The Fort Worth Independent School District's

2008-2009 Annual Report

Table of ContentsA Message from the Superintendent 02

Fort Worth ISD Facts 04

District Highlights 06

Goal One: 14

Student Achievement

Goal Two: 26

Operational Effectiveness & Efficiency

Goal Three: 38

Family Involvement & Community Partnerships

Looking Ahead 44

List of Schools 50

Partner with Us 51

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9 FORT WORTH ISD

ANNUAL REPORT 08-09

It's difficult to synthesize in a few words or even a

few pages the accomplishments of the Fort Worth

Independent School District in the past year.

The numbers are encouraging. In 2008-2009, Fort

Worth ISD had 55 high-performing campuses,

designated Exemplary or Recognized by the Texas

Education Agency. That's a remarkable increase

of 62 percent over last year, and it was achieved

despite a rising bar in math and science. Another

10 campuses missed Recognized solely due to one

test. And, at the District level in the "All Students"

and "All Student Populations," our children are

passing reading, writing, and social studies at the

Recognized or Exemplary levels.

These statistics are due to the hard work and

collaborative effort of everyone involved: students,

teachers, administrators, family members and

community supporters. In the following pages you

Top Row: Carlos Vasquez, District 1, Norman Robbins, District 7, T.A. Sims, District 4, Chris Hatch, District 6,

Judy G. Needham, District 5, Jean McClung, District 2. Bottom Row: Christene C. Moss, Vice President, District

3, Ray Dickerson, President, Juan Rangel, Secretary, District 8

will see how the District's Strategic Plan is providing

a road map for all so that our students can succeed.

Although annual reports take stock of the year past,

this one also provides a look to the future. Because

of your support, that future is a bright one for the

children of Fort Worth. Thank you for all you do.

With every good wish,

Melody A. Johnson, Ph.D.

Superintendent

A Message from the Superintendent

Board of Education

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ANNUAL REPORT 08-09FORT WORTH ISD FACTS

African-American 25.6%Hispanic 58.2%White/Anglo 14.3%Asian/Pacific Islander 1.6%Native American 0.3%TOTAL ENROLLMENT 78,732

ETHNICDISTRIBUTION

Instruction 57.1%Instruction Related 8.7%Support & Community Services 17.3%Pupil Services 12.6%Administrative Support 2.9%Debt Service 8.42%Facilities Acquisition .8%Intergovernmental Charges .6%OPERATING BUDGET $587,673,594

OPERATING BUDGET

Full-Time Teachers 48.5%Auxiliary Staff 28.4%Educational Aides 7.9%Professional Support 10.7%Campus Administrators 3.2%Central Administrators 1.3%

TOTAL NUMBER OF EMPLOYEES

Full-Time Teachers 48.5%Auxiliary Staff 28.4%Educational Aides 7.9%Professional Support 10.7%Campus Administrators 3.2%Central Administrators 1.3%

TOTAL NUMBER OF EMPLOYEES

356Number of Buses Running Daily

15 52,3Breakfasts Served Daily

49 97,8Lunches Served Daily

1,497Number of Bus Routes

Avg. Experience of Teachers

10.4Years 1 15.7:Student/Teacher Ratio

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TEA Campus Ratings

Schools Rated Exemplary 12

Schools Rated Recognized 43

Schools Rated Acceptable 49

Bilingual/ESL 21,217

Career & Technology Education 11,286

Economically Disadvantaged 54,134

Number of Students In:Gifted and Talented 7,752

Limited English Proficient (LEP) 22,377

Special Educaton 6,367

FORT WORTH ISD FACTS0405

2,760Students Taking AP Exams

5,393Number of AP Exams Taken2009 Scholarship Offers

53,75$ 4,618

District Highlights

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HIGHLIGHTS 08-09

District teachers and other educators took top awards during

the school year, too. Among them:

Wedgwood Middle School Band Director Michael Dawson

received the Bayard Friedman for Teaching Excellence

Award in Performing Arts.

Fort Worth ISD Art Director Beverly Fletcher was awarded

the 2008 Outstanding Art Administrator of the Year

through the National Art Education Association (NAEA).

T E A C H E R S S H I N E

0809

Fort Worth ISD just completed one of its most successful academic years in recent history.

The foundation the District has been laying the past few years is set and we're seeing the

results.

The foundation is one of solid curriculum, distributed leadership, community partnerships, a

comprehensive scorecard to monitor and measure student growth and the technology to connect

it all. The progress is significant, as evidenced by a prominent indicator — the TAKS results which

made sizeable gains District-wide from 2008 to 2009.

Most of the initiatives driving the gains were modified as needed after testing by the real

experts — principals, teachers and students, who provided valuable feedback that the District

encouraged and heeded. Then, the District stayed the course and stayed aligned to performance

objectives to achieve the three District goals:

>> Student achievement

>> Operational effectiveness and efficiency

>> Family involvement and community partnerships

Attention was also focused on the actions of the 81st Legislative Session, which directly

impacted the District. With revenue frozen at the 2006 level, even though the cost of fuel and

other expenses had risen, Fort Worth ISD eventually declared financial exigency. The District cut

costs where it could and continued to aggressively campaign for increasing the state

target revenue to an adequate and equitable level.

Lastly, Fort Worth ISD began building a culture of conservation, mandating

recycling and encouraging habits that support preservation of the planet.

And the District did not forget the impact of “first impressions” and how a

clean, aesthetically pleasing environment enhances learning.

An overviewProbably nowhere in Texas were TAKS scores more

exuberantly celebrated than at Polytechnic High School,

one of the District’s PEAK schools.

Students there made double-digit gains in most areas of

the TAKS, greatly helping the school secure the academic

status it needed to stay open. It happened in a year in which

the bar for the state’s acceptable achievement was at the

highest level ever.

Poly also made gains in its completion rate, which is the

percentage of students who

graduate on time. This was

the first year completion

rates were used in

accountability ratings.

Poly’s rate was 75

percent — up 10 points

from a year earlier.

“I said all along

we were betting on

Poly — and we were right!”

Fort Worth ISD

Superintendent

Melody Johnson

told an assembly of

students and faculty at

the school in late May, as

she shared the preliminary

data that indicated Poly would be

saved. The auditorium curtains parted to

reveal a stage full of balloons in Poly colors of orange and

black. The song “Celebration” played as the crowd cheered.

An emotional Gary Braudaway, Poly principal, thanked

teachers, staff, students, parents, administrators and

the community for pulling together and working hard to

create the remarkable turnaround. Poly had been rated

academically unacceptable for four years in a row and faced

closing if it did not raise its standing.

Braudaway became principal of Poly three years ago,

part of an intense effort to pull the school in a positive

direction. Poly was also designated a PEAK school, which

meant additional resources for hiring exceptional teachers.

Area colleges joined the effort, providing tutoring,

mentoring and college-readiness programs. And students

themselves responded in winning ways, such as attending

after-school and Saturday tutoring sessions.

Poly did it!

by the numbers

scholarship offers to Fort Worth ISD students in 2008-2009

total amount of 2008-2009 scholarship offers

MILLION

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HIGHLIGHTS 08-09

quick fact: wall of fame

We're at 100 and growing!

The Fort Worth ISD famous faces

keep increasing.

A dynamic, fun and inspiring

display now greets all who walk into

the Fort Worth ISD administration

building. John Denver, Alan Bean,

Betty Buckley, Ornette Coleman,

Byron Nelson — these are just a

few of the accomplished alumni

occupying the entire south wall of the

recently-remodeled cafeteria.

