FWISD School Board Meeting, March 22, 2022 - without breaks

001good evening i'm calling this meeting to order the time is 5 30 pm in accordance with the texas open meetings act texas government code chapter 551 this meeting is officially open with a quorum present we will now move to our pledges which will be led by claudia garabay i pledge allegiance to the flag of the united states of america and to the republic for which it stands one nation under god indivisible with liberty and justice for all honor the texas flag i pledge allegiance to the texas one state under god one and indivisible i think everybody can see in the middle of the room we have some beautiful awards and i'm going to turn it back to ms garabay to discuss what those are and i believe we have some attendees from the company that

002will move up as well president jackson trustees and dr scribner the district's operations team is taking extra steps to minimize energy use and cost as a result the full worth isd has more than double its number of energy star campuses to explain what this means and how the district has achieved this is dr joseph yeah what you see here are 83 awards for energy star certified rated campuses we did not ask the principals to come tonight we're going to give them these awards at their principal meeting next week but really this is about several things it is about conservation of energy it's about fiscal prudence it's about collective efforts of campus staff operations staff maintenance everybody doing the little things that it takes to get the environmental protection agency to say you have done enough

003to earn a score of 75 or greater on a 100 point scale to receive the energy star certification now i do have to tell you that my friend michael ball had a lot to do with uh helping us complete the application process so um mike knows that we that we got these now um i do want to thank our partners at synergistic do we have any of our partners at synergistic y'all can stand up and and wave hey david i see you all back there now so uh they they certainly helped us get the ball rolling on this um but but again it also comes from from your assistance as a board and making sure that we have what we need in order to be able to do this if you don't have the right

004equipment the right thing's in place you cannot become energy star rated you see it on your appliances you go to best buy you're looking for a refrigerator you'll see that that rating so we're really excited about this the the number one reason though that i wanted to do it tonight was because this is like a state championship according to my friends at synergistic and david goff i think the next highest number of campuses that any district in the state has with an energy star rating is 26. so it's like we've lapped the field in a state championship game here in terms of being energy star certified so and and we plan to keep doing that so thank you very much thank you and i love the comment lapped the field thank you ms garebay and

005congratulations to everyone tonight before we move on to number four lone star governance i want to state that tonight we have an extensive and lengthy perhaps agenda within executive session it was my decision as board president to move public comment after board reports that will be number six uh time to sign up was still 5 20 so nothing else was changed but i want to make sure everybody knew that and i think that we'll all be happier if we can speak before we go into a very long executive session so thank you all and with that i'll move to 4a goal 3 college and career readiness dr scrivner i'll turn it over to you sir thank you very much president jackson tonight we have a few presentations under the section lone star governance the first

006addresses our goal three college and career readiness at this time i'd like to turn it over to dr david signs our chief of innovation and dr marcy sorensen our chief academic officer good evening everyone and yes tonight we'll be presenting the lone star governance gold progress update for goal 3 as you remember you received an update on goal 3 in january there hasn't been many changes to it but our goal today is to show you some of the steps we are taking to maintain and improve some of the measures that we have yet to be on track with so as a reminder this is board goal three which has increased the percentage of students graduating with a ccmr indicator from 43 to 48 by august 2024 as we learned in january our schools and our

007students have surpassed that goal by me by hitting 62 percent uh for the class of of 2020. and in order to earn your ccmr indicator you can do that through testing like sat earning college credit through ap ib college board or dual credit or to through earning a industry certification our goal progress measures are point one two three and four which we'll cover in this presentation in gold progress 3.1 once again we are on track this is our seniors uh from 38 to 33 to 38 by august 2024 and we are taking steps to address gold progress measure 3.2 3.3 and 3.4 that my colleague dr marcy sorensen will cover during this presentation ccmr pathways are college career and military ready readiness pathways are are an initiative that we have been working on in our

008school district for several years what you see before you are those pathways our students can earn that indicator through various to the various of these pathways the first one is college testing you can order it through earning a certain score on your site meeting that college benchmark which we reviewed in previous meetings through the tsia which is a texas success initiative assessment the act or through cp which is college prep course or texas college bridge which is abbreviated as tcb you can also earn it through college preparation courses like ap advanced placement dual credit and ut on-ramps which allow the students to earn college credit some of the alternate options are the during an associate's degree which we usually have of close to 300 students every year earning their associate's degree before they graduate from

009high school from tarrant county college that number is set to grow as you will see the work that we've been doing with early college high school programming throughout our district in the next few in the next few slides you can also earn it through iep requirements and also through a special advanced graduation plan for our students that have special needs we also work with them to ensure they have opportunities to earn their ccmr indicator as well and of course the last pathway and certainly not the least pathway is career preparation our ibcs are industry-based certifications those are exams that students can take at the end of a career in technical education or cte pathway that they've taken in high school usually that's a sequence of courses they've taken since ninth grade and they take a

010certification exam usually their senior year but some do earn them in their junior junior year the tsia 2.0 as i mentioned earlier the texas success success initiative assessment is an assessment much like act and sat students can earn the college readiness benchmark by taking this test and what that means if you earn the college benchmark is that you can enroll in the college without taking remedial courses this is just another opportunity to for our students to take one of these assessments to meet that college readiness benchmark as you may recall we already offer the sat and a ct for free at no cost to all of our students in fort worth isd in addition we offer the preparation that that goes along with it through princeton review that's available to our students at their campuses

011or through khan academy what you see before you on the slides are some of those benchmarks and what students have to score in order to meet that college readiness standard this slide guys it goes into a lot more detail if you want it but it talks about the units we have available for testing it's not a one for one there's usually two or three units per assessment for students on subject level so that's why you'll see this many assessments and so you'll also see that we don't we haven't taken that many units because this year purposely we've attached the tsia to our courses as you can see in the bottom there on may 17th students will take that out in their english 2 course or they'll take it in their geometry course we took that

012step in order for our students to have curriculum appropriate preparedness to take these assessments slide seven is about seniors who have met ccmr through collegiate course taking through semester one you'll see a comparison of bar charts from 2021 last year to this school year you've seen a little you see a little bit of increases in students that are enrolled and the percentage of students that's represented by the by the time bar is student student performance now mind you that that is not complete this is only the first semester students are most of the time enrolled in full year courses but we're already on path to meet last year's performance so we have had more students enrolled and performance is already where it was last year and this is for all college courses which include ap

013college ap on-ramps and dual credit on this slide you'll see that representation by program the on-ramps program is a program it's it's fourth year here in fort worth isd we have over 5 300 enrollments in in those courses and you can see that the red bar represents performance in those courses 82 that means 82 percent of the students in those courses or 82 percent earn college credit from the university of texas at austin students are earning college credit now and saving lots of money uh when it comes to their tuition you can see a similar trend with dual credit uh where we had students enrolled there as well in the into the thousands over six thousand uh with over 80 85 86 percent of students being successful in those courses as well there is also

014a high trend of students enrolled in ap that performance is a little bit lower that's an area of opportunity for us that we're working closely to monitor and make sure that students in our ap courses are are also mastering the exam because the difference between these three things with on-ramps you don't have to take a test to take the course with dual credit either with ap you have to take a test at the end of the course to earn your college credit so you take the course all year long it's a rigorous course and college board will tell you it's about taking the course and the rigorous course and then passing the assessment which is great but we want you to be exposed to the rigorous content but this just separates it by the three

015major programs that contribute to college course taking habits here in our district the next couple of slides is about echs enrollment traditionally fort worth isd has had three early college high schools that were standalone gold seal programs of choice marine creek tabs downtown and tcc south as we were looking through it and based on the interest at these campuses and wanted to make sure that students had opportunities to access not only dual credit but an early college program at their neighborhood school we started embedding early college programs within high schools and so you'll see southwest high school had now has an echs if you see zeros it's because they're still young they're barely in their 10th grade class zero does not represent that there's uh that there has been a problem is just that they

016just started are either in their first year second year or third year of implementation oscar dean wyatt or odie wyatt is one of our older embedded programs so they're fully articulated and of course you have tabs in marine creek up there as well that are early college high school programs another form of early college high school is our p-tech which is pathways to technology early college high school and this just brings in a more career and technical education spin to students you can still learn certifications and you can still learn a an associate's degree and here's where you'll find more of our high schools you'll find carter riverside south hills diamond hill dunbar is one of our is the oldest embedded program for echs and they started that program with texas wesleyan and so they're

017fully articulated as well so as you can see we've expanded this programming and more opportunity hence my statement about students growing from over 300 close to 300 students now earning their associates to in the near future that approaching almost a thousand this is just a pie chart of the representation of students in these programs as you can see the representation of our students closely matches that of our school district which is a requirement for our early college high schools to be designated by the state our early college high school programs and p-tech programs are are specifically targeted they're open to all students but they're specifically targeted to students that are first-time college-goers low-income uh or or students that have been under-represented in in college courses and the last slide i'll present to you is about

018cte ibc i know a lot of acronyms career and tech education industry-based certifications basically the this is what students can earn after finishing their cte sequence and you'll see varying numbers by campus that can be an effect of the size of the campus that can be effect of the type of programming focus out of campus as an example our wli isn't they they do have cte courses but their main focus is world languages so you wouldn't expect a lot of cte certification event that are available at those campuses there is some opportunities like in pembroke you see a comprehensive campus with a low number uh that that is being addressed because even programs there at bembrook are pretty young for that campus and so those are being articulated uh to make sure that there are

019certification opportunities for the pathways that are at those campuses and basically what this side slide says is there are that many opportunities to earn a certification at those campuses through those pathways our cte program has changed over the last few years we do not have a pathway that does not end in an ibc we have to have pathways that end in ibcs for our students to leave not not just for the uh indicator but because that that uh certificate is a pathway to a high need high wage career that could pay for college or have the employer pay for their college as well and now i'll pass it on to my colleague dr marcy sorensen to go over the other girl progress measures thank you dr science um good evening trustees how are you i'm

020i'm going to go over gold progress measure 3.2 and then on to the others so as we discussed a few months ago gold progress measure 3.2 9th grade on track the mid-year update and there was a 10 decrease and to remind you a decrease is good in this indicator we had 10 percent of our students who had failed less courses and which is a good indicator as a result of our freshman success initiative across the district and percentage of freshmen who failed at least one core course by the end of the first semester so there was a 10 decrease across the district um and we attribute this to our deep work across the district and our partnership with the network for college success and we really are leaning into strengthening school leadership our principals are

021doing extraordinary work lifting up the work of the freshman success initiative improving teaching and learning in our freshman classes making teaching and learning real and relevant preparing students for quality post-secondary options supporting culture and climate digging into data really making data accessible for our students and bringing it to them so that they know where they are in terms of their grades and their attendance and their behavior and integrating research and data into daily practice and so um we've put together a little video for you to actually see the work because it's not enough for us to just explain it to you and we thought from the mouths of our principles and the mouths of our students we thought we would bring it alive for you um i know i talked a lot about this with

022you in january so i'm going to pause for a moment and let you see a video of three of our campuses that we've highlighted for you um young men's leadership academy diamond hill jarvis high school arlington heights high school and dunbar high school all are highlighted in the video and so team and if you will queue up the video we can take a look at what freshman success looks like here in fort worth isd the leap from like middle school to high school is like it's enormous it's a lot of new stuff for them so i just feel like it's like getting a new job what is the biggest thing we know freshman year is a time of big transitions what are some things that you guys want to see here school new friends and

023typically when teenagers start to make decisions about their futures i really just want to be like something like an investment banker like in the business field something that i want to do when i grow up is mainly real estate i would like to become a veterinarian but did you know that as the freshman year goes so goes a student's future research shows that freshman on track rates are more predictive of a student's likelihood to graduate high school than all other factors combined with this in mind fort worth isd has a new way of approaching freshman year that everyone can get behind called freshman success so what can i do to help you get there it's a proactive targeted effort with metrics that align with a fort worth isd board of education goal to have all

024students complete ninth grade with at least six credits without failing more than one semester of a core course and without having to repeat ninth grade so how does this new approach make sure freshmen start their high school careers on the right track we strive for our students to get a 3.0 or higher and then also six credits first good grades and credits statistics shows that if students by the end of their freshman year have six or more credits they are more likely to graduate you got to start strong if a kid is behind on their gpa by the time they make it to a senior it's it's exceptionally hard for them to catch back up i'm confident that i will graduate high school because i have good grades i have good people by my side

025another strategy for freshman success sharing data with students the good and even the bad to give them a sense of ownership and empowerment concerning their own futures so we show our young men the data frequently in their cohorts of how we're doing in behavior attendance and grades and other data they also have a voice on how we can improve here at our school and hence the the peer tutoring program and some of the other initiatives that you see at our school do the same thing as this they're helping each other with their actual assignments or missing assignments in classes i think the freshman success initiative gives gives our students a platform to be vocal when me and my team meet with students we're able to discuss their needs immediately which also helps students become their

026own best advocates reiterate the importance of going to class on time getting your credits trying to speak for yourself advocate for yourself talk to the teachers email teachers reach out so organize your time this focus also puts a freshman success coach on every high school campus to help teachers principals all the freshmen success team expand their own capacity to support 9th graders the coaches assist the team in tailoring freshman success metrics to fit their campus and students whether it's targeting attendance discipline or other data which brings us to another component of freshman success extracurricular activities giving them all the supports making sure that they're involved in something football it just it makes me happy because it's something i've been doing since i was a little boy and you know it just might be my dream

