Trustee Jackson, under the second. Trustee Lowell. Any discussion? Trustee Jackson?

[4:50:13] Trustee Derr. Thank you. Due to my employment with ESC reach 11, I will be abstaining from items 13m, 13p, and 13 ap.

[4:50:27] All right, please move to voting, sorry, please move to voting,

[4:50:42] motion passes 9-0.

[4:50:48] Now we are back to, because in the item A, J, do I have a motion,

[4:51:02] should we start to have

[4:51:02] a second?

[4:51:04] Second?

[4:51:05] Jackson?

[4:51:07] Any discussion?

[4:51:10] Tricy Lynch?

[4:51:13] Dr. Moore, I guess wanted to kind of ask when we are closing schools and we have kind of a

[4:51:22] surplus of space potentially kind of long-term goals with some of the warehouse flex

[4:51:29] space that we have that we are looking at moving into long-term or longer term.

[4:51:36] So we have been analyzing our additional space because we have not done school consultations.

[4:51:42] We still have the need for our textbook warehouse.

[4:51:46] Then other equipment instructional equipment materials as well.

[4:51:50] But in addition to that, as we're working through our bond, we need swing space for some of our furniture and different areas where we can do storage.

[4:51:59] And then actually during the school consultations,

[4:52:02] When we'll be looking at school furniture, we want to, of course, pull furniture out of all of our buildings and not keep buildings with furnished.

[4:52:11] But sometimes we have those on couple months to we know what is needed on campuses.

[4:52:17] So we're actually able to now replenish some of our stock that we don't have, but we just don't have the space and then as we're able to identify some of our surplus properties with consolidations.

[4:52:30] We would be able to not have to do the lease for the warehouse and possibly be able to turn one of those buildings into warehouse space storage space.

[4:52:40] All right, thank you.

[4:52:44] Tracetar.

[4:52:46] Yes, that's a good question, Tracetar.

[4:52:47] Thank you for asking it.

[4:52:49] What is the link of the lease agreement for both of these?

[4:53:09] this existing term for the reasons that Dr. Molinard described.

[4:53:16] We are working to consolidate spaces, just as we are on our campuses, and we'll be relocating

[4:53:21] textbooks to another location, giving staff time to make those determinations.

[4:53:27] And then the additional lease is for a two-year period, and again we will be through our consolidation

[4:53:34] process looking at ways that at the end of that two years we will have vacated that

[4:53:39] space as well. I'll only using property owned by the school district. Okay. Thank you.

[4:53:47] Please move to voting.

[4:53:55] Motion passes 90.

[4:53:58] Now we're at A. K. Approved. Yeah, provisional cost for the warehouse lease.

[4:54:04] Look at it, 20 to 24 East Link Caster Avenue.

[4:54:09] Draw a motion.

[4:54:13] So moved.

[4:54:14] Chelsea Jackson, double second.

[4:54:17] Let's see Philips, any discussion,

[4:54:21] please move to voting.

[4:54:27] 9-0 motion passes.

[4:54:30] We are at Action Item B.

[4:54:34] Next, I'm consider and take action to approve the hiring of the Chief Technology Officer,

[4:54:38] Do I have a motion?

[4:54:41] Chelsea, do I have a second?

[4:54:44] should see Ryan any discussion? Please move to voting.

[4:54:54] 9-0 motion passes. Dr. Molinar

[4:54:56] would you like to introduce our new person now?

[4:54:58] I will.

[4:55:00] We'd like to introduce our new chief of technology, Eric Upturch. MSR Upturch is coming from Arlington, ISD.

[4:55:09] So he is here with us. So we love to welcome you and just so glad you're coming to the Fort Worth

[4:55:15] Independent School District and joining our team this evening.

[4:55:21] Can you go ahead and stand up? Did you have anyone with you tonight?

[4:55:37] Yes. Yes. That was good

[4:55:38] Bye, she got.

[4:55:46] Thank you so much and welcome again.

[4:55:49] Thank you. Next item, see approved loans are governance implementation plan to have

[4:55:54] a motion,

[4:55:57] trusty full of staff a second. Second. Jackson any discussion?

[4:56:04] Please move to voting.

[4:56:09] Nine zero motion passes. Item D approved second reading

[4:56:14] revisions to board policy, DB local to have a motion,

[4:56:20] trusty guard of a second.

[4:56:22] Trustee Lowell Reynolds, any discussion?

[4:56:26] Trustee Dar.

[4:56:28] Thank you.

[4:56:30] I spoke at length with our first reading about this and just

[4:56:36] shoreline recap a few of those things that I said is that

[4:56:39] education is not a competition but recruiting top teachers and

[4:56:43] staff is a competition.

[4:56:45] We are competing with all of our North Texas colleagues in other

[4:56:52] districts outside, to date, those districts in

[4:56:57] Terrent County that in addition to Fort Worth ISD, that have a policy that require

[4:57:03] chief level staff to in cabinet level staff to live within their school district

[4:57:09] are as follows.

[4:57:15] There are none. Fort Worth is the only one.

[4:57:18] of the 10 largest school districts in the state of Texas that, in addition to 4th ISD,

[4:57:27] require their chief or cabinet level staff to live within the district are as follows.