HIGH SCHOOL SPORTS

Wrestling:

• Paschal advanced one boy to state competition

• Fort Worth ISD offered girls wrestling for the

first time

Golf:

• Chelsea Mocio, an Arlington Heights junior, won State

Baseball:

• Arlington Heights won the bronze medal at State

Tennis:

• Arlington Heights took the bronze medal in Boys Doubles

at Regionals

Track:

• Milca Villegas, a Carter-Riverside senior, won 3rd place in

800 M Run at State

• Dunbar’s Crystalyn Clark, Curtisha Dupree, Jasmine Shorts,

Ashley Collier won gold medals at State in 4 x 100 Relay

• Ashley Collier, a Dunbar sophomore, won 3rd place at State

• Eastern Hills’ Roscoe Lee, Cedric Roberts, Venton Soders,

Everett Walker won 2nd place in 4 x 100 Relay at State

• Everett Walker, an Eastern Hills junior, won 2nd place in

200 M Run at State

Cross-Country:

• Andrew Herrera, a

Southwest senior,

won 8th place

at State

IT WAS ALSO A STANDOUT YEAR IN ATHLETICS AND THE ARTS — PROGRAMS THAT ROUND OUT THE EDUCATION SYSTEM AND SUPPORT

STUDENTS’ ACADEMIC AND SOCIAL DEVELOPMENT. AMONG THE HIGHEST-SCORING HIGHLIGHTS:

MUSIC

Instrumental Music:

• Southwest Wind Ensemble was named National Wind

Band Honor Band

• 13 Fort Worth ISD students (a record number) secured

All-State Band/Orchestra positions

• Western Hills Winterguard won the gold medal in the

Scholastic AA grand championships

• Southwest Wind Ensemble was awarded state medals at

the UIL State Wind Ensemble Festival

• 10 soloists and five ensembles received Division I’s at the

Texas State Solo & Ensemble Contest; one of the soloists

received the Outstanding Soloist award

Choral and General Music:

• Fort Worth ISD added the Elementary Honors Choir to the

Fine Arts Department

• 36 high school singers received a Division I rating at the

Texas State Solo and Ensemble Contest

• Three high school singers received the Outstanding

Soloist award

• Southwest High School, Arlington Heights High School

and Wedgwood Middle School received the sweepstakes

award at the UIL Concert and Sightreading Competion

Reading Contest

• Seven students and two alternates won membership in

the Texas All-State Choir

ART

• Fort Worth ISD had four winners at the state level

through Youth Art Month

• Nine entries advanced to the state level

in the Visual Arts Scholastic Event in 2008; 25

entries and 22 art students advanced to the

state level in 2009

1011

Terrific TaylorSOUTH HILLS HIGH SCHOOL'S

Many standout athletes also scored in the classroom. South Hills High School’s Taylor Breen

was named the 2008 recipient of the prestigious Davey O’Brien High School Scholarship

Award. The award is presented each year to a high school senior student-athlete in the Dallas/

Fort Worth area who demonstrates exemplary character, community service, leadership,

scholarship and varsity sports participation.

Taylor was the top-ranked student in her class of 280. She was named a National Merit

Commended Scholar, National Hispanic Scholar, an AP Scholar in four categories and Venture

Scholar. She was twice included in the Who’s Who Among High School Students. Taylor was a UIL

scholar, an A Honor Roll student and a member of the National Society of High School Scholars.

As an athlete, Taylor competed in varsity tennis, volleyball and soccer, served as captain

of the tennis team and co-captain of the volleyball team. She was president of the Student

Council, treasurer of the Class Council and vice president of the National Honor Society.

Taylor received a $20,000 scholarship. She plans to study at Columbia University in New

York City.

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The District made unprecedented gains on the Texas Assessment

of Knowledge and Skills (TAKS). Among the results celebrated:

• In 2008-2009, Fort Worth ISD had 55 high-performing

campuses — an increase of 62 percent from the year before,

despite a rising bar in math and science.

• Another 10 campuses missed the state’s Recognized level

solely due to one test.

• At the District level, the reading, writing and social studies

scores for “All Students” and “All Student Populations”

categories were Recognized or Exemplary.

SCIENCE

• At the District level, all student groups performed at the

Acceptable level or above, with increases ranging from two to

nine percent.

• All elementary students gained an average of nine percent.

• Middle School students gained approximately four

percent, with African-Americans making the greatest gain at

nine percent.

• High School students increased an average of three percent

(Economically Disadvantaged 11th graders gained 12 percent).

MATHEMATICS

• At the District level, all student groups performed above the

Acceptable level with significant gains across the board.

• Statistically significant gains were made in 3rd, 4th,

7th, 8th, 9th and 11th grades

• At the 9th grade level, all student groups gained

nine points, with African-American students

scoring an incredible 11 percent gain.

READING/ELA

• 80 percent of elementary campuses had reading scores at

the Recognized level or above for all student groups!

• 3rd grade Spanish scores were higher than ever with more

than 92 percent of students achieving standard.

• 100 percent of middle school campuses had reading scores

at the Recognized or Exemplary levels for all student

populations.

• An amazing 94 percent of all 8th graders passed reading!

SOCIAL STUDIES

• District-wide, scores rose at all grade levels with all students

in 8th and 10th grades performing at the Recognized level.

• All 11th grade student groups performed at the

Exemplary level.

STUDENTS SCORED SEVERAL “FIRSTS” IN 2008-2009,

INCLUDING:

• At the 11th grade, every group showed statistically significant

growth on every test in which the scores were not already

more than 95 percent.

• Incoming 9th graders will be performing, on average, at the

Recognized level in reading, math and social studies.

• All student groups for incoming 6th graders already are

performing at the Acceptable level or higher.

The District rightly celebrates growth while recognizing the

challenges that remain. Despite dramatic increases at high-

performing campuses, 12 campuses are still struggling to rise

above the Academically Unacceptable level. Despite consistent

mathematics and science gains, scores are still too low in middle

and high schools and gaps among students populations are still

too wide.

TRIUMPHS in TAKS Rachel Lawton, a teacher at North Side High School,

was named a finalist in the 2009 H-E-B

Excellence in Education Awards.

H-E-B representatives presented

her with a $1,000 check.

Another check for $1,000

was given to North Side.

The National Civic

League selected Dalynn

Cross, a PEAK teacher at

Diamond Hill-Jarvis High

School, as a winner of the 2009

MetLife Foundation Ambassadors in

Education Award. She was one of only 25 winners selected

for leadership in building bridges between local schools

and communities. She received a $5,000 grant for her

school.

14 exemplary Fort Worth ISD teachers received $5,000

honorariums through the District’s Chairs for Teaching

Excellence program. The Fort Worth business community

(13 companies and organizations) generously funded

the awards.

T E A C H E R S S H I N E

quick fact: family math nights

Fort Worth ISD parents love

mathematics. Approximately 23,000

parents attended Family Math Nights

this year. How's that for some

addition?

Every Fort Worth ISD elementary

school hosted a Family Math Night

in 2008-2009, part of the Math &

Science Initiative. These events

gave students and their families the

opportunity to solve mathematical

problems together in a fun, fair-like

atmosphere. Dozens of the District’s

Adopt-A-School community business

partners donated $70,000 to pay for

the events.

The Math & Science Initiative also

led to the development of an early

childhood booklet that helps parents

build children’s math and science

skills before they reach kindergarten.

The Initiative further increased

parental awareness and involvement

by devoting space to math and

science in every issue of ParentLink,

the quarterly newsletter.

1213

by the numbers

number of students recognized as Superintendent Scholars

number of teachers recognized as AP Scholar Teachers (inaugural year)

Goal One STUDENT ACHIEVEMENTIn a year that saw the implementations of new initiatives, an important underlying constant was the premise that teaching is a team sport and developing teacher expertise ultimately has the greatest impact on the District’s number one goal: Student Achievement.

All students will learn at high levels of academic expectations and the achievement gap will be eliminated.1.1 Recruit, develop, support and retain effective teachers, principals and other instructional staff1.2 Provide individualized supports for student development and academic achievement1.3 Ensure consistent use and implementation of District Curriculum Frameworks1.4 Provide opportunities for student voice, leadership and engagement in the learning process1.5 Provide a safe, positive and secure learning environment for students and staff

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This was the year of the PEAK pilot program, an ambitious

initiative targeting nine academically-challenged and hard-

to-staff schools. Six other schools that demonstrated growth

joined the program. With funding by the state DATE grant

and matching dollars from Fort Worth ISD, the District

set about to:

• Attract, hire and retain top teaching and administrative

talent by providing incintives and improving working

conditions

• Improve teaching and learning with the help of value-added

information and additional support

• Reward successful teams of educators to significantly

accelerate student growth

Extra support for some PEAK schools included beginning

teacher advisors, additional professional development days,

PEAK content specialists, parent liasons and data analysts.

By the end of the school year, many indicators, especially

TAKS results, already pointed toward success. In roundtable

discussions, students praised teachers for caring and using

more strategies. Surveyed teachers, in turn, commented

frequently on overall improved working conditions. They

said they were pleased with the support they received and

the opportunities to provide feedback. PEAK teachers liked

being able to collaborate more and provide one another

with emotional support. Finally, they said schools were more

inviting and parental involvement had increased.

The retention rate, another indicator of success, backed

up what teachers had to say. At PEAK campuses, the great

majority of teachers chose to remain and continue building

on the solid foundation they had helped set.

PEAK pilot program is a Goal One high point

PROUD TO BE A Digital District

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GOAL ONE, OBJECTIVE ONE1617

Sunrise-McMillian Elementary’s Marion Mouton became

principal three years ago and immediately sought to improve

the learning environment. He says his efforts were greatly

accelerated by PEAK. “Now, it looks and feels like a place of

success and inclusion,” Principal Mouton says.