027my passion 78 of our kids who have beer better are involved in some sort of extracurricular activity i think playing a sport gives me like less time to do knucklehead actions and stuff in just its first year the freshman success initiative is making an impact and the student of the week is providing a strong start counselors and the teachers here they really care about us for a powerful finish the one thing i'm really focused on right now at the moment is just graduating high school that's the main thing i feel like i'm on a really good path so we wanted to bring that to you rather than me just continue to highlight the great work that we're doing around freshman success to be proactive on the front end we thought that we would show you

028some evidence of our work on all of our campuses to support our kids on the front end so that we are continuing to achieve all of our goals in ccmr so moving on to goal progress measure 3.3 which is algebra one and completion by the end of ninth grade um we have intentional district strategies and district supports um we brought you data again um at mid-year and that data has not changed because at mid-year we were really looking at eighth grade really driving on that data and we anticipate that the data will continue to grow as we look at eoc supports but we wanted to bring you some additional strategic supports that we're doing across the district high impact tutoring has started at all of our high schools i mean not just for algebra one

029but for all of the eoc courses in english 1 english 2 us history biology and algebra there are individualized and differentiated campus plans teachers are being compensated at in forty dollars an hour for teachers obviously minus fringe and normal deductions and this is for re-testers and for first-time testers we want to be pro-active this isn't just for our retesters but we want to make sure that we're catching kids on the front end there was an esser allocation of 2.24 million dollars in esser funding to support this initiative for ccmr so again this is through the building capacity framework so we also want to make sure that we are supporting our teachers and that there's professional learning for our high school teachers in these particular courses in u.s history biology english 1 english 2 and that

030we're supporting these tutoring efforts on the campus we also wanted to point out that there is a redesign in our high schools of reading 1 and reading 2. the required scheduling drivers for high schools are listed here but we do want to point out that incoming 9th graders who did not pass the 8th grade star will be required to be scheduled into reading 1 and 10th graders who did not pass the english 1 eoc will be required to be scheduled into reading 2. so there is a redesign of scheduling drivers so that we are again supporting ccmr through intentional scheduling and programming so that our kids are college and career ready and when we talk about psat act tsia and all of these collegiate assessments our kids are ready for these assessments so that they

031are college career and military ready we also have a new high school secondary literacy adoption and we have new advanced placement materials in literacy and there are professional learning opportunities that our teachers are being compensated for or being given flex credit opportunities for with culturally responsive pedagogy and text that are also teks aligned and support our students in the appropriate literacy pedagogy so that our students are ready again for college career and military readiness and now moving on to i'm sorry the arrow is pointing at the wrong goal progress measure here and but this is goal progress measure 3.4 s-a-t and a-c-t so i would like the on the board to understand that this is our first year as a district leaning into a collegiate continuum of assessments eight through twelve eight through 12. and

032i say 12 because we have many of our 12th graders that continue to take the act and sat in their 12th grade as they seek to attain better scores right we offer it for all students at the 11th grade all students take it at the 11th grade but many kids continue to take it in the 12th grade as they seek to take and attain better scores but we know the benefits of the psat s.a.t as readiness growth and potential we have a continuum of assessments that we give in our k-8 space map nwa many of our principals were asking us well what's the continuum of assessments that we have in our high schools so that we can track monitor measure growth for our students in the secondary arena and so we have implemented the psat

033suite of assessments so what are the benefits and how does psat connect to sat so our eighth graders take the psat that's the baseline of their assessment we get an incoming score for our eighth graders so that we know where our eighth graders are in both reading and in math so that we know where they are when they come into high school with foundational skills in both reading and math coming into high school where are they with foundational skills in the s.a.t suite of assessments entering into high school high school teachers have their eighth grade scores so that they know how to work with students as they enter into that space so that they can continue to support them our ninth grade students then take the s the psat twice in their ninth grade year

034they take the psat twice in their tenth grade year they take the psat at the beginning of their 11th grade year and then they take the sat at in the spring of their 11th grade year so we have a continuum of assessments and data on students and their growth i'm sorry i'm just going through slides so what do student scores tell me just like we have our map assessments we are able to see how students are growing over time value add as students are with us over time we should see students growing in both reading and students growing in math we should see students growing in their collegiate and college readiness skills over time in both reading and math we are now looking at our students not just against students in fort worth isd we

035are not just looking at our students against students in texas we are looking at our students competitively nationally because that is who our students are competing against as they look to go to colleges across the nation so here are the s.a.t college and career readiness benchmarks and so what is the sat tell us there is a deep alignment to quality instruction there's lots of questions that folks ask us about alignment to the teks and alignment to the state standards the psat tests are designed to reflect the work that students are already doing in the classroom so this does not deviate from the teaks using a student's complete score report teachers can understand the student's strengths and focus on the learning of the specific areas where students need to grow most teachers schools counselors have access

036to the data parents have access to the data students have access to the data it's all in the college board website that students parents families counselors teachers all have access to i mean the psat continuum of assessments are all available and accessible through their student account and teachers have access to this to then align their instruction to it because if we are not using it to align instruction to it then there's no use for us doing it so we wanted to share with you psat percent participation across the district this is grade eight in grade nine this was the fall i'm sorry and then grades 10 and 11. this was across the district african-american hispanic white economically disadvantaged in english language learners mr moore dr science and myself all had conversations with principals about expectations

037that campus arts campuses were expected to increase participation but we also know that this is our first year of doing testing and so campuses were setting expectations with students with teachers and creating cultures around the purpose of this assessment we also wanted to share with the trustees the average psat eighth grade scores grade eight and grade nine the district the state and the national average along with the targets in grade eight and grade nine 10th and 11th grade district state national and target percent who met the psa psat targets e-b-r-w is the reading and writing math and then percent who met both district state national grade 8 grade 9. grade 10 grade 11. and so what are we doing as a district to work on this we are working on quality instruction every day we're

038reviewing student data on collegiate testing with students with intentional student conversations dr science has talked about princeton review khan academy think circa in our reading and writing courses we're talking about high impact tutoring which has started already in our high schools and then i'm going to turn it back to dr science to talk about test prep so while the pathway to a strong benchmark bench meeting a benchmark score for any of our assessments is through our curriculum practices we do want to make sure our students have access to quality test prep that is something that should be available to our students i remember paying thousands of dollars for just taking prints and review for gre many of you probably did the same you can do that for free now for our students here in fort

039worth isd through use of some of our esser funds and our our various inputs that we have here allow our students to develop that student test prep plan they get support from their post-secondary teams administrative support they can get support through their counselors our go center we want our students to access whether it's princeton review which is a longer program or khan academy which is a free program now the beauty of khan academy is when you take the psit your scores upload into khan academy and khan academy is able to determine where you need help in right but once again the one thing we're doing differently is this is now a part of our curriculum this is not just about prepping our students to pass a test or get a certain benchmark score but it

040is something that we do provide for our students and we have broken it down from the different areas that i've talked about princeton review test prep strategies the princeton review online resources and of course khan academy these are available to our students through their campuses a lot of this is going to be targeted towards juniors because that's when we offer the s.a.t and ict but it is open to more students depending depending on availability khan academy is free for everyone available to every student prince review is targeted towards our juniors and i'll end our presentation by also showing the alignment we've made with personnel supports at our high school campuses this graphic just shows the the amount the the folks that are our educators that are focused on supporting our students and meeting individual pathways

041that's how you make a difference in performance gaps or performance opportunities for our students you have to look student by student and so through our freshman success coaches our freshman success teams our post-secondary specialists who manage the post-secondary success teams for the entire campus our go centers and our ccmr coaches which are staffed by not only our ccr coach but also by tcu college advisors which we expanded this year through our partnership with t3 and the use of esr funds as well uh and also through of course our high school counselors our high school counselors are the catalyst of this programming and it and it's important to note that as a district we we enjoy a very good ratio of student to counselor that's just counselors themselves to students not including the rest of these

042people of and it's 300 to one the national standard that is given and not many people meet it is 250 to one we're about 300 to one and so as we went through the presentation you saw a progression of where we have been with programming we focused a lot on opportunity and access for our programming for the past few years now we're focusing on making sure that we don't wait to our 11th and 12th grade year for us to find out what that pathway is that we focus on our ninth graders and then we embed this work into our everyday curriculum what you'll see in the coming in the future in the coming year and years from is how we move into a strong exploratory program in middle school and how we move into a

043strong awareness program in elementary 12th grade is not where ccmr ends or begins pre-k when they walk in our door is the beginning of a ccmr pathway for our students and that registration starts april 1st just so you know and so we want to make sure that we move these pathways and programs down you cannot form a picture of yourself or a dream of yourself if you haven't experienced it so if we're asking kids what do you want to be when you grow up let's create those programs so they understand and know what that means and what they want to do for themselves and you'll have a pathway here in fort worth isd thank you and we'll answer any questions trustee darr there we go uh thank you for this report um the i'm really

044excited first of all two thumbs up on the video bring more videos seeing kids makes me smile and i hope that everybody had that same kind of feeling when seeing these kids experiencing success that's a great thing so thank you um are there talks about continuing the freshman success initiative with sophomores next year and i don't want to be called this freshman success initiative but some kind of uh supports in place for perhaps select sophomores that still need some additional support as they matriculate through high school i think that's a great question and what i would answer really candidly is that that's what freshman success is really intended to do it's to change the organizational culture of the school and it really is about changing adult practice and i think i said that when we

045talked in january it's about the way we do school and it's about the way we as adults as teams work together to support students so we hope that it becomes infectious and contagious and replicates itself sophomore year junior year senior year and so dr sines and i talk all the time about how do we replicate this concept sophomore year junior year senior year so that this just becomes the way we do school because we know that students need that kind of wrap around support every single year so yes and right thank you i want to thank both of you for the presentation it's comprehensive uh esser funds are a great thing but they're finite and i heard them mentioned a couple of times one was test prep the other ccmr supports right i like that

046because i know that that you have metrics associated with it however how will we sustain and i don't know if you know the answer but that's my question actually it's a great question those were actually strategic investments into ccmr initiatives because our students that earn their ccmr indicator and enroll in the college actually generate more funding for us so for example we got 2.9 million dollars more from ccmr bonus month funds last year which was an increase of about 30 from the year before so the more success we see with our students earning ccmr indicators and enrolling in college the more funds that come back to us so within the next two years these investments are designed to accelerate that performance so that we can sustain as esser is phased out it'd be great for

047you to show us that roi when it's available and smooth data thank you thanks for the quick answer to trustee martinez i just want to echo a great video um knowing a couple of those freshmen personally i know that the freshman success program um has one been successful because of it's about building relationships and also increasing that parent engagement i've seen it on campus i've seen it in action and so i think that it's going to lead like you said to a culture change on these campuses my questions have a two questions um one is how do we increase enrollment what kind of things are we doing to increase enrollment across all student groups i was looking [Music] specifically on the percentage that are enrolled in the collegiate course taking and so you see uh

048very different numbers for african american hispanic and white students across the across the different groups so what are we doing to kind of um these collegiate courses and increase enrollment for all student groups definitely definitely and i think the good news there uh trustee martinez is those numbers have been increasing uh in with the addition not only of more dual credit but also the on raps program and i'll go back to the teaming concept in order for us to know individual pathways it's not about pushing kids in the courses it's about determining the pathway for each student so as students are going through freshman success as students are going through our post-secondary success program and working with our counselors is identifying what that pathway for the student may be and seeing that you know we

049have a high percentage of students already enrolled showing them that one it's possible for you two this is not just an advanced course that only for certain students we have the supports necessary for you to be successful so we do promote those at the campus level through our counselors with individual meetings and also district-wide usually by our website and through our gspsc programming but these courses are open to everyone but like i said before those numbers have been increasing over the last few years uh due to the addition of programming as well yeah and speaking back to i think that the parent engagement portion of freshman success is also going to help increase that enrollment as well when the parents know that those opportunities are available definitely the other thing that i would add trustee

050martinez is that it's also about what you said with relationships is that the more that students know their teachers and the more that the teachers know their students the more the trust builds around taking those academic risks and so teachers can identify the gifts that students have that don't always show up in very traditional ways and that students are willing to say to a teacher i want to try that so those relationships those trust building spaces that where students feel safe to say i want to do that or a student or a teacher can say i see a gift in you i think those things really matter and so relationships do really matter in those spaces great and then my question pertaining to page eight i was looking at the largest enrollment is in the

051ap courses can you speak to if um texas schools are at risk of losing an ap designation at all um because of banning certain topics are we deep are we at risk of that at all i've been reading about different i couldn't speak to that no i haven't heard that through our office or through college board okay trustee ryan well thank you for the presentation one of the things i would ask if we're doing the psat test four times between ninth and tenth grade have you seen a drop off in scores sometimes because they've they've just gotten to the point where they don't want to do the test anymore this is our first year doing it and i think that we have had some really intense conversations with principals around purpose setting and we are

