08-09 FWISD Annual Report - Fort Worth ISD

The Fort Worth Independent School District's 2008-2009 Annual Report

Table of Contents 

A 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

FORT WORTH ISD 02 ANNUAL REPORT 08-09 

A Message 

from the 

Superintendent 

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 

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. 


Board of Education 

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 

ANNUAL REPORT 08-09 

03 

FORT WORTH ISD

A N N UA L R E P O RT 08-09 04 FORT WORTH ISD FACTS 

FORT WORTH ISD FACTS 

20 0 8 -20 0 9 B U D G E T 

O UR STUDENTS OUR SCHOOLS 

TEA Campus Ratings 

OPERATING 

BUDGET 

Schools Rated Exemplary 12 

Schools Rated Recognized 43 

Schools Rated Acceptable 49 

ETHNIC 

DISTRIBUTION 

$ 53,75 4,618 

2009 Scholarship Offers 

Number of Students In: 

Bilingual/ESL 21,217 

Career & Technology Education 11,286 

Economically Disadvantaged 54,134 

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 

African-American 25.6% 

Hispanic 58.2% 

White/Anglo 14.3% 

Asian/Pacific Islander 1.6% 

Native American 0.3% 

TOTAL ENROLLMENT 78,732 

5,393 

Number of AP Exams Taken 

2,760 

Students Taking AP Exams 

Gifted and Talented 7,752 

Limited English Proficient (LEP) 22,377 

Special Educaton 6,367 

BY T H E N U M BER OUR EMPLOY E ES 

TOTAL NUMBER 

OF EMPLOYEES 

356 

Number of Buses Running Daily 

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% 

10.4Years 1 

Avg. Experience of Teachers 

15 ,352 

Breakfasts Served Daily 

5.7: 1 

Student/Teacher Ratio 

1,497 

Number of Bus Routes 

49,8 97 

Lunches Served Daily 

Full-Time Tea 

Auxiliary Sta 

Educational 

Professional 

Campus Adm 

Central Adm 

FORT WORTH ISD FACTS 

05 

ANNUAL REPORT 08-09

District 

Highlights

FORT WORTH ISD 08 HIGHLIGHTS 08-09 

An overview 

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. 

Poly did it! 

Probably 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!” 

by the 

numbers 

MILLION 

scholarship offers to Fort Worth 

ISD students in 2008-2009 

total amount of 2008-2009 

scholarship offers 

Fort Worth ISD 


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. 

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

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). 

HIGHLIGHTS 08-09 

09 


FORT WORTH ISD 10 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. 

SOUTH HILLS HIGH SCHOOL'S 

Terrific Taylor 

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. 

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: 

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 

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 


11 


FORT WORTH ISD 12 HIGHLIGHTS 08-09 

TRIUMPHS 

in TAKS 

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 highperforming 

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. 

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. 

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

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. 

by the 

numbers 

number of students recognized as 

Superintendent Scholars 

number of teachers recognized as 

AP Scholar Teachers 

(inaugural year) 


13 


Goal One 

STUDENT ACHIEVEMENT 

In 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 staff 

1.2 Provide individualized supports for student development and academic achievement 

1.3 Ensure consistent use and implementation of District Curriculum Frameworks 

1.4 Provide opportunities for student voice, leadership and engagement in the learning process 

1.5 Provide a safe, positive and secure learning environment for students and staff


16 

G OAL ONE, OBJECTIVE ONE 

PEAK pilot program is 

a Goal One high point 

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

initiative targeting nine academically-challenged and hardto-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 

A new day at Sunrise-McMillian 

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.” 

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. 

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. 

PROUD TO BE A 

Digital District 

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. 

by the 

numbers 

the number of prospective teachers from across 

the country and Puerto Rico who took part in 

Fort Worth ISD’s recruiting Webinars 

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. 

FWISD 

face 

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. 


17 

G OAL ONE, OBJECTIVE ONE


18 

G OAL ONE, OBJECTIVE TWO 

Making changes: 

Inclusive Education 

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. 

by the 

numbers 

number of students who participated 

in the 2008 Transition Camps 

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. 