As one who regularly walks the halls and visits

classrooms, Principal Mouton knows exactly where PEAK is

making a difference:

THE TEACHERS “PEAK gave me the latitude

to form my team and choose people

who shared my vision. We all got

together – and I do mean all of

us: teachers and staff, including

custodians and cafeteria

personnel. We became a family.

And that’s how it’s been all year.”

THE STUDENTS “These kids knew what was expected

of them and rose to those expectations. As one student

said, ‘Making a 70 used to be good enough. Not anymore!’

Students’ grades improved and discipline problems

dropped.”

THE PARENTS "In 2007-2008, parent volunteers put in

about 600 hours. This year, Sunrise-McMillian parents

logged more than 8,000 volunteer hours."

Sunrise-McMillian made progress toward its goal of

closing academic gaps. On the TAKS test, students

performed at the Recognized level in science and writing.

Math and reading scores came within five points of

hitting the Recognized level.

A new day at Sunrise-McMillian

The many technology-related strides in 2008-2009 allowed Fort

Worth ISD to transition into one of the foremost Digital Districts

in Texas. An exceptionally impressive technological successe was

the Promethean Project. The District’s Division of Technology

installed Promethean Interactive Whiteboards in more than 3,000

classrooms, including all math and science classes.

These exciting educational tools keep students on task by

engaging them with vivid images and audio that are relevant to

the students’ digital world. The boards also give teachers access

to the myriad of downloadable flipchart lessons.

Another remarkable accomplishment of the Promethean

Project was the relevant and timely training of teachers — within

two weeks of equipment installation. That made the project one

of the most successful large Promethean deployments in the

nation. As the boards were installed, 3,000 teachers were trained

to use them. That translates into the delivery of more than

20,000 hours of professional development since 2008.

The District now expects to have Promethean Boards in all

5,000 classrooms a year ahead of schedule.

ASPIRING PRINCIPALS PROGRAM

The District kicked off its Aspiring Principals Program, a

collaboration with the University of Texas at Arlington (UTA).

Fifteen selected participants began classes in June 2009

to learn the “Fort Worth way.” Successful completion of the

one year program leads to a master of education degree with

principal certification from UTA. Participants, in turn, commit

to working within Fort Worth ISD for the next five years.

David Muñoz, Assistant Principal Resident, Eastern Hills

High School

Why I applied to the Aspiring Principals Program: In my

former job in the office of Curriculum and Instruction, I worked

alongside many of our District’s principals. Seeing their skill and

energy and realizing the importance of their work inspired me to

join the program. Now, I study their work as a component of my

college course. No textbook or college lecture could ever provide

that kind of learning opportunity!

Why I think the program will benefit students: The Aspiring

Principals Program is designed to provide the best instruction

and learning environment to a new generation of principals. The

members of the first cohort of Aspiring Principals are passionate,

talented and driven. Having a school principal who is “made to

order” is a gift to the students of Fort Worth ISD.

What the program says about Fort Worth ISD: Our District

will do everything to ensure that we achieve our goal of student

achievement — including building the skills of those who lead and

teach in our schools.

by the numbers

The District’s Human Resources Department partnered with the

Learning Times organization to present Webinars, an online,

interactive classroom where prospective teachers logged on

and learned all about Fort Worth ISD and got their questions

answered in real time.

the number of prospective teachers from across the country and Puerto Rico who took part in Fort Worth ISD’s recruiting Webinars

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GOAL ONE, OBJECTIVE TWO1819

“Nat

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out a

sense

of wonder in kids. That natural curiosity and observation is the foundation of science.”

For the past two years, the District has worked to place special

needs students in general education classrooms — with their

typical peers — to the maximum extent appropriate. This aligns

with the concept known as Least Restrictive Environment (LRE).

The District utilized inclusion coaches, professional development

and inter-department collaborations. As a result, the percentage of

elementary special education students in LRE rose from 38 percent

in September 2008 to 44 percent in May 2009. Secondary special

education students in LRE increased from 67 percent to 73 percent.

Texas guidelines call for elementary schools to place at least 25

percent of special education students in the LRE. At the start of

school, 75.5 percent of Fort Worth ISD elementary schools met that

target. By May, more than 91 percent met the state’s goal.

The state requires secondary schools to place at least 46.5

percent of special education students in the LRE. From September

to May, the percentage of District schools meeting the target rose

from 92 percent to 96 percent.

Fort Worth ISD students are once again learning about the

wonders of nature by experiencing them. The 228-acre

Outdoor Learning Center (OLC),

a beloved part of the Fort

Worth ISD experience for

generations, reopened

in the fall. An American

Indian blessing and

ceremonial dances

from the District’s

American Indian

Education Program were

among the highlights of the

October rededication ceremony.

Throughout the year, school children

learned first-hand about pioneer and American Indian life,

agricultural practices, natural resources and wildlife. But first,

teachers prepared for their new outdoor classroom. More

than 200 of them attended training sessions in OLC safety and

security, curriculum connections and field investigations lab

models. They also took part in Major Rivers Training sponsored

by the Tarrant Regional Water District.

As part of the District’s commitment to community outreach,

Azle High School held an overnight program at the OLC.

The center also hosted two week-long camps for the American

Indian Education Program and a community church.

ADVANCED MEDIA PROGRAMIn its second year, the Advanced Media Program (AMP), which

provides students real-world experience in broadcast journalism,

made impressive, award-winning strides. AMP acomplishments:

• Produced a live one-hour inauguration special

• Played a primary role in the live WHIZ QUIZ “Sport of Knowledge”

competition. The Texas School Public Relations Association

awarded AMP’s production a Gold Star in the Live Event Category.

• Southwest High School's Media Tech program swept the top

four awards

in the Fort Worth Opera’s second annual Video Contest.

• Debuted a radio studio in April

Lindsay Ledbetter, 2009 Southwest High School graduate

and incoming freshman at the University of North Texas studying

communications with a concentration in public speaking.

Why I applied to the Advanced Media Program: I wanted

to gain knowledge and experience in speaking and make lifelong

contacts with people already in the media.

What AMP taught me that I otherwise would not have

learned in school: Personal integrity on the job is just as

important as the work produced.

How AMP helped prepare me for college: I have more

confidence. I also have some great contacts I hope to maintain —

amazingly talented and wonderful individuals who have taught,

mentored and inspired me.

How AMP helped me as a person: It showed me my weaknesses

and strengths and some of my natural tendencies in a work

environment. This self-awareness is helpful in all areas of my life.

The District began hosting Transition Camps in the summer of

2006 as part of the Secondary Redesign Initiative. The camps help

orient incoming 6th, 7th and 9th grade students facing critical

school years to their surroundings. Transition Camps provide a

fun, informal atmosphere for getting to know new schools and

classmates and improving math and science skills.

face

FWISD

Kathy CashExploratory Learning Specialist,

Science Department

by the numbers

number of students who participated in the 2008 Transition Camps

It's a classroom as big as all outdoorsAmong the many activities at the OLC:

>> 7th grade teachers trained in preparation for field trips.

Approximately 2,200 students conducted science field

investigations focused on water quality, soil studies, simple

machines, succession of plants and man’s impact on the land.

>> 8th grade science classes built and installed bluebird houses

around the property for monitoring. 8th graders stayed

overnight, conducting field investigations and enjoying hayrides

to the star gazing site.

>> Trimble Tech High School's JROTC spent a weekend improving and

cleaning trails.

>> Southwest High School weather-stripped buildings and

landscaped the lodge.

>> 5th graders studied ecosystems and plant and animal adaptations.

>> High school astronomy classes held overnight star-watching

parties.

Making changes: Inclusive Education

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The improved TAKS results underscore the importance

of teachers working with a coherent curriculum.

Fort Worth ISD rolled out an improved Curriculum

Frameworks in 2008-2009, following an intricate

remodeling. Changes were made to the still-new software

program to eliminate duplications and help teachers, and

eventually parents and students, access curriculum and

The team approach, piloted in 2005-2006, provides opportunities

to integrate Curriculum Frameworks across subject areas. Teamed

teachers have a common planning time to discuss and develop

ways to support what is being taught in other classes.

By the end of the school year, Fort Worth ISD had hired,

trained and assigned math coaches to all elementary

schools. The District provided the coaches with

professional development in the areas of content,

pedagogy and coaching. The coaches then supported

and provided services to math teachers.

Both math and literacy coaches had the opportunity

to participate in "Target Teach", a strategy introduced

in 2008-2009 to eliminate curriculum gaps and further

boost student achievement. The coaches were on

the move throughout the year, teaching in two-week

blocks at all grade levels and planning with teachers for

maximum impact.

As TAKS results indicate, the District experienced

continued success with lead content teachers at the

secondary level. These educators spend half of the day

teaching and the other half coaching fellow teachers.