052actually have our high school principals on board around the y and we have dramatically reduced testing at our secondary level we took away interim assessments and so we are no longer giving our interim assessments so that reduced the number of assessments that our secondary schools are giving per year and so we're giving this kind of as a a benchmark assessment to look at how our kids are doing over time in in collegiate testing to make sure that we are value adding over time and the the why is there with the reduction in other assessments but we'll definitely track and monitor over time to make sure that there is not over testing i will say too that we hope that a trend continues when uh when districts and like ours too and i've seen this in

053other districts as well when we move to a school day collegiate assessment program our scores tend to take a dip at first because when you see comparisons to the national not everybody takes psit not everybody takes sat what you'll start seeing is that gap closing and that's for all students not just for those that are able to take it and pay for it and so we hope that that trend continues it has held true for sat and and we want to make sure that it holds through through psat by informing our curriculum as we move forward and i guess the other thing i would ask and it just happens to fall not too long after he passed away but i wish we could duplicate john hamilton at all our campuses because when you can sit

054there and have 28 kids 30 kids make national merit each year and beat out all the private schools and the top public schools in the state if we could duplicate that we'd be on top of everything trustee louis benos thank you president jackson uh on patch oh thank you for this report on page seven uh of the slide for the powerpoint and back to trusty um martinez we have a percentage of students who enroll but we also have a percentage of maybe 50 percent of the percentages are enrolled met the criteria how can we increase the students that enrolled to the full potential of that if enrolled 58 percent last year you know only 32 percent made the criteria how can we close that gap definitely and so some of the steps we're taking in

055that is if you look on the on the next slide you can see that there's one part of our collegiate testing program where we have a lot of growth to do and that is an ap and dr sorenson spoke to the alignment of our curriculum resources to be able to do and i'll let her speak on that here in a second too but with regards to on-ramps and dual credit what we continue to do is embed those resources within the class for example dual credit is learning from on-ramps with on-ramps uh they have not only a ut professor but one of our teachers that are working with the student and we're trying to duplicate that with dual credit as well and with ap we want to speak to more of it too but that's where

056the opportunity of growth is considering the gap um i would say that it's a two-part answer one it is about professional development and ensuring that the teachers who want to and need to attend advanced placement professional development have those opportunities to do too because that is rigorous and intensive professional learning and number two it's ensuring that students have access to the rigorous course content and the materials that they need in order to do that and the support after school for tutoring and and additional content support ap courses are very content heavy it is not about necessarily critical thinking and and application of the content it's very content heavy whether it's math or literature and so it's making sure that they're really supported in the understanding of said content thank you and we are offering the

057offer the training for for the teachers to yes yes dr science and i are actually in the middle of switching that over to my department to make sure that all things for teacher support live in my department moving forward great thank you thank you trustee lui banos thank you both you all did a great job um that's a lot of comprehensive information and i'm sure we'll all have more questions tomorrow thank you we're here to help right now we'll move forward and continue with lone star governance board quarterly review lone star governance coach monica haloma is here with us and she'll assist during this portion thank you for joining us monica here live and in person thank you for being here i know thank you so much for having me here face to face i

058really appreciate the invitation so let's go ahead and get started with our quarterly self-evaluation you should have two handouts one is going to be the quarterly review and then the second document is going to be our lsg instrument so one document is going to have all the columns and you're gonna see three quarters ago two quarters ago one quarter ago and the instrument which looks like this yes all right so what we're going to do is we're going to evaluate our performance as a board for the last three months so that's going to be december january and february okay um i'm going to be giving you what we had under one quarter ago what was our score when we evaluated back in september and then you all will decide where we at based on the

059work that we have done and where do we want to be in the next three months what's going to be our focus for the next three months so let's start under vision and goals one on that three on the column the quarterly program the quarterly progress tracker if you can go ahead and write down under one quarter ago so last time we self-evaluated we were at 12. now if you look at your framework your instrument 12 will be under meets focus so that's where we were and our goal was to be at master's focus so where are we for these three months who will share with us first where are we trustee evans well i'm going to be real candid and say we haven't met masters because i have not memorized those goals the details

060of the goals in terms of the exact numbers and percentages thank you who'll go next trusty door um i concur that we're still at meats yes we're still at meets so one thing will be um committing to memory right uh where we're at but then something else that we have been working on is that community ownership um to the goals so then for this quarter then can we all agree that under the current quarter we're still at 12. give me a thumbs up if you agree thank you all right so where do you want to be in the next three months i would say we can pursue masters and if we're at meets we have other work that we're that we're completing that's essential but i would i would like for us to move to

061masters how do the rest of the trustees feel are we still doing thumbs up yes okay so then current quarter will be 12 and then our next quarter target will be the 15. now let's take a look at vision two vision and goals two at the last uh quarterly sea of evaluation we were at a one at preparing to focus so take a look at approaches focus have we completed all the descriptors under approaches focus we are on vision and gold too last time we talked about this some of our goal progress measures were missing deadlines have you all done any work on addressing those gpms no we have not not yet right because we're actually in the process of revising those so for this quarter we stay at preparing to focus which will be

062the one i know we are working on getting ready to go out and engage with the community so my recommendation will be that's not gonna take place we're not gonna be drafting uh gpms in the next two months so my recommendation will be to stay at the one for the next quarter under the gpms will the board be okay with that yes all right so let's move on then to vision and goal three vision and goals three has to do with constraints last quarter we were at approaches focus let's take a look at meets focus have we completed all of those descriptors anyone else i believe we have to adopt the constraints at the meeting today so as of this very moment no but hopefully by the end of the meeting yes yes so this

063is actually a really cool one because we were going to be adapting those boards health constraints at the last board meeting however that did not take place right we'll just have a brief discussion about those today so at the end of today you will be there but at this point we're not there quite quite yet so for the current quarter we're going to be at where approaches approaches so what we would like to be the target for the next three months i'm hearing meats can can we do a thumbs up on meats all right so from approaches to meets okay so let's move on to progress and accountability one at the last quarter we were at does not meet focus let's take a look how are we moving along on vision and goal um wait

064did i skip one i skipped one vision and goals four vision and goals four so we were at preparing to focus this has to do with the constrained progress measures i i would say we're still at preparing to focus because aren't we revisiting the cpms here soon yes so we're still so we are still in there preparing to focus where will we want to be as a board in the next three months approaches focus approaches all right is the board okay with that i need to see a thumbs up from the board okay thank you all right so from a one to a two now let's move on to progress and accountability number one so this we were i does not meet focus let's take a look at preparing to focus have we completed all

065of those descriptors i think so so there was one thing that was um keeping us at this point last time and that is your monitoring calendar the monitoring calendar only includes this school year and we need to expand it to the deadline of your goals so that's one thing that we need to work on that we will not revisit until you have all your gold progress measures and constraint progress measures in place okay however once that takes place then we can adjust this monitoring calendar i do want you to keep an eye though under the approaches focus we're talking about time right and i just want to take a quick moment to congratulate the board today you've actually spent um just unofficially talking about the goal progress measures you've spent about 47 minutes of your

066board meeting so if our goal is to have a board meeting that's no longer than two hours and half of that spent on student outcomes you are actually getting there so this i'm hope you know this will be an area where you're not going to struggle to get to that 50 percent those questions you were asking today on the gold progress monitoring were amazing questions so thank you so much you're doing a great job but for the evaluation purpose though we are going to be at still at zero where were you envisioned uh you will be in the next two months what's going to be the goal i would like to be at least at meets focus if we can expand that calendar we we are generally always over 10 of our meeting spent on

067student outcome goals we can at least do 25 percent yeah you'll be the goal being 50 but if we can get that calendar taken care of then i think we can get all the way up to meats what does the rest of the board say yes all right so if i heard correctly that would be a meets focus yes all right okay so moving on to progress and accountability number two progress and accountability two uh we were at approaches focus take a look at the meets focus column where are we do we move forward or do we stay under approaches i think we're still at approaches okay we're still at approaches where do we want to be for the next quarter so under meets focus if we look at the second descriptor one quarter ago

068you are engaging in that self-evaluation that's this instrument that we are completing right now um voting to approve the quarterly progress tracker we will be doing that and then uh the only thing that we will be missing will be the first descriptor which is receiving that annual report on the average cost of staff time spent in your board meetings and that can be i can work with your superintendent to develop that report i heard trustee martinez say meets is that correct everybody good with meats all right systems and processes we were out of one preparing to focus take a look at approaches focus have we completed those and if not can that be something we focus on in the next quarter i think we meet approaches focus with the exception of i know we altered

069the the calendar of departmental reports so i don't know if that counts against us for modifying the monitoring calendar in the last quarter so in this case because that monitoring calendar does not fulfill the requirements of the deadline as the same as your goals on this one that's one piece that we're still missing how do you think we're doing on that consent agenda has anybody done the math i i think we're hidden 75 percent on consent okay and are we including all of the consent eligible items to that consent agenda i believe so yeah all right so then um for this quarter we're staying at preparing to focus since we are adjusting the monitoring calendar that will give us an opportunity to then move on to approaches focus with this one i would like for

070you to just take a quick look at master's focus even though we're not there yet this is going to be that goal that i was sharing earlier um with you so may i have a volunteer who will read the first descriptor under master's focus do we have a volunteer or i've all been told i will volunteer thank you board authorized public meetings in the last quarter did not this is meets focus right correct monica masters yesterday sorry i was reading the wrong one board authorized public meetings in the last quarter did not exceed an average of three meetings per month an average of two hours per meeting an average of three other topics per meeting board members board members received the final materials to be voted on at least seven calendar calendar days before the

071public meeting no edits to the board's regularly scheduled meeting agenda in the three days prior to or during the meeting unless the state of emergency was declared so i just wanted you to see we're working kind of like with the end in mind right at the end that is really our goal um we are not there yet however this is where we want to go to so when we're talking about the average of three other topics per meeting what we mean is you are going to have no more than three items up for discussion for the board or where you have to take an action okay so i just want you to keep that in mind as we're thinking about your board agenda i started to meet with your board president and we're looking at

072that board agenda and really begin to edit some of the items that you have there so we can begin to focus those conversations i just wanted to give you a heads up that's what we're going towards okay um so then just to clarify then we are under preparing to focus for this quarter am i correct and where do we want to go what's our target for the next three months for the next three months yes i say meets focus mates focus all right what does the rest of the board say all right so we're saying an average of four meetings per month an average of three hours per meeting and five no more than five other topics is that what we are agreeing to yes i wouldn't say agreeing to i would say aspiring to

073aspiring that's what we are agreeing to work on for the next three months i like your aspire yeah aspiring too all right ring to be aspirational okay so let's look at advocacy and engagement we were at does not meet focus we've been working on this area for the last month or so six weeks are we under well first of all under the does not meet focus are any of those true any of those two descriptors i think last time we were stopping at the board has not publicly communicated the board adopted student outcome goals we haven't been really um sharing those with the community going out to the community right that's something we're in progress with them that's right that's something that you're working on and that's huge yes it is so last time we

074agreed that we were under does not meet focus and we wanted to go to approach his focus we're working on going out to the community and engaging in that two-way communication that should be taking place within the next quarter so where would you like to be um why are you aspiring to in the next quarter approaches okay approaches what does the rest of the board say yes all right so current quarter zero uh next quarter target will be approaches and then the last one is our synergy and teamwork last quarter we were at does not meet focus under preparing to focus all of those descriptors must be met so where do you all think we're at for this quarter technically we're still at does not meets until we adopt these board opera we're adopting the

075board operating procedure tonight correct we're voting on it so we're still there but just at the cusp all right just like the board self constraints okay so we are at does not meet focus where where do we want to be in the next quarter being asked we have an election two trustees incoming in may possibly june if there is an extended date i think we would do well to go to prepare to focus with the inclusion of two new trustees what would be your opinion monica um i think that yes that preparing to focus will be a place that we can aspire to thank you what will the rest of what does the rest of the board say yes okay all right so president jackson could you just remind us again go through the next

076quarter targets well the current quarter targets first where are we at for the current quarter what were those results right now yes ma'am 20. oh you are speaking yeah uh so for uh vision and goals one where did we say we were at for this quarter vision goals one we said we were at 12 i thought 12 okay okay and then mission and goal is two one i'm sorry fifteen is that roger twelve i'm sorry twelve no it was one it's one okay that's one so vision and goals two is one one okay vision and goals three three vision and goals four one is that what everybody says it's not the one on the screen yes okay mission and goals one and then uh progress and accountability zero is that right the what i'm sorry

077zero okay uh partisan accountability two two okay for progress and accountability two but we need to be higher than that we don't want to match that number correct yes now um advocacy and engage um no systems and processes where are we this quarter we're at one okay and then um advocacy and engagement zero okay with with a special note that we are working on that diligently yes and then for synergy and teamwork zero all right so who can do the math what's the total it's 20 20. all right now for the next quarter targets where do we want to be at what did we say for vision and goals one fifteen vision goals two for vision and goals 2 okay vision and goals three i don't have the values on this particular document so i