ADVANCED MEDIA PROGRAM 

In 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. 


face 

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. 

It's a classroom as big as all outdoors 

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. 

Kathy Cash 

Exploratory Learning Specialist, 

Science Department 

Among 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. 

“Nature brings out a sense of wonder in kids. That natural curiosity and observation is the foundation of science.” 


19 

G OAL ONE, OBJECTIVE TWO


20 

G OAL ONE, OBJECTIVE THREE 

Stay tuned for... 

Sofa Studies 

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-ofthe-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, 


face 

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. 

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. 

Building a better 

tomorrow with 

Curriculum 

Frameworks 

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 

Lead Content 

Teachers & Coaches 

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. 

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. 

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 

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. 


21 

G OAL ONE, OBJECTIVE THREE


22 

G OAL ONE, OBJECTIVE FO U R 

Prevail to Graduation 

C H A N G I N G L I V ES ONE STEP AT A TIME 

PEAK students meet 

with Dr. Johnson 

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 

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. 

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 

A VERY SMART CLASSROOM 

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. 


face 

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! 


23 

G OAL ONE, OBJECTIVE FO U R


24 

G OAL ONE, OBJECTIVE FIVE 

NEW AND IMPROVED: 

Safe & Drug-Free 

Schools 

and Communities 

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 

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. 


face 

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. 

SAFE AND DrUG-FrEE SChooLS AND CoMMUNItIES 

Prevention CurriCulum eduCation 

Fort Worth ISD SDFSC 

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: 

Prevention Presentations 

SAFE AND DRUG-FREE SCHOOLS AND COMMUNITIES 

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) 

Prevention eduCation serviCes 

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

• True Colors (available August 2009) 

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

• Wellness 

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, Prevention Education Specialists can coordinate with our partner 

school safety and more. 

agencies to provide the following curriculum education programs 

for your students: 

• Life Skills (grades 1-9) 

The following presentations are available to students, staff and 

• Project ALERT (grades 4-8) 

parents/community. These presentations are tailored to the audience 

• Second Step (grades 1-5) 

with the length of presentation adjusted to meet your needs. 

• 40 Developmental Assets 

• Bullying (school assessment, strategies for prevention Collaboration with the community to address substance abuse 

and intervention) 

and violence prevention needs is critical to the success of our 

• Conflict Resolution 

young people. Our Prevention Education Specialists coordinate 

• Dating Violence Awareness (HB 121) 

with local agencies to bring prevention programs to our schools. 

• Gang Awareness 

• Peer Mediation 

If you are interested in scheduling a presentation, curriculum 

• Safety in Cyberspace (cyber bullying, sexting and more) program or need to meet with a prevention education specialist 

• Stress Management 

to plan for your school, please contact Guidance and Counsling 

• Substance Abuse (signs/symptoms, drug trends ) at 817.871.2800. 

• Test Preparation 

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. 

Prevention CurriCulum eduCation 

Community Collaboration 

Fort Worth Independent School dIStrIct 

Safe & Drug free 

SchoolS anD communitieS 

Fort Worth Independent School District 

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. 


25 

G OAL ONE, OBJECTIVE FIVE

Goal Two 

OPERATIONAL EFFECTIVENESS & EFFICIENCY 

Committed 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


28 

G OAL TWO, O B J ECTIVE ONE 

Digital District 

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 noninstructional 

staff across 

the District. 

“It is very gratifying to 

see more and more people 

from different departments 

coming to us and asking for 

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 technologyrelated 

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. 

MyLunchMoney.com 

SERVING UP CONVENIENCE 

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. 

by the 

numbers 

number of times the Public Educator 

Accelerating Kids (PEAK) Web site 

was viewed during the school year 

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 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. 


29 

GOAL TWO, OBJECTIVE ONE


30 

G OAL TWO, O B J ECTIVE TWO 

DataSmart 

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. 

MUNIS 

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 

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. 

face 

STRATEGIC SCORECARD 


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. 

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. 

SECONDARY REDESIGN 

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. 