When H1N1 (Swine) flu closed Fort Worth ISD schools for a week in

May, you could say students took the disruption in classes sitting

down. EdTV, the District’s television station, switched gears and

began broadcasting “Sofa Studies,” daily, live teacher instruction.

The virtual classroom aired between 10 a.m. and 5 p.m. on

Charter Cable Channel 30 and AT&T U-Verse Channel 99, as

well as streaming video on the District Web site. The broadcast

was repeated in the evening. Teachers offered instruction in

elementary literacy (reading and grammar), mathematics,

science, physical education and health, calculus, psychology,

statistics, U.S. government and U.S. history. The Outdoor Learning

Center even brought snakes, scorpions and spiders to the set.

Teachers came to the studio with a can-do attitude and a

dedication to making sure students received important end-of-

the-year instruction. They went before the camera with their

usual professionalism and sense of humor. Communications

Department staff manned the cameras and the control room,

Marci Formby, Instructional Media Development

As part of the “Sofa Studies” team: My goal, my job was

to get quality presentations up in a very short amount of

time and make sure viewers, crews and teachers felt the

presentations benefited students. I immediately began

contacting curriculum directors and executive directors to

doing double, and sometimes triple duty. Some students in the

District’s Advanced Media Program (AMP) were so eager to pitch

in, they dashed to the studio as soon as they were given the

green light to return to class.

“Sofa Studies” succeeded on many levels. Besides delivering

instruction to students, it gave parents and kids the opportunity

to work together and it allowed parents to build on their

understanding of what takes place in their child’s classroom. It

was also an opportunity for the District to do one of the things it

does best, pull together as a team and work to find solutions.

Stay tuned for...

Sofa Studies

coordinate the names of teacher leaders, schedule them and

establish content for programming.

The biggest challenge I faced: Let’s face it, everyone wants

time to prepare. To help alleviate concerns, I made the calendar

“people flexible,” but “program set.” In other words, people on

the schedule could change, but the programs would stay in place.

What I learned about our teachers: They’re even more

awesome than I knew. They consistently put their fears on

hold so students could have access to needed teaching.

What I learned about District staff: They are a very

cooperative group of people. Almost every single person was

willing to take a leap of faith to aid the learning community.

“Sofa Studies” was a success because: Everyone was able

to share their talents.

navigate through

the Frameworks

more easily. This

attention to detail

and quick action to

improve Curriculum

Frameworks

show the District’s

commitment to

eliminating curriculum

gaps and aligning student

products with national, state and

local assessments. By the end of the school year, teachers

accessed Curriculum Frameworks at the rate of more than

8,000 hits a day.

It was just three years ago the District undertook the

complex task of completely rewriting the curriculum —

from Pre-K through 12th grade. More than 400 teachers,

content specialists and principals participated, helping

to craft Curriculum Frameworks, a system carefully

customized to meet the needs of students and teachers.

Lead Content Teachers & Coaches

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by the numbers

the number of teachers (one from each of the four core academic areas) on every secondary academic team in 6th through 10th grade

Building a better tomorrow with Curriculum Frameworks

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On September 6, 2008, more than 200 community volunteers, led by

Superintendent Melody Johnson and then Fort Worth Mayor Pro-Tem

Kathleen Hicks, went door-to-door to talk directly to students about

returning to school.

The “Prevail to Graduation Walk” reached out to students who had

not yet re-enrolled for the new academic year. Volunteers knocked on

177 doors in an attempt to engage students and their parents. Almost 50

contacts were made. At the same time, the District and the community

demonstrated their commitment to our youth and to reducing the dropout

rate. The walk was the collaborative work of Fort Worth ISD, the City of Fort

Worth and the Fort Worth Chambers. It was modeled after a similar initiative in

Houston, which successfully brought thousands of students back to class.

The Fort Worth ISD walk targeted specific neighborhoods near three high schools —

Eastern Hills, O.D. Wyatt and Diamond Hill-Jarvis. It came on the heels of a phone bank

outreach, also staffed by volunteers, held earlier the same week. The phone bank made

more than 100 contacts and was so effective that Diamond Hill-Jarvis alone reported a

100 percent success rate. Volunteers at that school then turned their efforts to a list of

absentee students at North Side High School and Arlington Heights High School.

Plans for the next Prevail to Graduation Walk are underway and volunteers are signing

up. It will be held in September 2009.

Prevail to GraduationCHANG ING L I VES ONE STEP AT A T IME

Giving its most important stakeholders a voice, Fort

Worth ISD provided key opportunities for students to

speak out at the beginning of the Public Educators

Accerating Kids (PEAK) pilot program.

More than 20 students representing all PEAK schools,

met at the beginning of the school year for a round

table discussion with Superintendent Melody Johnson.

The students talked about the changes they hoped PEAK

would bring to their schools.

They met again in June 2009 — a follow-up session

to talk about the differences PEAK had made at their

schools. The comments were overwhelmingly positive.

Almost all students agreed that:

• Teachers were using more strategies to teach and

classrooms were more interactive

• The teachers' level of commitment made students care

more

• Teachers had a better rapport with students and parents

PEAK students meet with Dr. Johnson

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Robin Richardson, Math Department Chair, algebra/Pre-AP

algebra/geometry/8th grade math, William Monnig Middle

School

What’s the biggest difference Interactive Whiteboards

have made in your class? My classroom has become a

place for active learning and discovery. The Whiteboards

allow the students to engage in online activities and

become contributors to the learning process. They are

able to apply the knowledge more hands-on, and they have

developed a deeper understanding of how math plays a part

in the real world.

Have your students also benefited personally?

Absolutely! I have seen the most timid students become

active contributors. Students who may not be eloquent

when explaining their thought processes can now use the

board to convey their knowledge. Their confidence grows

as they become more than just students — also leaders and

even teachers.

How have the boards changed your teaching career?

I love the boards! When teaching Connected Math Project

2 (CMP2) math, I am able to project the digital book up on

the board, students read along, and we write notes in the

margins. I can go to the Prentice Hall Web site and use their

resources for the class. And don’t get me started on the

things I can do for algebra and geometry!

A VERY SMART CLASSROOM

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Promethean Interactive Whiteboards: every

District classroom either has one — or has one

on the way. The Division of Technology put

Whiteboards in 3,000 classrooms this school

year. By next year, all 5,000 classrooms will have

the technology.

The Interactive Boards operate much like

a giant Personal Computer and, therefore, are

engaging today’s “digital generation” like no

other teaching tool. They provide the rigor and

relevance students need. They allow teachers to

be as creative as they like, as the applications

of the Whiteboards are limitless. Principals and

teachers say the boards have re-energized

classrooms and re-invigorated careers.

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Fort Worth ISD restructured its Safe & Drug-Free Schools and

Communities Program to address current concerns, provide

better prevention education and to take advantage

of technological advances and other available resources for

student safety.

In 2008-2009, the District:

>> Added new, dynamic, multimedia presentations on

bullying and cyber bullying prevention, drug trends and

substance abuse awareness, developmental assets and

dating violence

>> Increased training opportunities for District staff and

the community

>> Developed the Safe & Drug-Free Schools and Communities

Rene’ Moore, Coordinator, Safe & Drug-Free Schools and Communities

The most gratifying part of my job: Having the opportunity to encourage

students, parents and staff to make healthy choices and take responsibility for their own

personal well-being.

My staff and I are doing our jobs when: Adults and youth work together to create positive, healthy and safe learning environments.

One of the most effective aspects of the Safe & Drug-Free Program is: Collaboration within the District and the community. We are

most effective when we join together and share resources to build assets in our youth to promote school completion.

One of the most important things parents can do to help keep kids safe at school: Empower them to observe, report and

be engaged in their own personal safety.

Summer Institute, two weeks of student safety workshops led

by nationally-recognized experts

>> Debuted a new marketing campaign for the Safe &

Drug-Free Schools Program

>> Developed a highly-informative Web site, complete with

online training request form and links to crucial resources

>> Implemented the 40 Developmental Assets community

initiative aimed at helping young people succeed (55

trainers from the District and the community were

trained in two sessions)

>> Created new partnerships between Fort Worth ISD and

the community

>> Strengthened relationships with private schools served by

Title IV funds

In all, nearly 16,000 students and more than 3,500 adults

attended presentations and/or trainings during the school year.

NEW AND IMPROVED:

Safe & Drug-Free Schools and Communities

Fort Worth ISD SDFSC

Prevention CurriCulum eduCation

SAFE AND DrUG-FrEE SChooLS AND CoMMUNItIES

The Fort Worth ISD Safe and Drug-Free Schools and Communities program is committed to provide research-based programs to our students.