078don't know the numbers all right that's where i'm getting hung up yeah that's the same focus so what's the value for meet focus okay so for vision and goals we had the goal to be at masters focus or what did we have what was the value for vision and goal one i believe it was approaches focus vision and goals one we were at i'm sorry it was yes 15. okay the masters and then vision and goals two where do we want to be in the next quarter we wanted to stay at preparing to focus i believe is that correct we wanted to stay at the what did we say we wanted to stay at preparing to focus i thought it was approach focuses oh okay approaches focus thank you trustee dora okay approaches focus so

079that's four vision and goals three we were at approaches where did we say we want to be in the next quarter mids meets so that's a nine vision and goals four we are at preparing to focus and we said that's where we're staying at one right i thought we said we're gonna try to go to approaches okay what's the value that tattoo progress and accountability meets meets that's at 12. proposing accountability ii meets that's four systems and processes approaches four but i think we said needs on that one did we yeah oh i didn't get i didn't get my goal i wanted to purchase so systems and processes that's right going to those four meetings right a month okay so that would be at 12. no it doesn't say to have four meetings it says

080that it will not exceed an hour ratings an average of four meetings so that doesn't mean we're having four meetings that's it's important clarification yes no more than the average of four board meetings per month um and then advocacy and engagement approaches approaches that's at three and synergy and teamwork we said one right preparing to focus preparing to focus that's a one all right who can do the math for me i get 62. got 62 as well all right so for this quarter we are at 20 and our goal for the next three months the next quarter will be to move to that 62. questions about our quarterly tracker no questions no questions all right so in order for us to get there i will be reaching out i'm working on the script i'm working

081on the presentation we have a meeting coming up soon a workshop where we're going to talk about those things so be on the lookout for an email with that information so we can continue moving forward on that community engagement piece okay ready to move forward yes ma'am okay we'll continue with developing board self-constraints i'll turn it back over to you thank you so we talked about the adoption of three board self-constraints and those were about to be adopted last time um i just asked for those to be pulled out because we needed a little bit or i think we needed a little bit more clarification on the first one so the first board self-constraint um i have a volunteer to read that first one the board either collectively or through the actions of individual board

082members shall not spend less than 50 percent on student outcomes during board meetings all right so kind of like he was missing something after that 50 so this is my recommendation um the board shall not spend less than 50 percent this is what we will include of time during board authorized public meetings focused on student outcomes so really emphasizing um and including like 50 of what so spend less than 50 percent of time during board authorized public meetings focused on student outcomes i see some of you nodding what do you think yes thumbs up thank you so that would just provide a little bit more clarity like what are we um spending you know when is that 50 focused on so this is part of your consent agenda and you will be voting on that

083later today any questions about the board self-constraint that is the only one that i'm recommending we adjust dr ryan give a question okay i do have a question when we vote on these constraints we are voting on what you just recommended not what's on what's written up there on the board that is correct it's based on my recommendation thank you you're welcome we want to read the second one the second one and third one stay the same sure if you want to read them just so we can remember trustee martinez you want to take two the board either collectively or through the actions of individual board members shall not give or appear to give operational advice or instructions to district staff thank you number three quentin you want to take that one sure the board

084either collectively or through actions of individual board members shall not behave in a manner that erodes trust and respect among the team of ten thank you both anybody have any other questions of monica all right we good thank you thank you and thank you for being here this was a lot tonight and we're going to get to where we need to get to be and we will we'll do it with your help so thank you very much sounds good thank you so much dr scribner i'll turn it back over to you for the technology update report thank you item five uh a is our technology uh update uh long-range master plan uh these uh the following three recom following three presentations rather um were requested by the board that we provide these overviews so we

085will begin with our technology update with our chief technology officer marlon shears following that we will go into bilingual education and special education and dr marcy sorensen and her team will will take us through those presentations first we'll start with marlin thank you dr scribner good evening trustees uh everyone in attendance today i'm proud to present the technology update which will start with the technology master plan and talk about some of the initiatives that we have ongoing at this time as you see the title of this is technology with the strategic purpose and i just want to say that with emphasis because our motto is uh do not do anything that does not support students when it comes to technology within my first 60 days on the job i ran an assessment to align the

086technology department with the alignment and beliefs of the superintendent and through that assessment you can see the results my actual result when i came on was lower than the superintendent on where the technology department was i felt that we were struggling struggling not in the sense of doing the day-to-day job but struggling because we were putting out fires on a day-to-day basis so we were working but we weren't working smartly the optimal portion that you see on there is where the superintendent felt we should be if we had a little guidance and we and we made a little bit of increases in our performance and at the top you can see where i thought we could be within three years and that's transformative i felt that way because of the talent that was on the

087team and with the proper guidance and the proper strategies that aligned to business we could become a transformative department and as you see technology departments that are aligned with business objectives which is supporting students are going to be more successful than those that implement technologies in silo so some of the top priorities and these priorities came from interviewing my colleagues within the first 90 days walking school sites and from the technology master plan committee that you'll see in the next slides some of the things that we realize is that we need to maximize our e-rate for those that are not familiar with e-rate it's amount of money that we get from the fcc on a five-year rolling basis except for 2020 was an out year where most school districts got their total allotment plus around

08830 percent to give you a a little bit of how much money fort worth gets for our new five-year commitment which started last year we received almost 14 million dollars of e-rate funds i i'm happy to say that previously well i'm not happy to say but previously in our five-year cycle the district left around five to eight million dollars on the table of unspent e-rate money within the 2020 year uh we didn't maximize that value at all either within the last two years uh the year that i came on and this year we've spent we just put our application in today 9 million of the 13 million that we are allotted which means that we're making steady progress and upgrading the technologies in our schools one of the other things that you was very obvious

089when walking through schools is that we needed to upgrade the technology and we'll talk on that later on then came the community wi-fi project to support those students through the pandemic that we found didn't have adequate wi-fi access and we'll touch on that and then just aligning the technology to support the schools and i'll touch on that also and we also needed just to improve our processes and procedures in order to meet that transformative measure that we seek so in doing so in support with leadership we re-org the organization one we focus on putting supports back out to the campuses creating positions that would actually reside in campuses to port support students and faculty no longer will be housed in warehouses and behind closed doors but we move our supports back closer to schools increasing

090the help desk support but also modernizing the technologies that are used so no longer do you have to just get on the phone where you'll be able to now text get a call back have virtual agents answer your questions and have autonomous processes that can help you without having to talk to individuals increasing our campus security systems as we all know that security on our campus is of the utmost importance to protect our students having governance through project management office to support our projects to make sure that we that we put projects with governance in place that align to the business strategies and objectives and also to separate the offices so that we have clear roles and duties and objectives for my staff and the staff that supports other departments so that they can get

091the job done and be efficient and that's where the i.t business services team came from and one of the other things that was important is that working with hr or talent management as i should say reaching out and wanting to turn into a performance-based organization based on smart goals and objectives and accountability and holding our team to the highest standards while also having smart goals for their professional development and trajectory within their careers so after we went through all of these tasks with colleagues it was time to do our master plan this district has been without a master plan for a year and we've created one it's right now in processing uh going through last reviews of of writing and such and it should be ready by mid april but from that this was the

092committee the goal was to have i.t staff district feedback school staff feedback from principals we had teachers we had community members and we also had parents but we also didn't forget our key stakeholders are students so we had a student panel that came for one day to address the bench to address the master plan and let us know what are they missing on their day-to-day activities and what do they seek from technology that will help them meet their career aspirations and we thank those students from south hills from our time during the master plan there was a call of action that came out normally i don't like to read slides but i'll read this one create a culture that empowers and equips every student with tools and resources to achieve their greatest potential we believe

093that i.t is a wrap around service we support every department in every school and we'll do anything to make their goals and aspirations achievable from a technology perspective these are our master plan goals i won't read these but through this the first goal and all of them have objectives and all of them have actions and that will be presented in the plan along with measurable outcomes that we will track over the three-year period to see if we're successful or not but the goal from this one thing was to make sure that we have pd too often that we throw devices and we throw technologies but we don't provide our teachers with adequate pd to make them efficient in the classroom understand that everybody doesn't learn technology at the same pace so now we make sure

094that within one of our goals we work with professional development to ensure that technology is no longer thrown out but also wrapped around supporting services one of the other things that was critical is the cheapest device is not the best device our students deserve devices that support their curriculum and support the objectives that are going on within the district and go 2 was all about making sure that we get the right device for our students as you keep going on it talks about efficiency talks about sustainability not just using esther funds but creating and working with financial department to ensure that whatever we put in schools is sustainable from here on out and the rest in the last goal which was also was important was creating a system an ecosystem of technology that supports the

095modern learner artificial intelligence advanced robotics working with cte to increase their programs ensuring that they have the digital tools that are necessary to support the programs that mrs dr science puts in place along with other my other colleagues that support the curriculum of our students so briefly i just want to talk on some of the objectives that we've been reaching and accomplishing this year and we continue to work on dr scribner reached out to me within my first 90 days and said we need to get the students of our community wi-fi and we reached out and we started with four schools now we're increasing that to 24 schools total which will support as signed up today around 3 000 students okay and from that right now we had we had 101.2 households sign up and

096the way we calculate that is around two and a half students per household and we'll be finished with this objective in june of 2022 and we actually started phase two in march these green dots are all the households that are signed up as of today within fort worth and we'll be able to cover all those green dots that you see on that picture i'm also glad to say that we signed up for a federal program to put wi-fi on 200 of our 400 buses as of today we have 67 buses that have wi-fi installed this is the beginning to a lot of work we're working with dr coburn in operations to increase or to provide transparency on our ridership so our students will now be able to get on the internet on their school bus

097drive check out and study on the internet before that important test while also being able to check other things on their way to school and just set a sitting in a seat but it'll also provide parents transparency of where is my bus is my student on the bus as we continue to do ridership applications moving forward one of the things that stood out to me and as a leader was actually troubling uh was when we walk in the classroom with old technology it was my job and i'm brought on to ensure that our technology supports our student endeavors and one of the things that stood out was the old flat panels or flat boards that are in our classroom actually almost got knocked out by one because it was so old and ancient this project

098will replace every flat panel with every in every school in every classroom in our schools we anticipate finishing high schools in october 22 and we anticipate finishing this project with middle schools in december of 2023 if we can finish sooner we will but we have some constraints that are wrapped around projects and supply chain but our goal is to finish no later than december of 2023. video and access control many are like ah why did you do that it's important to know and keep our kids safe with the most modern video and access control systems allowable or that are that are accessible i'm sorry this is critical because the new cameras will say we'll learn patterns within hallways it will help security be able to find out where incidents are by looking at patterns and

099traffic movement looking at where students are congregating where they normally don't congregate and being able to see who comes in and out of our schools so video and access control and and increasing our security was one of our our key initiatives and as you see we'll be starting at eastern hills and finishing that along with trimble tech by the end of april and some of the additional modernization projects that we have are just increasing our network bandwidth we also have new devices for our teachers for our students along with for those new devices we've listened to parents parents are always concerned about how long their students are on tv with the new platform parents will be able to monitor their students device after school hours if they don't want their students to be on the

100internet or they want them to have downtime they will be able to take that device take it offline during those hours to support what they believe they want to parent so we've been listening to parents and we want to give them advantage those management tools so that they can do as they see fit with their students be on an internet after school hours and as i mentioned we'll have a new service system to support customer service we will be moving into taking calls from parents and students after hours to support the application requests and things of that nature and as i mentioned it will have chat features autonomous questions very vast knowledge bases to support the different meetings that a modern organization should of our size so that is just a brief update from technology

101and uh i'm more than happy to take any questions at this time thank you trustee evans thank you so much for that uh succinct but thorough report i just wanted to say how happy i am to see the parent device management tool being enacted and i think it it will go a long way in giving parents a better bird's-eye view of their use of technology after school hours and as it relates to their schoolwork so thank you so much welcome trustee ryan what is our current turnaround time for broken laptops and chromebooks to get them in and get it back that's a good question uh right now i don't have the exact time so i have to get back to you but i can tell you this much it's not as fast as i would

102like okay thank you i just have a couple of questions one the master plan thank you you're inclusive of students inclusive of everybody geographically throughout the district um i wanted to know we didn't have one for a year was that related to covet or was that related to some other issues we had covet and just the tradition and trans tradition transition and leadership well thank you and thank you for the way that you that you processed that anytime we can include students i think it just makes a huge difference for them uh also for interactive flat panels i'm excited but can you tell everybody here the reason that we're excited about them because i know you are yes so interactive flat panels especially in elementary schools allows for a collaborative uh exercise and so we

103brought in flat panels and we brought teachers in and we said tell us the ones that you like and the more and the ones that they liked really um bred for engagement of students in collaborative exercises and so you can take the screen and break it up into three and have students do different math problems you can have them engage in different exercises at the same time they have tools like you know will a fortune and the kid gets to go up to the board and spell first and so it's just a way to gamify and to actually increase engagement within the classroom using technology well from now on monica we're going to utilize the games to play lone star governance and that's how we're going to get to where we need to go um

104i have one last question um selection of the schools for phase one thank you first and foremost but are we gonna monitor that the success of those i i may have missed the question but we'll monitor the success of those and then move on throughout the district is this for the uh community wi-fi or for i'm sorry for the video and access control yes so the video and access control the way we came up with the first schools is that i found it imperative to make sure that we went into each trustee district and did a school within your district instead of you know putting all the schools in one trustee district so the project is actually starting off with one school in each one of your districts so it was it was very strategic