31 

GOAL TWO, OBJECTIVE TWO


32 

G OAL TWO, O B J ECTIVE THREE 

face 

EXTERNAL COMMUNICATIONS 


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. 

quick fact 

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. 

by the 

numbers 

Million 

the number of visits to the 

District’s Web site logged during 

the school year 

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. 

Media & press 

relations 

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. 

The new fwisd.org 

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 

>> 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 


33 

GOAL TWO, OBJECTIVE THREE


34 

G OAL TWO, O B J ECTIVE FO U R 

SCHOOL FUNDING 

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. 

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 

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. 

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. 

GO GREEN, 

Save Green 

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: 

GRANT $$$ FUNDS INITIATIVES 

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 

>> 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 

District 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 


35 

GOAL TWO, OBJECTIVE FOUR


36 

G OAL TWO, O B J ECTIVE FIVE 

Professional development & 

training for all employees 

quick fact 

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. 

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. 

by the 

numbers 

number of Fort Worth ISD school Web 

sites launched 

face 

LEADERSHIP DEVELOPMENT 


School 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. 

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. 


37 

GOAL TWO, OBJECTIVE F I V E

Goal Three 

FAMILY INVOLVEMENT AND COMMUNITY PARTNERSHIPS 

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 goals 

3.2 Engage and expect parents to be active participants in student learning


40 

G OAL THREE, OBJECTIVE ONE 

A very 

important 

project 

PROJECT PREVAIL ENCOURAGES 

A COLLEGE-BOUND CULTURE 

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 

America's Promise Summit 

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 

by the 

numbers 

Citizens Oversight Committee 

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 Underutilized 

Businesses 

status 

FORT WORTH INDEPENDENT SCHOOL DISTRICT 

CAPITAL IMPROVEMENT PROGRAM 

Citizens Oversight 

Committee 

BUILDING 

VISION 

the 

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 

Fort Worth ISD 

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 computerequipped 

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. 

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. 


41 

GOAL THREE, OBJECTIVE ONE


42 

G OAL THREE, OBJECTIVE TWO 


face 

PARENT LIAISONS 

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. 

"Exemplary" family 

involvement program 

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 researchbased 

approaches to organize and sustain quality family and 

community involvement programs that increase student success 

in school. 

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. 

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. 

iDream, iLearn, iWin grows stronger 

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 

by the 

numbers 

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!” 

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 

the number of times Curriculum and Chief Academic Officer Michael Sorum. “It is 

Instruction Parent-At-A-Glance pages vital to the process that parents understand 

were viewed during the school year 

what kids are expected to learn and know.” 

the increase in the number of calls 

made to TeleLink, the Fort Worth ISD TeleLink and ParentLink The District’s Parent 

information line for parents 

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. 

ANNUAL REPORT 08-09 43 GOAL THREE, OBJECTIVE TWO

Looking Ahead

A N N UA L R E P O RT 08-09 46 LOOKING AHEAD 

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 2 

The 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. 

REDESIGN 

SECONDARY SCHOOL 

Fort Worth Independent School District 

Young Women’s 

Academy 

After 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. 

LOOKING AHEAD 

47 


A N N UA L R E P O RT 08-09 48 LOOKING AHEAD 

Capital Improvement 

Program 

With 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 RANICUS 

2009-2010 will be the first full year of Granicus, the Webbased 

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 SYSTEM 

The 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. 

ARRA Funding 

In 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. 

Value-Added Portal 

This 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. 

LOOKING AHEAD 

49 


FORT WORTH ISD 50 ANNUAL REPORT 08-09 

Fort Worth ISD Schools 

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. 

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 

how to 

Partner 

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: 

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

• Subscribe to the free newsletter, ParentLink. 

• Attend school board meetings — remember: if you cannot attend a meeting, you can watch it live 

on your computer at www.fwisd.org. 

• Call the Fort Worth ISD Parent and Public 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. 


51 


INDEPENDENT SCHOOL DISTRICT 

100 N. University Drive 

Fort Worth, TX 76107 

817.871.2000 

www.fwisd.org

08-09 FWISD Annual Report - Fort Worth ISD

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