Our prevention education specialists partner with several local agencies to provide prevention education programs for students that address

risks such as alcohol, tobacco and other drug use, bullying, school safety and more. The following curriculum programs are available to students:

LIFE SkILLS: Life Skills is a program developed by Dr. Gilbert J. Botvin, Cornell University Medical School. This program has curriculum focused

on meeting needs of elementary, middle and high school students. This program is delivered through lecture, discussion, coaching and practice

to enhance student’s self esteem, feelings of self- efficacy, ability to make decision, and ability to resist peer pressure. (grades 1-9)

ProjECt ALErt: Project ALERT is a program developed by Phylis L. Ellickson and colleagues at RAND. It is

drug prevention curriculum for

middle school students focused on alcohol, tobacco, marijuana and inhalants. Project ALERT uses participatory activities and media in order

to teach adolescents the skills and strategies needed to resist pro-drug pressures and to establish non-drug using norms. (grades 4-8)

SECoND StEP: Second Step is a classroom-based social skills program for preschool through junior high student developed by Barbara Guzza

from Committee for Children. It is

designed to reduce impulsive, high risk and aggressive behaviors; and increase social–emotional competence

and other protective factors. (grades 1-5)

Our prevention education specialists are available to come to your school or other location to consult with you to select programs that will meet the needs

of your students. If you are interested in scheduling a program, please contact the Fort Worth ISD Guidance and Counseling Department, Safe and Drug Free

Schools Program at 817.871.2800.

Life is full of challenges and risks. It is essential we equip our

young people with the skills they need to be successful. The Fort

Worth ISD Safe and Drug-Free Schools and Communities program

provides prevention education programs that address risks such

as alcohol, tobacco and other drug use, bullying, dating violence,

school safety and more. Prevention Presentations

The following presentations are available to students, staff and

parents/community. These presentations are tailored to the audience

with the length of presentation adjusted to meet your needs.

• 40 Developmental Assets

• Bullying (school assessment, strategies for prevention

and intervention)

• Conflict Resolution

• Dating Violence Awareness (HB 121)

• Gang Awareness

• Peer Mediation

• Safety in Cyberspace (cyber bullying, sexting and more)

• Stress Management

• Substance Abuse (signs/symptoms, drug trends )

• Test Preparation

• True Colors (available August 2009)

• WellnessPrevention CurriCulum eduCation

Prevention Education Specialists can coordinate with our partner

agencies to provide the following curriculum education programs

for your students:

• Life Skills (grades 1-9)

• Project ALERT (grades 4-8)

• Second Step (grades 1-5)

Community Collaboration

Collaboration with the community to address substance abuse

and violence prevention needs is critical to the success of our

young people. Our Prevention Education Specialists coordinate

with local agencies to bring prevention programs to our schools.

If you are interested in scheduling a presentation, curriculum

program or need to meet with a prevention education specialist

to plan for your school, please contact Guidance and Counsling

at 817.871.2800.

Prevention eduCation serviCes

SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES

Fort Worth Independent School District

Safe & Drug free

SchoolS anD communitieSFort Worth Independent School dIStrIct

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quick fact: lojack

The District’s Division of Technology

installed LoJack tracking technology

on all laptops and desk computers. In

December 2008, that technology led Fort

Worth police to a residence where they

recovered a $1,500 laptop computer.

Superintendent Melody Johnson and

Chief Technology Officer Kyle Davie

vowed that property stolen from the

District would be recovered and thieves

would be prosecuted.

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Goal Two OPERATIONAL EFFECTIVENESS & EFF IC IENCYCommitted to its second goal, Operational Effectiveness & Efficiency, Fort Worth ISD transitioned to

a Digital District and began implementing a Strategic Scorecard that measures what matters.

The District made these strides while adhering to Performance Objectives that increased system-wide

accountability, transparency and communication.

All operations in the District will be efficient and effective.

2.1 Promote a service-oriented culture throughout the District

2.2 Use data to inform decisions

2.3 Communicate with all stakeholders in a timely and relevant manner

2.4 Be responsible stewards of public funds

2.5 Nurture and build capacity of all employees to best support academic achievement

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To see the Division of Technology’s (DoT) training schedule

for the past year is to see the District’s commitment to “going

digital” and to providing customer service each step of the

way. In addition to training thousands of teachers in the use

of the Promethean Interactive Whiteboards and many other

educational tools, the DoT provided various

kinds of technology training to non-

instructional staff across

the District.

“It is very gratifying to

see more and more people

from different departments

coming to us and asking for

Digital District

MyLunchMoney.comSERVING UP CONVENIENCE

number of times the Public Educator Accelerating Kids (PEAK) Web site was viewed during the school year

numbersby the

A PEAK hotline and mailbox were established to receive

feedback and answer questions. The mailbox received

hundreds of e-mails, mostly from current Fort Worth ISD and

prospective teachers.

The District launched a new program that makes paying for school meals a lot more convenient. What’s more, parents can even monitor how students spend their lunch money. The new service is called MyLunchMoney.com. It allows parents to go online, create a secure user name and password and prepay for breakfast, lunch and a la carte food items using a credit or debit card.

The service also allows parents to:>> View a seven-day history of student purchases to monitor what they are eating>> Receive e-mail notification when their student’s account balance is low>> Set daily and weekly spending limits for their students MyLunchMoney.com also saves the District money by reducing paperwork.

workshops,” said Kyle Davie, chief technology officer. “That’s a

good sign we’re developing a collaborative environment and a

service-oriented culture that benefits everyone.”

More than 50 school principals attended a technology-

related Leadership Academy on everything from how to use

DataSmart to improving presentation skills. Principals who

attended earned a laptop computer. Substitute teachers and

staff attended trainings to become more proficient in the use

of the Interactive Whiteboards and other technology. The DoT

also hosted trainings for parent liaisons who wanted to learn

more about the Whiteboards as well as the basics, such as

Microsoft Office Outlook and word processing.

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This year Fort Worth ISD implemented a new version of the

District Strategic Scorecard, a system-wide accountability tool

that articulates the metrics that define success for defined

performance objectives. The District adopted a revised set

of performance objectives in April 2008 that define “action

steps” the District will focus on to achieve its three

strategic goals.

In August 2008, the Board adopted the Scorecard with

its defined metrics and targets. Throughout 2008-2009, the

District and the Fort Worth ISD Board of Education used the

Scorecard to measure progress on key metrics.

STRATEGIC SCORECARD

Fort Worth ISD’s financial and student systems continued

to evolve into modern, user-centered systems. The District

unveiled a new employee payroll system using MUNIS

software, another important phase in transitioning into a

Digital District. The January 2009 paychecks were the first

ones to be issued using the new software.

In June, MUNIS software was upgraded to provide new

A clear measure of what is taught is what is learned. That is why in 2008-2009, the District expanded DataSmart to provide

educators and administrators quick access to even more comprehensive student data.

The expansion was a collaborative effort with input and support from Accountability and Data Quality, Curriculum and

Instruction and the Division of Technology.

DataSmart is a Web-based instructional tool and a key component of the District’s Strategic

Scorecard. DataSmart assists teachers and principals in planning, monitoring student

progress and intervening immediately to ensure greater student success. Initially,

DataSmart incorporated only TAKS data. Now it includes TAKS-Accommodated

and TAKS-Modified, as well as benchmark, TELPAS and Stanford/Aprenda data.

The District also added features such as the Texas Project Measure, a

Value-Added model for interpreting year-to-year progress within a

subject matter.

The District also laid the ground work to link DataSmart with Curriculum

Frameworks for the 2009-2010 school year. Teachers will be able to access

test histories of students in their class and plan instruction accordingly.

All along the way, teachers and administrators provided feedback, helping to

make timely changes to improve the quality of reports and information.

Fort Worth ISD’s Secondary Redesign is an initiative based

solidly on excellent data — evaluation reports from inside

and outside the District that inform every effort to raise

rigor, incorporate relevance and build relationships in the

classroom. The District’s Accountability and Data Quality

Department continually provides Secondary Redesign staff

with reports compiled from grades, attendance records,

surveys and other data. These reports give insight into what

is working and what is not working with students, teachers

and the District as a whole. Secondary Redesign also uses the

information in these reports when applying for grants.

Additionally, the District relies on outside data sources,

Punita Dani Thurman, Executive Director, Strategic Initiatives

What “sold” us on the Scorecard concept: There was a

need for us to significantly streamline and narrow our focus

when it came to the most important metrics around the

performance objectives.

The Scorecard’s immediate benefits: Clarity of

expectations — by setting target levels of achievement

we were able to define ‘success’ as well as collective

accountability. The focus on monitoring has helped us all

align around what we needed to do to move forward.