105uh to put that first group in in the way we selected the schools that's awesome thank you last question wi-fi what is our partnership with the city of fort worth i see us extending in and and reaching out and getting this done into the community but how is the city of fort worth working with us uh we've had conversations with the city of fort worth they're using a different technology but that does not mean that we don't collaborate uh we actually have loaned out our rooftops and our our buildings in support of their effort and then we've also reached back out to them to look for locations where we can support our towers or our access points to support our effort as well thank you trustee dorr thank you president jackson and thank you mr

106sears for this report to expand on the question that uh trustee jackson just asked when we're providing wi-fi to students in schools we are also providing wi-fi to their parents to their neighbors to their community members because that that's a ra there's a radius that it's serving which is good you can't get a job without wi-fi you can't pay your bills without wi-fi there's every day i'm creating an account or doing something on the computer that helps sustain my family how is the city of fort worth or is the city of fort worth financially supporting this wi-fi project in any way uh they're not supporting our wi-fi project they have their own i just to clarify i think um and to be clear the students take home a modem from us and so only the

107family members well the family members can get on the the wi-fi we don't lock it down to the student device at this time so it would only be family-based specific unless you're let's be honest unless you're in range of their house and it's you know bleeding outside their house you could access it okay thank you excellent presentation and thank you for all the hard work you're doing thank you dr schribner thank you very much president jackson at this time we'll turn it over to uh dr marcy sorensen to introduce her team to take us through the bilingual ed and the special education updates thank you dr scribner i'm on this wonderful march evening i would like to introduce my colleagues doctor [Music] soon to be doctor i know she's like yep any day now um

108clarice runhau i'm the executive director of multilingual education because we serve multi many many languages here in fort worth isd and she would like to give us an update on the multilingual department in fort worth isd clarisse thank you okay thank you good evening uh trustees and so i will go ahead and get started with uh updates from our department first of all just kind of starting off with the numbers of our emergent bilingual students by program so you'll see the total at the top and then you'll see the numbers for each of the different types of programs that our students are currently served in so we have the one-way dual language programs we have our two-way dual language programs we have esl at elementary esl at secondary and then we have our newcomer program

109and we do also have students whose families have denied services so we still monitor their performance as well on here you'll see all of our bi-literacy framework guiding principles this was part of the a big initiative that we did in collaboration with the literacy department to ensure that whether it was literacy or by literacy that we were aligned and that we had our guiding principles set forth to make all of the decisions that we made throughout for instruction of our students and so here you'll see where we kind of made the big shifts in different areas the first one of course is our instructional pedagogical shift and this was big because as dr sorensen has shared throughout several presentations and as we've been reviewing the data we're looking at what she calls a seismic shift

110right and it starts with mindset we have to be in the right frame of mind as we look at how are we going to instruct our students so there's been a big shift in how we develop by literacy for our students um and that of course started with our bioliteracy framework we also looked at teaching for by literacy through a simultaneous bioliteracy development framework it tying also of course the science of reading specifically for emergent bilingual students and that also meant looking at unifying our dual language model coming in you know one of the things that we noticed was there was various different types of dual language models implemented and so we kind of wanted to make sure that we provide that equity for students across the board so that meant putting in place one

111model for all of our students secondly we looked at equity for the instructional materials we did note that we were lacking some instructional materials available in both languages so that was a big priority for us most importantly though we had to look at targeting authentic materials so we didn't want to buy the same product translated from one language to the other we actually wanted to make sure that the materials we put in front of children were authentic to the language in which that product was being used so we were very intentional specifically when we looked at supplementing our phonics materials in spanish and purchased materials specifically designed to teach spanish in an authentic way so as we boosted the materials on both ends we looked for that authenticity we also looked at providing our families

112with by literacy resources at home and [Music] similar in various approval processes prior to this meeting you all have approved products such as footsteps to brilliance and book bundles to put in front of children thirdly we also looked at targeting our professional learning for our teachers as well as for our administrators so we really reset the goals for the type of training that we were going to provide our teachers and we've also dug deep in providing this training for our leaders for our campus leaders so our principals have gone through opportunities with content deepening specifically on dual language and they're also currently going through a series where they're learning information about the biliteracy framework as well we've also you know had a similar struggle as many other districts do in finding bilingual and esl certified

113teachers so we really boosted um the type of professional development we have to prepare them looking at within who we have teaching here in fort worth isd that could maybe add on a bilingual or an esl certification to their um um you know to their a repertoire of of abilities and getting trained and passing that uh assessment um so we've put in place uh through some sr funding as well an incentive to boost that number and we are almost about at 100 more teachers who are now certified either bilingual or esl just this school year so we're excited that that number continues to increase because that's more classrooms with appropriately certified teachers and then of course supplementing all of our professional learning through materials and hands-on learning for our teachers these are some of the

114um key images of some of the products that we've put out for our teachers and our administrators as far as how do we develop by literacy in fort worth isd so you'll see our by literacy framework that mirrors and aligns to the literacy framework that was designed that includes our guiding principles our call to action the shifts that we're making instructionally and the foundational fundamental four in literacy and what that looks like specifically in our dual language classrooms we also aligned everything into the lesson structural structure of the instructional framework and then also provided a very clear and concise plan for our teachers to know exactly what contents they're teaching in which language per grade level so we were very direct in providing a content language allocation plan for our teachers so that we're all

115on the same page when we looked at how we approached initial literacy we wanted to make sure that everyone understood kind of where we've been and where we're going moving forward we had had the sequential approach to literacy where students before were learning to read in their native language and then adding the second language at around second grade then we also had some of our schools engaged in more of a initial literacy where they were all learning to read in the partner language which was coming from our spanish immersion model and we kind of are taking the best of them and now using a simultaneous model where the students are learning to read in both languages from the very beginning why the big shift we really wanted to make sure that we capitalize on the

116strengths of our students and make sure that we take advantage of what we like to say you know their young age as we're starting we we don't want to hold them back in any way um and begin to expose them uh to the to the literacy specifically in both languages because we know that that's kind of to set the foundation for our students as we build up from grade level to grade level so our three goals within our dual language model are to have bilingualism and by literacy to have high academic achievement in both languages and to really build that social cultural competence and we believe this shift was going to help us do that this is just a kind of a glance at our language allocation plan and how it is by grade level

117so you'll see in pre-k and k we've made the shift to 80 20. 80 of the day is taught in spanish with the subjects of spanish literacy math science and social studies and then their 20 of the day uh is now for the english literacy so we wanted to make sure from the get-go we're teaching them those foundational skills and then you'll see the gradual changes in first and second grade at 60 40 and then third through fifth grade where it's exactly 50 50. some of our campuses are using amplified as a pilot this year and so they've been using what we call the alternating weeks model and so for the literacy portion they alternate between the two languages for uh reading and language arts and you'll see that kind of broken down from one

118week to the other from kinder through fifth grade and here's just a visual of some of the resources that we provided again we wanted to make sure that the products we put in place in our classrooms were authentic to the spanish language so we purchased estreita pre-k and kindergarten we purchased lunita for first and second grade as well as esperanza for first and second grade and then escalera for third through fifth grade so all of the products are authentic to teaching spanish phonics and so we wanted that was very important to make sure that our teachers had the appropriate resources and then i'm just closing off wanting to let you know some of the family and community outreach events that we have planned going on pretty soon these are in collaboration with the early learning

119department with the communications department to ensure that our emergent bilingual families are included in a lot of these events and that we're reaching out to them to educate them as well and empower them in educating their children and that's all we have right now for an update so i'm open for questions thank you any questions okay well thank you all right thank you okay and then i will turn it over to my other colleague um corey gollum good evening everyone i thought we'd start with telling you basically what is specialized academic support services you might want to know what areas are within that and then we might go from there into who are the students that we serve and then from the students that we serve we'll focus in a little bit on special ed

120and then end up with some initiatives so who is specialized academic support services or as you can see we like to call ourselves sas it truly is a full continuum of different supports everything we do follows an intervention system like a multi-tiered system that you see in supports with mtss starting with library media services educational technology gifted and talented services psychological services special program which includes mtss 504 american indian homeless dyslexia services and special education services when we say continuum what we're saying is our biggest priority really is to focus on teaching and learning and to provide supports within the tier one environment and then we move a little bit into advanced support which typically means things that we do outside of the classroom environment that we prepare the teacher for and we do that

121through library media training the teachers on ed tech we also do in-class support where we may have some teachers that come in to sign you know collaborative teaching co-op co-teaching and then we get and our most intensive is specialized support where we have to pull out the students to get specialized instruction so when you look at the population of the kids that we serve i think it's this is based on october snapshot and you can see what's happened i'm going to go on the next slide and show you in our trend over the four years but when you see this is the different areas that we serve and the increase that we have in the mtss population and those are kids that are requiring interventions and all recorded in our peems documentation and then you

122can see the number of special ed kits that we serve this total group of kids is about 41 of the population that we serve in fort worth isd and i say that because if you look over the past four years you can see four years ago the district enrollment was much higher and it has decreased in the you know in 21 22 but where we haven't decreased or i'll say we've increased in a specialized instruction needs special ed has gone up mtss has gone up section 504 has gone up dyslexia has gone up and our homeless population so you're thinking what happened in 1920 and 2021 that was our pandemic year that's when we had the covet that's when we had our unstructured uh development of educational or learning loss right so what in 2021

123i'm sorry in 2122 we find that we're having more services that we're providing to our students let's focus a little bit on where this ends up with our special ed special education i think if you look at it it's really what we call a two-prong test so we have kids that have to have a disability and that's what you see up here these are the kids that we serve in the categories by idea b that says what are the categories that we must serve within special ed but not only do they have to have a disability they have to have an educational lead it's called the two prong so fort worth serves over eight we serve in special education over um eight thousand kids which is approximately eleven percent of the total kids that we

124see this is a free and appropriate education at no cost to parents where are these kids served you can see looking at this uh chart 76 of these kids are in a general ed environment our kids that are in inclusion and resource and speech only more than 50 percent of their time is in a general ed environment the other groups that you see have specialized individualized instruction that may be in a pull-out setting what we did over the last three years was we really wanted to look at how can we align our services to truly match the kids that we're serving within special ed environment and then within our first few years we focused really on compliance because we had to get all of our compliance we're federally mandated we have state mandates guidance that

125we must follow so i'm happy to say last year we had a cyclical review from tea and we had a we met our compliance and we also had our state performance indicators where we had 100 percent which is a big achievement for fort worth i mean and it's a large school district so it's a very good achievement for this size and then what we thought we should focus on truly was our most intense services which is in our specialized classroom we redesigned our classrooms we focused on having a full continuum of curriculum because that's a wide variety of kids that are in them starting from developmental to foundational to really get them into grade level we needed to have a variety of curriculum supports and then this year what we're really looking at is our

126academic instructional supports where you saw that the majority of our students are and that's where we looked at accessibility tools that we purchased that not only do instructional accommodations but will provide access to assessment accommodation so it will really help our kids within the general environment and then we also looked at standard based instruction and looking at helping our teachers with professional development on writing appropriate goals and objectives to get them where they needed to be and to be able to measure those so i'm going to end on a good note see i went very fast on this one and this is one of our big things that we did this year we thought we you know noticing with covid there was a lot of like i said before unstructured time we had for two

127years where a lot of our kids were really struggling to maintain and then all of a sudden we brought them back in 21 and 22 and said now you're in a structured environment so not only did it throw the students off it also was hard on some of the teachers so we developed a program called active classroom management which was done with a multi-disciplinary uh training team meaning we looked at equity we used student support we used our psych services we used all different departments to help us develop this and we did four major components where we talked about that we trained the teachers and we started with the beginning of the year with training over 200 brand new teachers right at the new teachers week and to this i think up to april when

128we took the last count we had over 400 teachers that have been trained with this we also can go out to the classrooms anybody that requires it we're looking at our focused schools anybody that asks we'll come out and do this but we look at the structure of classrooms we looked at we talked about relationships before tonight we were talking how important relationships are they talk about building positive relationships the teacher and the student because you have to like the kids you're teaching so they talked about that and then they do what are the motivating desired behaviors you see because kids need to know what their expectations are and kids like structure and so then we talked about if they do need behavior modification what are the things we do every day to keep those

129kids um you know engaged and how do we help our parents at home keeping our kids engaged and activated and things so we really worked on that and so that's what i wanted to end and i thought we'd start like somebody mentioned this to me today about the three e's our real focus is education efficiency and efficacy and so that's what i can say this department really stands for we truly want to build our education and support it any way we can through the regular teaching and learning environment with all of the supports we do we want to be efficient and that's why we're aligning all of our strategies and goals to make sure that it happens smoothly and effectively and of course efficacy because you can't do anything without fidelity and you can't do