[4:57:35] There are none.

[4:57:38] We are the only ones out of the top 10 largest districts and the only ones in Territ County that require that of our staff.

[4:57:45] If everyone were playing with the same rules, I would support the chief and the cabinet living

[4:57:53] in Fort Worth, ISD.

[4:57:55] However, we're not, and it is a competition, and we must be viable for people who live

[4:58:03] in North Texas to want to come and work because I see part of my job as a trustee on this

[4:58:12] as to create a district that is very desirable for the top talent to want to work in.

[4:58:18] And I want to give Dr. Molinar all the tours. We're expecting her to win the game.

[4:58:23] We are demanding that she wins the game and produces the best product for our students and our teachers and our families and our community.

[4:58:33] And I want to make sure that she has all of the tools to do that with.

[4:58:36] So I am in favor and I will vote in support of this policy change. Thank you.

[4:58:44] Please move to voting,

[4:58:56] motion passes, seven, two.

[4:58:59] Now we will go to

[4:59:04] item I.

[4:59:06] Approved college access partnership

[4:59:08] to increase college persistence work

[4:59:11] for a development in parent and family engagement.

[4:59:13] Do I have a motion?

[4:59:17] Trustee Dara, do I have a second?

[4:59:19] Trustee Jackson, any discussion?

[4:59:22] Oh, Dr. Reggie, is this open to all?

[4:59:29] high school students or is it just economically disadvantaged or um our counselors are advisors

[4:59:38] work with any student who comes in enters the Go Center it's just not students are um

[4:59:44] coded economically disadvantaged because I spoke to some students and they they were told that

[4:59:51] their family made too much money so they didn't qualify so there is um special scholarships

[4:59:57] but to work with our councillors there.

[5:00:00] There's not a criteria. Now, we do have, of course, our students are first-generation with where

[5:00:09] they have special qualifications and scholarships as well. And, of course, we do have different

[5:00:15] scholarships and grants that we guide our students to, according to the income level of their

[5:00:22] families. However, when they're working with any of your advisors, that should not be the

[5:00:27] So we are happy to reiterate and address that with our partners.

[5:00:33] Thank you.

[5:00:38] All right, please move to voting.

[5:00:46] Motion passes 81.

[5:00:48] Next item, a proof contract for student support services case management and

[5:00:52] wrap round services for the 2025-2026 school year.

[5:00:55] Do have a motion.

[5:00:59] Trust your line to have a second.

[5:01:02] Trust your Jackson, any discussion?

[5:01:05] Please move to voting.

[5:01:12] Motion passes 90.

[5:01:14] Okay, approve purchase and installation of rooftop units and energy management system controls for leadership Academy at Mod Login Elementary to have a motion.

[5:01:25] Trustee Phillips, second.

[5:01:27] Sorry, who is low up in a second? Any discussion?

[5:01:33] Please move to voting.

[5:01:39] 9 zero motion passes.

[5:01:42] Item L, approve authorization to enter into contracts for MEP and commissioning services and conjunction with the 2021

[5:01:48] one-capable improvement program, do I have a motion?

[5:01:53] Trustee Jackson, do I have a second?

[5:01:56] Trustee Phillips, any discussion?

[5:01:58] Please move to voting.

[5:02:04] Motion passes 90.

[5:02:06] Item M, approve authorization to enter into contracts

[5:02:09] for moving services in conjunction

[5:02:10] with the 2021 Capable Improvement Program,

[5:02:12] do I have a motion?

[5:02:16] Trustee Phillips, Trustee Jackson, any discussion?

[5:02:20] Please move to voting

[5:02:27] 90, motion passes.

[5:02:29] Next item and approve authorization to enter into contracts for surveying services in conjunction with the 2021 Capital Improvement Program to have a motion.

[5:02:39] Trustee Phillips of a second.

[5:02:43] Jackson, any discussion?

[5:02:46] Please move to voting.

[5:02:53] 9-0 motion passes.

[5:02:55] Next item, O, approve authorization to enter into contracts for roof consulting services and conjunction with the 2021 Capital Improvement Program.

[5:03:03] Do I have a motion?

[5:03:05] Trustee Ryan, do I have a second?

[5:03:08] Trustee Dara, any discussion?

[5:03:11] Please move to voting.

[5:03:16] 9-0, motion passes, next item is P.

[5:03:18] Approval authorization to contract for storm shelter.

[5:03:22] Peer review services in conjunction with the 2021 Capital Improvement Program.

[5:03:25] Do I have a motion?

[5:03:28] Trustee Jackson, do I have a second?

[5:03:31] Trustee Phillips, any discussion?

[5:03:35] Please move to voting.

[5:03:44] 9-0, motion passes.

[5:03:46] Last item, Q, approval, renewal and purchase of managed print services of district, multi-functional printers and scanners.

[5:03:54] Do you have a motion?

[5:03:55] I'll see you in the second.

[5:03:58] Trustee Jackson, any discussion?

[5:04:02] Please move to voting.

[5:04:07] 9-0 motion passes. The time is 10-29.

[5:04:10] PM and this meeting is adjourned.

Fort Worth ISD Regular Board Meeting August 26, 2025

Agenda

Transcript