The most surprising thing the Scorecard measures:

Stakeholder feedback. In a number of areas, the scorecard

triangulates feedback and perceptions from all of its key

stakeholders. For example, when thinking about the issue of

bullying on campus, the District measures survey feedback

from parents, teachers, students and principals — it helps to

give a more complete picture of how we are doing.

including the Texas Education Agency (TEA) and the Texas

High School Project, a public-private alliance dedicated to

boosting graduation rates and ensuring that graduates are

ready for college and career success. Both the TEA

and the Texas High School Project provide

best practices from various campuses

and school districts that address

instruction, college readiness,

dropout prevention, English

language learners and

school management.

DataSmart

SECONDARY REDESIGNMUNIS

menu options for all users and added features including:

>> Enhanced Human Resources job applicant tracking

>> Student activity fund tracking

>> Financial programs for asset depreciation, employee

expenses and item reorders

The upgrade also streamlined reconciliation tracking and

reporting.

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Twitter promotes itself as an online service for people to

communicate and stay connected through the exchange of

brief answers to the question: What are you doing?

Because the District is

committed to communicating

in a timely, relevant manner,

building relationships and

letting all our stakeholders

know what we’re doing, we

eagerly “got Twittering”!

This new social media

puts the District in venues

where our students, parents,

teachers and community

members are. We can “listen

to” (monitor) what they are

saying and, when appropriate, respond — whether to correct

rumors or pass on important information.

Fort Worth ISD unveiled a completely redesigned student,

parent and teacher-friendly Web site, the product of an

almost year-long collaboration between the Division of

Technology and the Communications Department.

Important redesign features included:

>> Parent-At-A-Glance — where parents can find out what their

students are learning during the current six weeks session

The new fwisd.orgthe number of visits to the District’s Web site logged during the school year

numbersby the

Million

That figure was almost double the visits from one year earlier.

While the majority of the 2008-2009 visits came from within

the United States, people in 174 other countries also spent

time on the site.

The Fort Worth ISD Communications Department had

a very productive year researching, composing and

distributing approximately 300 news releases about

District events. These releases were aimed primarily at

the news media with the intent of sharing information

about District accomplishments with the general public.

The releases were distributed to assignment editors at

newspapers, magazines, radio and television stations and

blog editors. The releases were also posted on the District’s

Web site for everyone to see.

News releases distributed in 2008-2009 announced a

broad range of news items, including scheduled and special

events, personal promotions, awards, services, policies and

accomplishments. Local media often used this information to

generate news stories that helped us spread the word about

the District.

On a daily basis, the Communications Department provided

information to members of the working press without the

formality of a news release. These less official “releases”

assisted reporters by answering specific questions and

providing background understanding.

Media & pressrelations

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Clint Bond, External Communications Coordinator

Why is it important to communicate with the news media?

It is critical that the community understand the message of

the Fort Worth ISD. One vital way of delivering that message

is through the traditional news media (radio, television and

newspapers). Having one point of contact, with a consistent

message, facilitates a better understanding of the District’s

mission.

Does the District communicate with non-traditional

news media? The information landscape is continually

changing. “Citizen” journalists and bloggers have re-arranged

the way information is delivered and received. Listening to

those conversations and using those tools to help the public

maintain a clear understanding of District objectives is vital.

EXTERNAL COMMUNICATIONS

>> Curriculum Frameworks — where teachers can view and edit

lessons, exchange ideas, search for curriculum documents

and more

>> Webmail link — where all employees can access their e-mail

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Much was at stake during the 81st Legislative Session,

particularly related to school accountability and finance.

Fort Worth ISD took a very proactive approach to protect

students’ interests and:

• Met with legislators in Fort Worth and Austin to

recommend solutions

• Wrote amendments and suggested language to assist

legislators in improving bills

• Pulled in professional organizations and District alliances

to help impact legislation

• Provided testimony at committee meetings at the Capitol

The District specifically targeted:

Unfunded Mandates — The state has a constitutional

responsibility to fund the mandates it gives schools.

State Funding — During the last legislative session, District

revenue was frozen at the 2006 level, even though payroll

costs and other expenses continued to escalate. The District

sought to increase the state target revenue to an adequate

and equitable level.

Accountability — The current accountability system is

complex, lacks transparency and is designed to be punitive.

The District encouraged creation of a more transparent

system that recognizes individual growth of students and

schools. The District also called for realistic sanctions and

targeted intervention as needed.

Through HB 3646, Fort Worth ISD was given an additional

$16 million for 2009-2010 for day-to-day operations. However,

the state required that $8.3 million be used for teacher

pay and step increases, leaving only $7.2 million to apply

to the $42 million deficit. HB 3 made significant changes

to the school accountability system, but did not create a

simpler, more transparent system. Legislators did alter state

sanctions, resulting in more realistic timelines, and they made

needed changes in calculating dropout rates.

Ground was broken in May for Hazel Harvey Peace Elementary

School. It will be the first new school built under the 2007

voter-approved bond package. The school is named for the

legendary figure whose 49-year career at I.M. Terrell High

School included teaching, coaching, counseling and serving

as dean of girls. The Fort Worth ISD Capital Improvement

Project (CIP) expects to complete the school in spring 2010.

Other CIP milestones reached during 2008-2009 include:

>> The renovation of 15 middle school tracks

>> The building of a brand new track at Meadowbrook

Middle School

>> Prompt payments and processing of invoices which

supports local companies

GO GREEN, Save Green

Fort Worth ISD is on track to receive discretionary grants

totaling $40 million for the year — an increase of $10 million

over last year. This follows aggressive efforts by the staff

to pursue opportunities to help meet the District’s financial

needs and minimize the impact of the anticipated shortfall in

funding from the state.

Some of the larger grants received include:

21st Century After School Program

• $5.5 million

• Funded by the Texas Education Agency

• Supports after-school programs

• Collaborative effort with several Fort Worth ISD

community partners

An estimated 4.4 million plastic milk bottles have been

recycled since Fort Worth ISD kicked off its “Go Green, Save

Green” campaign in early December 2008. The District

collected plastic bottles throughout the District, including

athletic facilities.

In addition to mandatory recycling, strategies to conserve

energy and reduce waste include:

SCHOOL FUNDING

GRANT $$$ FUNDS INITIATIVESDistrict Award for Teaching Excellence (DATE)

• $5.3 million

• Funded by the Texas Education Agency

• Supports the PEAK program (Public Educators

Accelerating Kids) and efforts to recruit and retain

quality teachers

Professional Development for Art Educators (PDAE)

• $941,968

• Funded by the Department of Education

• Supports fine arts programs in high-poverty

schools

• Collaborative effort with fine arts organizations

throughout the city

AT&T Foundation

• $400,000

• Partnership with the Fort Worth Chamber

of Commerce

• Supports Fort Worth ISD’s Project Prevail

>> Raising awareness concerning electricity use

>> Strict enforcement of the “no idle” policy for District

school buses

>> Efficient routing to reduce the number of school

buses on the road

>> Changing gymnasium light bulbs as they go out, to

energy efficient ones and putting some lights on timers

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Capital Improvement Program Current market conditions are favorable to the CIP and have

resulted in significant construction costs savings. The overall

Historically Underutilized Business participation to date is 36

percent, exceeding the 25 percent expectation established by the

Board of Education.

In all, the CIP includes 135 school projects planned in three

phases and scheduled for completion in 2011. Every campus

is seeing progress in one or more of the following categories:

safety and security, building systems,

new classrooms (eight additions

and six new schools), site and

classroom improvements,

and technology upgrades.

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number of Fort Worth ISD school Web sites launched

numbersby the

Professional development & training for all employees

Increasingly, the Web site is becoming the face of an

organization and where people turn first for information.

This is true for Fort Worth ISD and each of its schools,

and this is why the District launched a new Web site

built in Microsoft SharePoint. It allows people

searching for information to find it simply and

quickly – no matter which of the District’s

public Web sites they access.

But first came extensive training.

Each campus designated a Technology

Integrated Educator (TIE) to be responsible

for their school’s Web site.

TIE coordinators received a stipend and

hours of training to develop and maintain

the Web sites for maximum efficiency and

customer service.

The District anticipates many more Web site

“hits” and satisfied customers. An added bonus is the

savings. Replacing the old technology with SharePoint is

expected to save the District approximately $100,000

per year.

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LEADERSHIP DEVELOPMENTSchool improvement requires teachers to continually learn

new ways of teaching and building relationships. Fort Worth

ISD’s Professional Development Center uses the Avatar

online system to administer, deliver and track professional

development programs and participants. In 2008-2009,

approximately 3,400 training classes were delivered to Fort

Worth ISD teachers and other staff via Avatar.