130anything for not measuring and monitoring and metrics that we have to do because that's what it's all about to make sure what we're doing is really making a difference and i'll take any questions thank you trustee darr thank you president jackson did i hear you say that that your department went through a cyclical review last year and you scored a hundred on that cyclical review and that is when can you elaborate a little bit more on what exactly a cyclical cyclical review entails so um tea um has decided and i think last year was when they started to do what they're calling cyclical reviews every six years they plan to visit every single district in the state so our time was last year um and we were very i don't know if you want to

131say fortunate but it was actually a good experience where we had to bring together a lot of different people and they did it through uploading different files they looked at different students they looked at the compliance side so all of the art folders and that's why i said compliance was so important they also did interviews with teachers and parents they um also looked at all of our guidebooks our manuals everything like that um and we came back and we didn't have anything that we had to write a corrective action plan for okay that's awesome and i would like to publicly and verbally commend you and your department for that accomplishment because to receive a hundred on a cyclical review is amazing so thank you for the hard work that your team put in to make

132that happen thank you looks like that's all the questions oh roxanne i'm sorry you didn't show up again congratulations um i'm looking at slide five and just wanted to dig a little deeper i know um well first of all looking across this chart it looks like nearly um every category increased except for the gifted and talented actually had a decrease um how can we get that back up um to the pre-covet numbers well thank goodness my director is here so he's listening to you with that question so he'll take note to that but they are actually um looking at how they're delivering services and they're next year they have they right now they've changed a little bit where they go out for teachers every other week so they're going to change it so they can

133service more campuses and break it down to two teachers going out every week to get a few more services done so we can reach more kids but he is very um he's been looking at it and i would say that kova did impact it a little bit you know we didn't have as many uh just not the chance to be able to get out to some of those campuses and really work with those kids and do some of those initiatives that he's working on i will say one of the big purchases that we're going to do with the ester funds as soon as the supply demand comes act is they're purchasing mobile vans so that they'll actually be able to take a whole unit out to the campus and so that they'll have more time

134to spend out there and maybe work more with the community in the feeder schools i'll also transfer over as the person in the middle here is that we've also looked at the data and found another kind of area of need so i'll also allow miss rendell to answer one of the pieces that we found in the data so looking at our emergent bilingual student data we also found that there was a really small number of emergent bilingual students who are identified as gifted and so michael and i have actually been working on we proposed a position for next year funded through our title iii funds who will be a sort of a liaison between our both departments so they'll be an emergent bilingual uh gifted and talented coordinator and part of their uh main responsibilities

135will be one uh looking at you know we're going to do a thorough review at how we identify gifted students who are emergent bilingual students to make sure that we don't have any biases and so forth in the identification of students but we're also going to do some education on campuses as well as with parents because some of the screeners may be intimidating some of them as far as recommending students for for testing and identification of students so we are actually working together to try to remedy that and to find a solution for students so we're going to be paying very close attention to that in this next school year that's great to hear um and then also just wanted to dig a little deeper i think you gave um covet as a reason why

136there's such a significant increase um in the um mtss intervention strategy indicator it's such a significant number is are these students who were with us prior to coven or are we seeing other students maybe coming into fort worth isd to get this service to get this particular service i i would say i'm not going to say there's kids coming in from the other areas i would say that what we're really doing is better identification of those that need it right now um i do think kovid we had some students that really did well with virtual but many that did not and if you look at the national average most of our kids are about four months behind in reading and about five months behind in mathematics so i think you'll see from our screeners and

137from the map data and everything that we're testing we're seeing more and more kids that are meeting that needing that service that just lagged before because they weren't getting direct services and the other thing that i would answer trustee martinez is that some of that identification comes from hb4545 and the required designation of mtss designation of students who did not pass star um and so that's why the number is what it is um because of the required designation of an mtss kind of check based upon hb4545 okay thanks and i was also wondering if part of it was also with kids being home and parents um you know having kind of closer eye if they were able to identify as well some needs there thank you all that's excellent right now we'll move on to

138number six public comment addressing items on this agenda at this time we will hear public comment addressing items on the agenda as well as those of a general nature or topics not specifically listed on the agenda let me remind you that because restrictions by the texas open meetings act where members may not engage in a verbal exchange about a subject that has not been posted we will listen and we will take notes but the board is prohibited from responding to any inquiries made during a board meeting on any topic not posted on the agenda however the board may reply with one a statement of specific factual information given in response to the inquiry two recitation of existing policy in response to the inquiry or three direct the person to visit with staff about the issue

139while this board listens to concerns of a general nature speakers should practice normal rules of decorum vulgar language and profanity cannot be tolerated as this is a public meeting and our community as well as our students are watching additionally disruptions of the meeting will not be tolerated we ask that the audience refrain from interrupting speakers while they present to the board during this portion of the meeting any employee parent or other member of the public is asked to comply with the appropriate grievance policy to have a complaint heard pursuant to the applicable board policy prayer board policy bed local to allow everyone this evening the opportunity to speak each presentation must be at one minute or less unless the speaker has prior approval for additional time because of the use of a translator speakers who

140require the assistance of a translator are permitted double the allotted time speakers who do not require the assistance of a translator as soon as the speaker begins speaking the time clock will start furthermore a speaker may not relinquish his or her time to another speaker also this evening some individuals would like to voice their opinions but are unable to physically attend those written statements were shared with the board of trustees prior to this meeting and will not be read aloud during the meeting it is essential to gain as much public input as possible we understand we are stronger and build better solutions when we maximize public input i ask that you please observe these rules for the purpose of effectively accomplishing the business of the meeting in a timely manner our first speaker is scott

141blanco davis good afternoon first off i'd like to thank the people that have contacted me after my offer one of them asked me what my goal was to come here and talk to the board about and it kind of made me think because really and truthfully it wasn't my goal i really didn't think it'd be worth coming up here i had made the decision two years ago not to help the district with anything more because i didn't think it was worthwhile so for the people that contacted me thanks for giving me a little bit of hope it's one of the most progressive things i've seen and forward thinkings i've seen in a long time from the district and i've been here 30 years in truth i came because my colleagues around the district wanted the

142board and wanted downtown administration to hear their stories and they were scared to come on their own so i came in their place now i'm asking for my students if you could please quit putting the benchmark exams at the same time as tell pass thank you next speaker lee mohammed followed by lexi levitt to the board the word education is derived from the latin word i do see which means to lead out true education means to lead out to be able to extract from everyone those hidden gifts talents and skills we believe the fort worth ifd school system must address and incorporate a missing component that will help in the process of bringing forth latent human potential that missing component is a true and thorough knowledge of self and others when the human body is

143deficient in any vitamin or mineral the body becomes malnourished and imbalanced in order to correct the imbalance certain foods are ingested to in order to restore balance when a school body that is predominantly black and brown or deprived of the knowledge of themselves their history and culture at best they learn to use wit and skill to maneuver in a hostile environment but never learn to create new circumstances because they lack this prerequisite knowledge the behavioral problems the lack of interest and ambition the dropout rate can be traced to low self-esteem and a distorted self-concept a new knowledge rooted in self that leads to a change in attitude time thank you lexi lovett will be followed by christy beck i know one minute is short but let's be fair to everybody okay thank you what a

144privilege it is to be elected to serve on a board that makes decisions for now seventy six thousand students and more than ten thousand employees to use that privilege without transparency and without accountability is not okay there are parents of seventy six thousand students who trust fourth isd with their children there should be no secrets about what is taught in school what is included in surveys or what is discussed in committees where student involvement is encouraged you were voted into your positions to represent all of the parents of students taxpayers of fort worth and other community members not because people think you have a higher moral compass you need to be transparent and make your priority to ensure kids are learning how to read and put two and two together you need to accept that

145or you need to leave thank you christy beck will be followed by meredith bowman hi i wanted to ask the question what is the purpose of education we can get so bogged down in all the details and the inner workings of education but have you ever really answered that question for yourself or as a board discuss the answer to that question the answer matters according to thomas seoul in his 1993 book inside american education quote the purpose of education is to give the student the intellectual tools to analyze whether verbally or numerically and to reach conclusions based on logic and evidence would you agree with this statement do you want students to be able to draw conclusions based on logic and evidence if you answered yes then why would the board want to implement programs

146like social emotional learning seoul states quote the emotionalizing of education not only takes time away from intellectual development it also casts teachers in the role of amateur psychologists though they are unqualified to gauge the consequences of their manipulations time please thank you thank you thank you meredith bowman will be followed by john holbridge um thank you um for crt rita peterson if you've ever heard of her talks about building relationships that are students instead of blaming all the things you can blame all the things all day long but until you start owning responsibility for healing instead of using equity issues sel crt or whatever name you have for it now as a veteran teacher i can tell you the relationships are what matter for our children trauma is why any of these behaviors disruptive victim

147is victimized being bad choices the surveys are being done illegally in this district and every single one of us know that there is still crt training on the teachers fort worth isd eduphoria page and that is disgusting teachers division and teaching division instead of unity will always hurt our children community and society did these surveys even help our students no there's been zero follow-up follow-up in fact it's gotten worse stop mining our children and our teachers according to four of our fort worth isd trauma specialist healthy conflict resolution begins and ends with relationships and connections why are they not leading the efforts with us in this st please thank you thank you john holdridge followed by dr michael bell john holdridge followed by dr michael bell who will be followed by mike c one of

148the precepts of the 1619 project is that this nation was founded on pro-slavery principles and that all white people are oppressors of minorities and frederick douglass is often referenced in this claim but in his later writings after much research frederick douglass concluded that the constitution is not a pro-slavery document but rather an anti-slavery document a radical change in his opinions also of interest after the findings of uh or the findings of carter woodson known as the father of black history one might think that only white people owned black me slaves keep your hands off of me but mr woodson extensive research into the 1830 census revealed that about 30 percent of free black households in the south also own black slaves additionally native americans own black slaves and even a higher percentage than white americans

149in summary slavery has existed in all races and all nations since the beginning of time it is not an exclusive white phenomenon so time please thank you thank you let's get our history straight thank you dr michael bell will be followed by mike c i'm here tonight in part because we're concerned that our school-aged children who by the way are under repeated assault by those misguided racist interests hell bent on furthering our children's miseducation our children's social emotional wellness is being sacrificed on the altar of political expediency this district's student body is made up of more than 90 students of color and those who attempt to limit the civic development of our children will no longer be the only voice heard at these board meetings our children's education requires that our community stand up and

150push back this isn't south lake or cypress fair breaks and we aren't afraid and will not we'll be consistent and persistent in our advocacy advocacy for our children educators administrators and board members who are willing to do the right thing it's bad enough that the public school teachers are under a bigoted state imposed gag order aimed at whitewashing this country's racist past and presence time please thank you mike c will be followed by carlos tercios with the recent resignation of jacinto ramos we urge the board to terminate the superintendent we cannot wait for two years to see him leave fort worth isd needs a superintendent not that not the not halfway out the door we need the superintendent that is not woke and we will and will improve scores scrivener has led fort worth isd

151to the ground of failure more than 10 000 students have left the isd since 2016. scrivener has supported equity and critical race theory scribner has created the equity department a department that weighs 2 million dollars so only 22 percent of black students and 33 percent of hispanic students are in grade level what's even more hypocritical is their equity committee shut their doors to the public why not be transparent shouldn't there be courageous conversations cj evans you're a progressive squad such as ramos quentin and marxism stop being fun time time please carlos tercios angel martinez i will ask at this time if the officers hear people speaking out please remove them so the speakers can be heard thank you all right uh good afternoon good evening board superintend and madam president jackson i'm just here to

152talk about making sure that the superintendent search firms are of course adequate we want a search firm that is going to be doing doing a good job for the city and making sure that we get a good replacement for the superintendent i want the board since we now have a seven vote board to actually terminate the superintendent and give him his paycheck he will get probably seven hundred thousand or a hundred thousand dollars uh it's a good investment for the students because he's failed the independent school district and we cannot wait for two years for scribner to stay until 2024 we elected you make sure you hold the superintendent and the bureaucracy accountable and also follow the new law sb3 make sure you review the department the handbook of 2020 for equity that needs to

153be reviewed or the attorney general's gonna get on time please thank you angel martinez will be followed by angie blake go ahead angel good evening first off i would like to thank the trustees for actually moving the time to now rather than midnight and i wanted to thank uh sinto i mean dr uh jill i mean doctor whatever he goes by these days i don't know i don't know his preferred pronouns now so don't uh don't call me on that uh uh i think you all are doing a good job caring more about people's pronouns rather than test scores and i i i'm so glad santos was reading genderqueer rather than paying attention to what parents had to say that's all i had to say we've moved angie blake to the end wallace bridges followed

154by martija james good evening boy i'm excited to be here to really share some great news we had an opportunity to invite some people to i am tell people like like sarah walker to tell the amazing history of that school and many of the students who surrounded them leaned over with excitement why because they had an opportunity to hear about the great history a friend of mine came to one of the board meetings about two months ago and he brought his granddaughter and the thing that she said to him at the end said why are these people so angry what is going on and he had to explain to her and many times we have to model behavior what we want to see what i was so excited about those young people who heard the

155history of things that happened and i am terrible it wasn't about hating anybody it wasn't about walking out thank you thank you thank you martija james followed by mrs james um just for wicked purposes it's pronounced mauritasia james so if you could start my time over please i would appreciate it um representative educators advocate supporters upholders these should be words that come to mind when thinking or ever to our school board members reps such as when we do not see them being a voice for our children or our schools i continually see our black brown children and predominantly black and brown schools neglected for some to say that racism is dead when it comes to our children education and treatment we well it seems like it is still 1965 to me how about you we

156we as parents family teach our children to be fair but when they see or end or use the to like the to the lack of equity being displayed to them walls are then built which are harder and too late to remove we continue to see the lack of infrastructure within communication and the education no one knows when and who are cr who are pulling the strings and when it comes to the parents they look they lack the knowledge of what is going on forth is not austin isd where fort worth and is lacking the ample amount of third party associations where more than willing to step in and help with let forward that is lacking time thank you mrs james will be followed by holly clemons hey y'all how y'all doing man it's the time

157to be happy my time is ain't at the booth yet hey so i'm gonna just tell y'all this we should stop be being concerned about the color of our skin and just be happy that we're here we're here for an education to make sure our children receive a great education and they shouldn't be determined by the color of their skin so what we all need to do including the school board members is make sure that our children are out there to receive an adequate education regardless if they're white black brown or yellow we're trying to just get an education we're trying to help our kids become productive citizens we don't want our kids moving back home at the age of 18 because they didn't get a great start because they didn't get an adequate education

158so all i'm saying is make sure that if you're sitting in that seat you're sitting there because you care about our kids and not about just being up there being seen and holding a placeholder okay it doesn't matter that they're over here fighting for one thing and we're fighting for one thing what we're all fighting for is great education for our kids to become productive citizens to become productive citizens and create careers not just jobs but get a career so they can come back and take care of me time thank you [Applause] holly clemons will be followed by patrice jones good evening holly plemons mother of three fort worth isd parent and tax payer back again to talk to you about your lack of respect for parents rights i'll remind you again that we are

159the parents we are in charge of our children you are instructed by tea and tasby to work with parents with not against you are violating parents rights given to us by law and by god by giving our children psychiatric and psychological exams via scl surveys without our consent you must get parental consent before you begin these surveys on april 18th attention parents mom to mom opt your children out immediately you do not want these unqualified individuals monkeying with your children's brains this is just another business-like equity where there are no proven positive results for anyone except those salesmen who are in the business of selling the scam thank you [Applause] petite patrice jones will be followed by carol cornery i hope everyone's having a good evening um i'm here today you know to speak up

160for the equity department of the fort worth isd that's uh at risk of being dismantled for for no good reason um i want to say distractions dismantles progress i feel like a lot of times people are sent to distract the progress um i think that the crt and uh the true education being provided to children to help them better understand themselves is a positive thing so for that to be turned around to a negative thing it's really sad to hear that board members are having to resign due to intimidation from these distractors here i mean that's sad like that that that shows like where this city is going and i'm from fort worth and i don't want to see forward go in that direction so i hope that you guys can you know do the

161right thing for the children um you know with it being a minority a majority minority district it's only right for these kids to know their true history time and stuff in white supremacy toby jackson [Applause] carol guarneri will be followed by jennifer crossland good evening board my name is carol guineri a month ago we were here until one o'clock in the morning toby we were on the agenda originally for later in the evening that's why i'm dressed the way i am i came dressed like this so that i could go home take my little mask off my robe and jump in bed what we've seen today is your lack of transparency your lack of information because i didn't get the email that we were going to be having parent presentations earlier you you change that

162today toby we need consistency we need transparency and we need accountability from this school board thank you [Applause] after jennifer crossland will be missy cara good evening i'm the hospitality expert back again for another installment of my lecture i wanted to talk about we know we're missing a lot of teachers we know it's not the salary you pay well i wanted to take a look at some of the culture issues when you look at the fourth isd priorities i've written them out here you have data instructional planning observation coaching student culture then staff culture i would like to argue that you have your priorities backwards and i would recommend more of the servant leadership model where you have the superintendent school board leadership and principles serving teachers who then serve the students who then serve

163the community so i think you might want to look at reorganizing those and maybe you could get some teacher feedback that way because i know you're missing some feedback from teachers and i made you a comment box so you could maybe try something new because those surveys didn't work no one answered this survey so i made this i'll leave this for you um maybe this will work this time thank you think about missy caro will be followed by carrie raymeyer on item 8i you're planning to approve a policy about violence abusive language as follows no parent of a student nor any person acting on behalf of a student shall be permitted to direct any form of violence or abusive language toward a student teacher school administrator or either district personnel or cause damage to be

164inflicted upon the property of a student or district employee for the purposes of this policy abusive language includes any verbal expression that is used intentionally to be offensive including but not limited to language with racial ethnic religious social sexual moral or physical implications my question to you is who gets to define what is intentional and who defines what's offensive because these words are subjective and not objective and my concern is that depending on who is defining these words this policy could allow parents and others to be removed from district property for verbal disagreements about issues that are related to racial ethnic religious sexual thank you physical kerry will be followed by mary katherine nolan there's a program that has billions of dollars pouring into it it's being used as a doorway to instill obedience training

165through children families communities and businesses it's called social and emotional learning language focused on mental mental health and well-being is used to sell these programs to parents and teachers and maybe boards sel is the basis for a complete mind control system that will penetrate every area of one's life and soon to be equipped with virtual and augmented reality they're utilizing children in the school system as a doorway to implement the full agenda including monitoring tracking data collection digital identity and social credit scoring systems castle the mothership of sel was created in 1994 by the rockefeller foundation the globalists behind these agendas have long conditioned the minds of parents and educators to believe that regulating emotions of children are necessary and helpful changing their character qualities to be more adaptable as a must and keeping their

166behaviors in check will help their mental health um thank you fort worth isd uses castle mary catherine nolan will be followed by joe palmer hello once again i'm not a very good public speaker but i just wanted to say we need to um well there's just no time to waste we need new leadership at fort worth isd um we need a new superintendent right away who does not support equity in critical race which is now illegal um and we just we need to put the focus back on critical thinking and not critical race knowledge is power knowledge is opportunity and to the people here tonight i just want you to know we are not the enemy we are here where is your anger against these scores we look at these things 14 in the district

167meeting both targets for the psit and sat we are so far behind even the state levels that's that's this is just not good it is not good as i said knowledge is power knowledge is opportunity and these kids have none we are not the enemy we're here standing for expectations thank you joe palmer will be followed by pamela young joe palmer district five we're not the enemy i'm really pleased to see a lot of new faces here tonight and i would like to share for the benefit of the new people here what was told to us at the last rec meeting the racial equity committee meeting the one before you decided to ban the public from attending the committee chair acknowledged and admitted two things number one that the racial equity committee has been in

168existence for five years but critically he revealed and he admitted that in each of those five years the test scores and the performance levels of minority students in this district has declined in each of those years so i would submit if it is our common goal and receive the most applause tonight our common goal is for kids to get an education in this district period regardless of what they look like regardless of what color they are if that is your common goal then it's reasonable to look at what you're doing and question whether or not it is successful your racial equity committee is a miserable failure for all kids of all races in this district pull the plug stop funding it time thank you [Music] [Applause] pamela young will be followed by amy super amy

169super will be followed by key west last board meeting we had an a book recommendation from one of our trustees so i thought i'd bring one up today i'm not going to try to read it and multitask at the same time as our trustee did last time because it's just not very effective neither for me nor for you but it is a wonderful book and i highly recommend it for all of your elementary schools in fort worth isd i didn't write it actions speak louder than words i want you to look out here and look at the way that this room is set up and you tell me that this is facilitating good engagement between board members and the community you have more than half of the room for what maybe 30 people you have

170probably 50 to 100 when this room was filled were clustered together in little chairs that have wheels on them with little attached desks that people are falling out of and tripping over themselves to get into actions speak louder than words reconfigure your room and you'll get more engagement thank you key west will be followed by alexander montalvo i am here today to just to express my disappointment with fort worth isd as a whole for the neglect and responding back to me and sweep my babies under the rug for over a month my fifth grader is an eight honor roll student scoring one of the highest scores in fort worth isd on the star test my third grader was a student of the month all my kids had perfect attendance upon enrolling my kids into briscoe

171elementary were homeless until january of 2022 two weeks later i lost my car in transit to getting things from storage i informed the principal counselor and the parent liaison as well as many fort worth isd staff to the council when to the councilwoman about our situation open doors provided bus passes for one week for my kids to get to school only to only for me to call and be told they will not provide any more for the remainder of the school year then i was told only three of my kids will be given transport when i have four of them enrolled into school several people sitting in major positions made my babies the last priority and failed to respond back to me for weeks my baby has not been tired since february thank you for

172the buyer's help from the fort worth alexander montalvo can we have a staff member speak with our speaker key west mr montalvo will be followed by todd daniel thank you board i'm here to request that the board and school administration stand up to the attacks of misinformation and attacks on the school district that are used purely for political gain we know the school district needs improvements we all are here to try to do that work i want to hear your support for the racial equity work that is needed because we need more investment we need more allocation to our schools that are in need and those students that are in need and too often your silence has been very evident to supporting these voices of disinformation we need you collectively to stand up for our

173community especially the 90 of black and brown students in our community other school districts have been able to deal with this misinformation campaign that is nationally motivated we can do the same let's work together so we're working on our students versus this time thank you todd daniel be followed by angie blake good evening 21 agenda items got a minute to speak to one of them so i picked this one it's not anything super controversial just i'm sorry um agenda item g approved workforce solutions of tarrant county contract amendment budget increase for the 2021-2022 adult education program uh says from 2017 workforce board became the fiscal agent for fort worth isd became a subcontractor in a grant with workforce tarrant county workforce being a fiduciary agent which is a good thing instead of fort worth isd

174doing it so fort worth isd is a subcontractor they make some money uh by providing this this service for adult education you've got you're asking for 10 percent it's 2 point the budget is 2.2 million from 2017 assumptions and you're moving the goalposts now thank you to 10 so you need a quarterback more angie i think you need that angie blake thank you thanks to each of you for being here tonight and for sharing your thoughts at this time we'll move on to consent agenda items as board president i'm making the following statement in accordance with board policy bbfa local this is a reminder to each board member of the legal conflict of interest requirements and disclosure requirements you may have for matters under consideration on the agenda for this meeting if required by law

175board members shall recuse themselves from all discussions shall abstain from voting on any matter pertaining to such a disclosure do we have any questions or concerns on the consent agenda trustee darr thank you president jackson on uh consent agenda h i would simply like to this is the first reading for several new board policies i would simply like to ask that bdaa local be on the act an action item not on the consent agenda for the second reading on april the i believe it will be april the 26th so what you would like to do is remove from consent agenda h approve first reading revisions to board policy leave it there for today i'm asking that when it is the second reading on what i believe will be april 26 during that meeting that this

176particular policy be on the action agenda because opposed bdaa local as opposed to the consent agenda council are there other options for this so we can prove part of it um but i'm not asking it be removed tonight i'm sorry i'm not asking i understand i understand i just wanted to ask if there are other options okay just for clarity okay but thank you and to clarify trusty dar are you wanting to just sever bdaa local and move it to what i hear you say to april and then you want you propose moving forward with the remaining of h yes on the consent agenda for tonight i think that's possible no not for tonight it's fine the way it's written tonight okay for the second reading on april the 26th the sever yes that should

177be fine thank you okay we're good okay any other thank you trusty door okay this time we will recess and reconvene in the board conference room for executive session the time is 8 19 p.m and the date is tuesday march 22 2022 we will now recess and reconvene for executive sessions authorized by chapter 551 of the texas government code under 551-711-727476 in accordance with open meetings law the board opened the meeting at 5 30 p.m with the quorum present recessed and reconvened open session adjourned regular session convened executive session adjourned executive session and now reconvened open session at 10 41 p.m with the quorum president do i have a motion accepting consent agenda items moved by trustee darr with a second second i got ryan uh any discussion seeing and hearing men let's move to

178voting and the motion passes unanimously we have no items removed from the consent agenda action items 14 a through e are not being utilized tonight we'll move to 14f discussion action to approve proposed non-renewal of certain term contract employees pursuant to chapter 21 of the texas education code trustee ramos yes thank you president jackson i move to approve the superintendent's recommendation to propose non-renewal of the chapter 21 term contract for alice turner jackson need a second thank you trustee martinez with the second any discussion please move to voting and the motion passes with seven yays and one abstinence i abstained g discussion and action to approve resolution agreement with sodexo magic llc do i have a motion trustee phillips moves trustee martinez second i'm impressed at 10 30 at night we're ahead of technology any

179discussion seeing and hearing none let's move to voting and the motion passes unanimously h consider and take possible action on process to fill vacancy for district one do i have a motion moved by trustee ryan ii trustee phillips any discussion seeing and hearing none please move voting and motion passes unanimously aye discussion and action to approve adoption of resolution and order of special election for district one do i have a motion trustee dar ii trustee phillips any discussion seeing and hearing none please move to voting and the motion passes unanimously jay discussion and action to approve resolution and order adopting polling locations for the may 7 2022 special district one election do i have a motion trustee ryan ii trustee phillips thank you any discussion sing and hearing none let's move to voting and motion