Sammy Monge, Executive Director of Leadership

Development & Support

The mission: I believe our mission at the Professional

Development Center is to develop individual growth over a

career cycle. When we hire a teacher, we are hiring not only

a teacher but also someone who will play a vital role as a

leader in our District. Our mission is to recruit, select, place,

induct, coach, develop and retain quality leaders.

quick fact

Leadership Development:

Being a leader takes more than

a piece of paper that states you are

certified to do a certain job. It takes understanding yourself

well enough to know where your leadership gifts can best be

used to serve others. We all need to ask: What am I deeply

passionate about? What can I be the best in the

world at?

Mistaken assumptions about Leadership Development:

Many people believe they can’t lead if they’re not at the top.

This simply is not true. You don’t need to have a position at

the top of your group, department, division or organization

in order to lead. Leadership is a choice you make, not a place

you sit. Anyone can choose to become a leader at any time.

The District has a responsibility to develop leaders, but the

real responsibility for your leadership development lies

squarely on your shoulders.

We’ll have you at “hello!”District Operations offered training in telephone

etiquette — something that can make the difference

between a good department and a great department.

Office employees brushed up on the “do’s and

don’ts” of interacting with both internal and external

customers.

Customer service also took priority in professional

development for maintenance employees. Trainings

centered on a new work order program aimed at

improving response times and communication with

schools and other District facilities.

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The District’s third goal, Family Involvement and Community Partnerships, is part of the new equation to increase the number of students who graduate on time - ready for college and prepared for the workplace. Teachers cannot do it alone. Supporting Performance Objectives focus on getting everyone involved for our students’ success.

Family involvement and community partnerships will be an integral part of the education of all children.3.1 Build community support and engage them to support of District goals3.2 Engage and expect parents to be active participants in student learning

Goal Three FAMILY INVOLVEMENT AND COMMUNITY PARTNERSHIPS

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Project Prevail is a comprehensive initiative to increase

the number of students graduating from Fort Worth high

schools fully prepared for post-secondary education or

gainful employment.

Project Prevail acts as an umbrella, tying together

many diverse programs in the District that have one thing

in common: the goal of creating a college-bound culture

through rigor, relevance and relationships. Curriculum

Frameworks, Secondary Redesign and the Promethean

Project are a few of the high-profile initiatives and programs

under the umbrella. Project Prevail also recognizes that

teachers cannot do the job alone. The initiative invites and

supports community partnerships for mentoring students

and providing positive role models. Most partnerships

A very important project

PROJECT PREVAIL ENCOURAGES

A COLLEGE-BOUND CULTURE

More than 250 community stakeholders came together in

March 2009 and brainstormed a set of strategies for reducing

the District’s dropout rate. America’s Promise Summit — Fort

Worth was hosted by Superintendent Melody Johnson and

Fort Worth Mayor Mike Moncrief. WFAA-TV anchor Gloria

Campos emceed the day-long event. It was part of the

America’s Promise Alliance, a national organization

founded by former Secretary of State Colin Powell to

bring awareness to the country’s

alarming drop-out rate and

mobilize communities to

take action.

are formed through Student Engagement and School

Completion and Parent and Public Engagement. In 2008-

2009, these partnerships supported students, teachers and

schools through numerous opportunities, including:

>> Adopt-A-School

>> America’s Promise Summit

>> GO Centers

>> Prevail to Graduation Walk

>> Family Math Nights

>> Distinguished

Employers of Fort

Worth ISD

Students

Project Prevail

recognizes that high

school graduation

for all of our students

is much more than a

worthy goal. An interrupted

education takes a costly toll on the

individual and the entire community.

Working together, we can prevail.

Policy-makers, business leaders, school officials, church

leaders and parents discussed strategies that focused on:

• Ensuring the collaboration of all community

stakeholders to make school more relevant and interesting

• Working together to support students and teachers

through programs and activities such as Adopt-A-School, job

shadowing and mentoring

• Using adult role models to advocate

and provide a sense of community

for all students and their families,

especially students at risk of

dropping out of school

quick fact: math & science initiative community partners

Dozens of community partners signed

up to support Fort Worth ISD Math & Science Initiative

activities.

These activities included:

>> Family Math Nights

>> Math and Science Fall Festival at the Will Rogers

Coliseum attended by more than 6,000 people

>> The curriculum-based Texas Christian University and

Chesapeake Energy Math & Science

Trail which hosted students from

40 elementary schools.

The District also encouraged

community partners to

address math and science

in their Adopt-A-School

plans.

Once voters approved the $593.6 million bond

referendum in November 2007, a Citizens Oversight

Committee was formed. The group was part of

Fort Worth ISD’s promise to keep citizens informed

throughout all phases of project development and

to keep all work and records transparent.

Throughout 2008-2009, the committee met

quarterly with the Capital Improvement Program

(CIP) office and program manager to receive updates

and get questions answered on such topics as:

• Overall finance, schedule and budget status

• Environmental stewardship

• Historically Under-

utilized Businesses

statusCitizens Oversight

Committee

BUILDING

theVISIONFort Worth ISD

FORT WORTH INDEPENDENT SCHOOL DISTRICT

CAPITAL IMPROVEMENT PROGRAM

Citizens Oversight Committee

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America's Promise Summit

ADOPT-A-SCHOOL The District’s Parent and Public

Engagement Department recruited 33 new partners

during 2008-2009.

GO CENTERS Fort Worth ISD’s partnership with

the Fort Worth Chamber of Commerce to operate

GO Centers throughout the District continued

to be a great success. GO Centers are computer-

equipped locations overseen by school staff

and volunteer mentors from higher education or

business. Students can visit GO Centers for computer

access to college, financial aid and career information.

by the numbers

the number of businesses and organizations serving as Adopt-A-School partners in 124 schools

the number of GO Center visits this year at high school campuses across the District

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GOAL THREE, OBJECTIVE TWO

Fort Worth ISD added the Epstein Model for Parent and Public

Involvement to 20 more schools, bringing the number of

participating campuses to 51. The Epstein Model, developed by

Dr. Joyce Epstein, the founder of Johns Hopkins University’s

National Network of Partnership Schools, uses research-

based approaches to organize and sustain quality family and

community involvement programs that increase student success

in school.

Fort Worth ISD’s Parent Liaisons help parents and students navigate

the school system. The District has more than 80 Parent Liaisons

on various campuses who:

>> Work to create a welcoming school environment for parents

>> Conduct outreach to engage parents in their children’s

education

>> Support the work of PTA, PTO and Booster Clubs

>> Help negotiate and facilitate when parents have concerns

Parent liaisons receive regular professional development.

At these sessions, parent liaisons share best practices, including

the 6 types of parental involvement, and learn how to engage

parents effectively, encourage parents to start planning for college,

and assist parents in utilizing community services.

Gwen Gray, Parent Liaison, talks about her “PEAK” year at

Dunbar High School

Why I knew I was right for the job: I am from the

neighborhood. If I don’t know the student, you can bet I know

the parent or grandparent. My family has three generations of

Dunbar graduates. One of them is my daughter, Terrilyn Gray,

dean of instruction at Dunbar High School.

faceFWISD

The District’s Parent and Public Engagement Department

recruited participating campuses and provided training and

other support. Each school put together an action team of school

staff, community leaders, PTA/PTO representatives and parents,

to oversee the partnership program. The teams first wrote a

one-year action plan. During the year, they implemented and

coordinated planned involvement activities and reported the

progress being made.

The District’s goal is to continue phasing in the Epstein Model

until all schools are participants.

"Exemplary" family involvement program

More than 1,300 students, families and volunteers

attended the District’s “i Dream, i Learn, i Win”

Summits.

There were four held in 2008-2009 — at the University

of Texas at Arlington/Fort Worth Center, Texas Wesleyan

University, Tarrant County College South Campus and St.

Mary of the Assumption Catholic Church. The summits

focused on the college-bound experience and targeted

Fort Worth ISD students of all ages and their families.

Free breakfast and lunch were offered as participants took

part in workshops on financial aid, courses of study and

college life.

Several students and parents gave testimonials

about the importance of creating a college-bound

culture in the home when children are young and

impressionable. Representatives from higher

education, social service agencies, churches and

civic organizations manned booths where they

distributed informative material and answered

questions.

“These Family Summits are starting to generate lots

of talk about college,” said Carlos De

Anda, an early childhood specialist

for the City of Fort Worth. “I know

of one family where not only

are the pre-schoolers talking

about it but mom and dad are

talking about returning

to college too!”

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What I found to be my biggest challenges:

Preconceived notions - community members did not think

Dunbar was a good school. But the climate at the school has

completely changed. Principal Douglas Williams, and now the

PEAK program, have turned it around. Students are working

hard. Teachers are working extremely hard. They are going out

of their way to help students.