180passes unanimously at this time trustee evans would you like to share some good news that you have yes thank you i just wanted to mention that on march the 10th trustee martinez and i had the opportunity to be at fort worth isd's inaugural student showcase do we maybe have some pictures for those and when you see these pictures you're going to all wish you were here with us and you'll have to make plans to attend next year's so um earlier this month we had it was the inaugural student showcase and this whole building was transformed into many stages for our high school programs of choice stem and vpa from all over the district i will tell you this room has a lot more energy with the benbrook high school show choir in it than our

181board meetings but truly it was wonderful to speak to the students and to the teachers a lot of these programs are still in their infancy relatively speaking and so these teachers have carried a lot of water to get these programs off the ground from scratch so it was a real honor to be able to just be one on one with them it was so rewarding to hear about and see the students hard work in action i am convinced that there is nothing our students can't do with hard work and high quality opportunities so thank you to the department of innovation for what you do and for setting up this wonderful inaugural in-person event and we can't wait for those that come down the road thank you thank you trustee evans trustee louis benos uh thank

182you president jackson i want to thank all the teachers at south hills elementary uh for their work today and for all the parents for their understanding uh incorporation after last night's incident at uh south hills elementary and we are looking forward to seeing you uh tomorrow morning uh thank you thanks to all the staff all the oppressions who were there this morning and last night to making sure that our students will be uh back in the classroom and last i would like to thank communications for their hard work they stayed late last for the last few meetings they get here on time to set up this room so we can have this meeting so thank you move on to action agenda item k the level three grievance hearing of adrian long requires meeting in closed

183session so the time is 10 48 pm and this board will now move to closed session we are re-convening an open session good evening my name is charissa alexander and i will be serving as the residing officer for this hearing the purpose of this portion of the meeting is to hear the level 3 complaint of miss adrian long the hearing is being conducted during a duly called meeting for the fort worth independent school district board of trustees convened on tuesday march 22 this hearing is being held pursuant to the district's pilot complaint policies and prior to the board holding a level three hearing the board may meet with its attorneys to discuss the procedural steps involved with the level three will appeal here pel pellet hearing a pursuant to texas government code 551071 the the

184notice of this meeting was provided in accordance with the texas open meetings act and we have a quorum present and the following board members are present toby jackson ann darr karen evans angel lu lui buenos um um roxanne martinez quentin phillips and dr michael ryan we we may we're meeting to consider the level three hearing of miss long miss long what do you which you and any representatives here please state your name for the record my name is adrian long and will the individuals responding on behalf of the administration please state your name neil bonavita i will now ask each board member of the each member of the board whether he or she is able to serve as an impartial member of this body and to arrive at a decision based solely on upon the

185record into this matter and information presented in this meeting and not on any other information he or she may have heard prior to this meeting any member unable to do so should say so now not hearing any we will proceed a recording of this hearing must be made please avoid talking when others are speaking so that the record will reflect the proceeding accurately this hearing will be conducted as follows ms long will have an administration and the and ms long and the administration will have a total of 10 minutes to make their presentations to the board this is not a formal legal proceeding so no strict rules of evidence or procedures will apply also there's no cross-examination the board is not required to consider documentations or claims not previously submitted or issues not previously presented

186there will be an opportunity for the board members to ask questions however the board members are not subject to questioning by the complainant administration or legal counsel as the complaint ms long you will you will present first i will keep a time keep time for the presentation and will notify you when you have two minutes unless you have another arrangement that you would like me to consider is two minutes good for you okay and so any time after um that you have remaining after your initial presentation you can reserve that for rebuttal if necessary and then after the administration presents their side then you will have the opportunity to rebut during that time period the administration's presentation will allow ms long's initial we'll follow miss miss long's initial presentation and mr bonavida i'll notify you

187when you have two minutes as well unless you prefer a different arrangement that arrangement's fine okay thank you and any remaining time as well you can have as rebuttal after mrs long's rebuttal following the presentation the board will meet in closed session and the board council council for advice may then they may return to open session to deliberate and take action if any does anyone have any questions okay miss long you may proceed with your presentation and let me get my timer so that we can begin you may begin um good evening i wish i could say that it was a pleasure to be here um but i can't um i shouldn't have to be here what was done to me was wrong i was wrongfully terminated i was within texas law of what i

188did to protect myself and my students and the whole time there's been nothing but um ignore ignoring the facts of the case when you are physically and verbally assaulted by a student where you end up thrown to the floor you have the right to defend yourself what i did was not just out of defense for me but for the hundreds of students they were walking the halls at that very moment if we do not have the right to protect our students from an out of control irrational child where are those children going to be protected my own son was going to school with me and after all this happened he asked me he said mom if you can't protect me and no other teacher can protect me then who's going to protect me do you

189know what it's like to look in the face of your 14 year old child and say i have no idea i wish i had the answer from that point on he refused to go back to school this has not when this was done this was not just an attack on me this was an attack on my whole family this was an attack on my students who trusted and relied on me i was cleared by the investigator then two days later i put on administrative leave for 24 hours told i would receive a reprimand but i was going to keep my job did i agree with the reprimand no but i agreed to it because i was keeping my job and i would be there for my students then a week later i found out i

190can either be terminated or i can resign i'm not somebody who's going to resign for something that i didn't do wrong and i will tell you all right now if my students safety was in jeopardy i would do the same thing again and i'm pretty sure you all would too and you would want your child's teacher to protect them there's been a lot in the almost year that i've been dealing with this and at first i just really really wanted you all to be held accountable for the things that you are doing and i still want you held accountable but i also want to tell you that through a whole lot of prayer and devotions i have found it in my heart to forgive each and every one of you that made the decision that

191you made against texas law to fire me that didn't come easily i didn't know you you didn't know me but i felt betrayed but i don't i don't hold any ill will towards any of you but my prayer is that down the line you look back and you realize the pain that you've caused not just me and my family but my students who you plucked me from without warning the very students that you swear to protect and that you care about who trusted me who relied on me you plucked me from them and you put them through another sense of abandonment the kids i worked with they don't have two-parent homes they've been abandoned before and you did the very same thing to them again why to make a political statement is that really what

192this is about i've already been given the right to sue you from eeoc and i believe that you do owe me something i believe you owe me for the time i've lost i'll never get to work in public school again i had kids that called me mom that's how close i was and all i heard this whole time was having relationships with your students i had those relationships but nobody cared you put me on administrative leave twice for the same thing the second time you kicked me out of the system before i had a chance to even talk to my students so by the time i got back to my classroom my kids were already kicked off without warning they had no idea why they had just gotten kicked out of class and i had

193no way of telling them anything i'm asking you today one for an apology i'm not holding my breath but i am asking for one but i'm also asking for compensation for the time that i've been out of work for the physical the mental and the emotional anguish that you have put myself and my family through and i am asking for five hundred thousand dollars today and that's not unreasonable considering everything that i've been through but even though i'm asking please know that when i go home tonight and i see my children i can lay my head down and know that i have truly forgiven each and every one of you for the pain that you have caused me and my family whatever your decision is it doesn't change the fact that in the end i

194have christ on my side i have to answer for what i do i have to answer for the decisions i make and i have followed him every step of the way in all of this and i will continue to do so no matter what you say i reserve the rest of my time miss long you have two minutes and four seconds well actually two minutes four seconds and 32 0.32 mr bonavitas you may proceed thank you that's better right okay i'd like to put these facts in a little bit of order for the board and for your consideration uh and and respond as well to some of the some of the allegations or some of the points that ms long has raised today let's i want to take the board back to about a year

195ago on april of 2021 when principal lofton contacted the office of professional responsibility or professional standards which is the investigative arm for the district and reported a pushing or shoving incident between ms long and a student as part of their investigation ops obtained the video of the hallway where the incident occurred and through other investigation and efforts substantiated the claim or substantiated the allegation that ms long had in fact pushed a student in the hallway i call your attention to exhibit 7b which shows an enhanced version of that video where we zoomed in and was provided as part of your record ms long has stated here today that she was defending her class and her students against an aggressive student while we can't see what happened in the classroom what we can see happen is

196ms long standing and i'll stand up for a second just so that we can demonstrate standing in front of the student is the student's about to leave the room and with both her hands places her hands on the student and runs pushing him into the back into the classroom and that's the last thing that we see that's on video that's not defense that's an attack as a result of that and under no circumstances is that a proper management or classroom management of a student under any circumstances um she should have let the student go instead she put the student at risk by pushing that student backwards where the student could have fallen and cracked his skull but what we have here is a situation which was brought she received a letter of reprimand as you

197guys as as she did acknowledge and she was ultimately informed that she would be able to return to work under certain circumstances not to that classroom ultimately because she was on probationary contract the decision was made to recommend ms long for separation at the end of the year in the best interests of the district which we were clearly within our rights to recommend given the circumstances before that recommendation was made we attempted as a district to salvage ms long's position to try to figure out whether she would accept something short of that um some suspension without pay for first five days i believe then three in an attempt to try to return her to work she sits here today and talks about how we've taken her job away when in fact we had offered her

198the opportunity to go to a different school ultimately she refused because that's not what she wanted to do she wanted to defend herself and she had the right to do that and we made that recommendation to this board and this board accepted that recommendation and ultimately separated her from employment and terminated her on january on june 1st while that recommendation was pending ms long grieved the district and initially was claiming that she wanted all of her negative documentation to be removed from the file and she wanted compensation that she described and has been consistent about receiving about half a million dollars in damages for the pain and suffering of mental anguish that she experienced as a result of the actions that the district was taken that's been consistent she also raised the specter within the

199body of her of her level one that she was being treated differently than other uh teachers of other races and ultimately as she alluded to as well filed an eeoc claim against the district claiming that she was being discriminated against but on the basis of the fact that she was white and that other teachers in the district were treated differently we attempted to mediate the resolution to that case with the human uh the fort worth uh human uh relations commission that was unsuccessful and since it was unsuccessful we fully defended that claim ultimately included in your packet as well as the findings of the fort worth human relations commission where they found after an extensive investigation of their own that the investigation produced no evidence that the charging party was treated differently from others or

200subjected to adverse employment action because of a race they ruled that out further the fort worth human relations commission failed to determine any causal connection between ms long's complaint and the termination of her probationary contract they concluded that no reasonable cause there was no reasonable cause to believe that the district violated any of the eocs or any of the eoc's regulations title vii or the local fort worth ordinances regarding employment discrimination so as a result of that the eoc reviewed the fort worth human relations commission's response and approved it they adopted those findings concluding the same thing so the the right to sue that ms long has alluded to in her uh in her statement is her opportunity to bring suit herself because the eoc and the fort worth human relations commission does not believe

201that discrimination occurred but are not going to step they will not step in the way of her ability to pursue any other claim as she sees fit so as we sit here today i would urge this board to deny the claim first of all it's not grounded in any and in any form of factual reality that's been described here today other than what's been found and we're just fortunate as we sit here today that the student that she that she pushed with both hands back into the classroom wasn't did not sustain injury ultimately uh the the administration uh took the appropriate action in recommending her termination and separation in the best interest of the district and we'd ask the board to deny uh any relief that she's requested and uphold the administration's finding at level

202two mr bonavita you you have three minutes 33 minutes 68 seconds and a half how many i'm sorry sorry lord sorry i meant 28 seconds and a half thank you miss long okay so um let's start with the offer that i was given um twc actually told me um before i left that they would be finding the way they found because they made an offer to me which got them out of a lot of stuff um when you call somebody at 4 45 and tell them they have until five o'clock to make a decision that's not an offer that's a save my butt um secondly i never once shoved the student i did try to get him back in the classroom but before i could even get him in the classroom he threw me to

203the ground into the classroom so the only person mr bonavita that ended up on the floor or in the back of the classroom was me and he was not trying to leave he was standing at the door refusing to move but you don't know that because you weren't there and the videos don't show everything that happened before that even happened he was kneeing me and punching me in the back then he threw me into the hallway then threw me to the ground i never once shoved him did i try to get him back in the classroom yes but i did not shove him so if we're going to do this let's make sure that we have our facts straight please and i promise that i wouldn't bring up any other staff members or i would

204show you where all the other stuff is coming from but you have it in front of you or you should unless it got lost he was out of control in pursuit with texas penal code 9.62 b i had every right to restrain him for the safety of others himself and myself i didn't want to restrain him at all when it all started my back was to him waiting on administration that's time is slow mr bonavitos do you have a rebuttal just a brief one if any of the board members have not looked at the video they should i would encourage you to do so it speaks for itself we had the administration asked that the uh that this board uphold the um level two decision to deny ms long's claims thank you does the board

205have any questions for any of the parties hearing none this concludes the hearing portion of this proceeding at this time the board will excuse itself well actually we'll allow the the um we'll excuse ourselves and go into closed session to under sections 55 1.071 1.074 and 55 1.082 of the texas government code and then we'll reconvene in open session to deliberate and take any actions as appropriate thank you the time is 11 49 and we are reconvening an open session do we have any motions on the floor for this hearing i move that no action be taken on this item do we have a second i'll second it we'll take the vote do we have any discussion okay we'll go call for the vote we have um a vote in favor of seven one six

206one oh six one it passes okay the time is 11 49 p.m and this meeting is now adjourned you