How parent liaisons make a difference: The PEAK program

put principals, teachers and resources in place. What was

missing was parent involvement. At Dunbar, it was almost

non-existent, except for sports. Parents didn’t know their

participation was needed, and if they tried to get involved,

they would be overwhelmed with information. I make it a point

to limit my meetings with parents to three topics. No one’s

intimidated. Now, they are calling me about academics, fine

arts and college entrance exams.

Why I am excited about next year: Because the parents are!

They already want to know what they can do to help their student

expand his or her horizon.

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PARENT LIAISONS

CURRICULUM AND INSTRUCTION: PARENT-AT-A-GLANCE

Thousands of parents are going to www.fwisd.org to

find out what their children are learning in school.

“Parent-At-A-Glance allows parents to be even

better partners in the education process,” said

Chief Academic Officer Michael Sorum. “It is

vital to the process that parents understand

what kids are expected to learn and know.”

TeleLink and ParentLink The District’s Parent

and Public Engagement Department worked to

improve communication with parents in 2008-2009.

In addition to having access to TeleLink, parents

received the free quarterly newsletter, ParentLink.

by the numbers

the number of times Curriculum and Instruction Parent-At-A-Glance pages were viewed during the school year

the increase in the number of calls made to TeleLink, the Fort Worth ISD information line for parents

iDream, iLearn, iWin grows stronger

Looking Ahead

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Fort Worth ISD anticipates another year of

academic gains, even as the economy struggles

and state funding for schools falls short.

Financial challenges will continue to be a critical

issue facing the District. Still, commitment to

success is stronger than ever. And already, teachers,

administrators and all employees are rolling up their

sleeves for the task ahead — a new school year that holds

much promise, opportunity and excitement.

Secondary Redesign Phase 2The District will move toward “schools of study,” specialized

programs or themes in each school that offer students

vibrant programs of study in their fields of interest.

>> 50 freshmen at Southwest High School

will attend the new Southwest Academy for

Petroleum Engineering and Technology.

The academy is made possible through a

partnership with the Independent Petroleum

Association of America. This “school within a

school” will provide problem-based learning

to build critical thinking skills. These are essential

in the engineering profession and valuable in

everyday life.

>> Morningside and Burton Hill elementary schools

will offer a Spanish Immersion Academy, an

exciting program for building fluency in two

languages. Approximately 60 kindergarten and

first-grade students – both English and Spanish

speakers – will attend. English-speaking students

will spend the day learning in Spanish, with

crucial support to maintain their English skills.

Spanish- speaking students will solidify their

first-language foundation before adding English.

Young Women’s AcademyAfter much research, the District will begin planning the

Fort Worth ISD Young Women’s Academy. The Foundation

for the Education of Young Women is providing a $1 million

grant to support the academy. Planning will include best

practices of highly-successful all-girls’ schools in other

cities, including Dallas, home of the first all-girls public

school in Texas. Most of these schools report higher

academic achievement, greater interest and engagement

in math and science, and higher attendance rates.

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Capital Improvement ProgramWith all Phase 3 projects already ahead of schedule, the CIP

expects to:

• Complete the pre-design of all projects

• Complete the design of more than 100 projects, including

new schools

• Have 50 projects under construction by Fall 2009

• Complete 10 projects by the end of 2009

• Provide more training of Historically Underutilized

Businesses and Small Businesses

• Minimize disruptions to students, teachers and

the community

G RA N I CU S2009-2010 will be the first full year of Granicus, the Web-

based video-on-demand and live streaming technology

made possible through the collaboration of the Division of

Technology and the Communications Department.

The District successfully streamed the June 23, 2009 Board

of Education meeting. On that day, almost 600 “hits” were

recorded on the streaming media page of the District’s Web

site. Granicus will allow anyone with Internet access to stream

board meetings, special instructional efforts and other

District activities.

PA R E N T NOTIFICATION SYSTEMThe District will begin implementing a new sophisticated system that

provides a stable, consistent method for keeping parents informed

of school activities and situations that impact their student.

The system will allow mass messages to go out to parents’ homes

and cell phones for notifications of all kinds, from open houses to

weather-related closings. The messages can be sent District-wide,

school-wide or to certain groups, such as a sports team that needs

to be notified of a game delay or cancellation. The system will also

send messages to single households when needed, such as when a

child does not show up for school.

Value-Added PortalThis new feature on the District Web site will fast become

a one-stop resource for educators and staff. The Portal will

offer information, training material and reports related to

Value-Added analysis for the District and individual campuses.

Value-Added analysis shows the impact teachers and schools

have on students’ academic performances. Using this

growth metric, teachers, schools and the District can begin

interpreting the impact of their curriculum, instruction,

programs and practices on student achievement.

ARRA FundingIn 2009-2010, Fort Worth ISD will receive more than $40 million

as part of the new American Recovery and Reinvestment Act

(ARRA). The District anticipates an additional $20-$30 million

in ARRA funding that is available for educational purposes

through various state and federal agencies. In preparation for

these opportunities, the District has established its own ARRA

Education Task Force to identify needs and priorities for the

use of the funds and to keep stakeholders informed.

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Elementary Schools

Beal, Harlean

Benbrook

Brae, Bonnie

Briscoe, Edward J.

Burton Hill

Carlson, Alice ALC

Carter Park

Chavez, Cesar

Clarke, George C.

Clayton, Lily B.

Como

Como Montessori

Contreras, Alice D.

Daggett, E.M.

Daggett Montessori

Davis, Clifford

De Zavala

Diamond Hill

Dillow, S.S.

East Handley

Eastern Hills

Elliott, Bill J.

Ellis, M.G.

Glen Park

Green, W.M.

Greenbriar

Helbing, H.V.

Howell, Natha

Hubbard Heights

Huerta, Dolores

Jara, Manuel

Kirkpatrick, Milton L.

Parent volunteer hours totaled more than 530,000 in 2008-2009, or 6.7 volunteer hours per student. That sets

a new record and exceed goals as measured by the District Scorecard. The District’s business partners logged

more than 19,000 hours of volunteer service to schools.

There are many opportunities for everyone to have an impact on the academic success of Fort Worth ISD

students.

Stay informed:

•Visitwww.fwisd.org regularly (you can also follow the District on Twitter and Facebook).

•Subscribetothefreenewsletter,ParentLink.

•Attendschoolboardmeetings—remember:ifyoucannotattendameeting,youcanwatchitlive

on your computer at www.fwisd.org.

•CalltheFortWorthISDParentandPublic Engagement Department at 817.871.2450 to

learn more ways you or your organization can partner with the District to be a positive force in

students’ learning.

Their future is our future.

Logan, Maude I.

Lowery Road

McDonald, Atwood

McRae, D.

Meadowbrook

Mendoza, Rufino

Merrett, Luella

Mitchell Boulevard

Moore, M.H.

Morningside

Moss, Christene C.

Nash, Charles E.

North Hi Mount

Oakhurst

Oaklawn

Pate, A.M.

Peak, Carroll

Phillips, M.L.

Ridglea Hills

Riverside ALC

Rosen, Sam

Sagamore Hill

Sellars, David K.

Seminary Hills Park

Shulkey, Bruce

Sims, T.A.

South Hi Mount

South Hills

Springdale

Stevens, J.T.

Sunrise-McMillian

Tanglewood

Terrell, I.M.

Turner, W.J.

Van Zandt-Guinn

Walton, Maudrie M.

Washington Heights

Waverly Park

West Handley

Westcliff

Westcreek

Western Hills

Western Hills Primary

Westpark

Williams, Versia L.

Wilson, Richard

Woodway

Worth Heights

Middle Schools

Applied Learning Academy

Como Montessori

Daggett

Daggett Montessori

Dunbar 6th

Dunbar

Elder, J.P.

Forest Oak

Glencrest 6th

Handley

James, William

Kirkpatrick, Milton L.

Leonard

Leonard 6th

McLean, W.P.

McLean 6th

Meacham, W.A.

Meadowbrook

Monnig, William

Morningside

Riverside

Rosemont

Rosemont 6th

Stripling, W.C.

Wedgwood

Wedgwood 6th

High Schools

Amon Carter-Riverside

Arlington Heights

Diamond Hill-Jarvis

Dunbar

Eastern Hills

North Side

Paschal, R.L.

Polytechnic

South Hills

Southwest

Trimble Technical

Western Hills

Other Schools

Boulevard Heights

Horizons Alternative School

International Newcomer Academy

Jo Kelly School

Metro Opportunity School

Middle Level Learning Center

New Lives School

Success High School

Fort Worth ISD Schools

how to

Partner

5051

100 N. University DriveFort Worth, TX 76107

817.871.2000www.fwisd.org

INDEPENDENT SCHOOL DISTRICT