You had questions for Fort Worth ISD’s interim superintendent. Here are her responses

You had questions for Fort Worth ISD’s interim superintendent. Here are her responses

Interim Superintendent Karen Molinar made it clear to an audience of more than 200 people during a recent event that Fort Worth ISD needs transparency and support to succeed.During the hourlong Candid Conversation panel with the Fort Worth Report, Molinar and three other community leaders laid out a path they believe will lead the city’s largest school district to success. However, the hour didn’t allow enough time to address all audience questions. The Report forwarded some of those questions — including queries about teacher retention and recruitment, classroom sizes and transportation — to Molinar. The following are responses from Molinar and her leadership team.Responses have been edited for length and clarity.Has the district truly moved away from balanced literacy programs such as Fountas & Pinnell?The district fully transitioned away from balanced literacy programs, including Fountas & Pinnell. Four years ago, the district shifted its instructional approach to align with the science of reading with the adoption of the pilot of Amplify during the 2021-22 school year. Now, Amplify is in all kindergarten through fifth-grade classrooms.All balanced literacy and guided reading resources, including those from Fountas & Pinnell, were removed from campuses. Amplify, a Texas Education Agency-recognized high-quality instructional material, provides explicit, systematic instruction grounded in the science of teaching reading.This transition reflects the district’s commitment to implementing research-based instructional practices that build strong foundational literacy skills for all students.How does the district improve reading skills and sustain those changes for all students through high school?The district’s approach to improving and sustaining reading skills begins with high-quality classroom instruction grounded in the science of reading. Besides Amplify in elementary, we use the state-recognized Savvas and McGraw Hill StudySync in secondary grades. The district also uses supplemental resources to provide targeted support for students, including:Lexia, a blended learning program, accelerates literacy development through personalized, data-driven interventions focused on foundational skills and comprehension.

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In dual-language classrooms, Istation supports bilingual students by developing critical literacy skills in both English and Spanish, bridging language acquisition with reading comprehension.At the secondary level, the district prioritizes bilingual students’ language development through evidence-based practices embedded in Summit K12. The program focuses on strengthening academic vocabulary and comprehension skills.Teachers and schools monitor progress and adjust lessons based on the Measures of Academic Progress tests, daily assignments and interim assessments. The tools allow educators to identify specific student needs.All of this combined paves the way toward Fort Worth ISD ensuring standardized, sustainable systems of support for all K-12 students and positions them for long-term academic success.What steps are being taken to ensure that all reading instruction and intervention in the district is based on the science of reading?All K-3 teachers, elementary principals, interventionists, instructional coaches and dyslexia teachers have completed the Texas Reading Academies, an intensive 11-month training focused on the science of reading and effective instructional strategies required under state law. Campus instructional coaches, deans of instruction and district-level coaches have been trained on structured literacy approaches, which allow students to decode words and are foundational to science of reading principles. Professional development from the district also equips teachers with tools for delivering explicit, systematic instruction aligned with the science of reading.Teachers spend time in their professional learning communities talking about how they internalize lessons, develop questions for students and their own lessons learned from the classroom. They also engage in lesson rehearsals to refine instructional delivery before they teach their students.During their time together, teachers analyze their students’ data and together unpack multiple data points to guide instructional planning and interventions. This ensures instruction remains responsive to student needs while aligning with state curriculum standards and the science of reading.The district allocates time for classroom instruction and targeted interventions in small groups and one-on-one with individual students. Each level of instruction is part of a three-step, pyramid-like framework called the Multi-Tiered Systems of Support that starts with the classroom and ends in a point with individual intervention for a student.In kindergarten through third grade, students receive 150 minutes of reading instruction in class, plus 30 minutes for small group interventions.In fourth and fifth grades, reading classroom instruction is 120 minutes, with 30 minutes for intervention. The interventions may vary depending on students’ skill gaps and their grade-level expectations.These steps foster strong literacy outcomes and sustained reading growth for all students.How can the district improve its hiring practices so that it recruits, hires and retains highly qualified and diverse teachers?We can always get better in recruiting, developing and retaining high-quality staff — a priority for any school district. The district is focusing its attention on three areas of improvement.First, we’re using data to inform decisions about our recruitment strategies and systems currently in place. We are also collecting and analyzing data to identify staffing needs and underrepresented groups within the workforce so we can tailor recruitment efforts to attract diverse candidates.Next, we’re building up our institutional partnerships with colleges and universities that are preparing future teachers, especially those that supply a diverse pool of candidates, so we create a robust talent pipeline of qualified educators. Our teacher residency program and Bilingual Teacher Assistant Program are valuable resources to identify, recruit and prepare new teachers. We must also ensure that teacher preparation programs include intensive clinical placements, mentorship and coursework on cultural competence and differentiated instruction so educators are prepared to meet the diverse needs of students.Finally, we are focusing on early recruitment and hiring so that the district is attracting a larger pool of candidates. We amended our campus staffing model and process to more accurately project staffing needs earlier in the year. Posting vacancies and making offers well before the school year ends will help secure top talent for FWISD students. We also consider the organizational conditions and leadership strength of schools when placing new teachers, ensuring a supportive environment is proven to reduce attrition rates.What efforts are being made to fill special education teaching and teacher assistant positions?Across the metroplex and Texas, many districts, including ours, are facing a significant shortage of special education staff. In FWISD, we’re actively working to address this issue by focusing on several key areas, like prioritizing special education hiring, as we are directly targeting special education positions by prioritizing the hiring process. This means we actively screen and recommend potential candidates directly to the schools where there are openings. We also host special events. We organize hiring events specifically tailored to recruit special education staff, aiming to fill these critical positions effectively.We’re working to ensure that our special education programs are well-funded. This helps in providing our teachers with better support, materials and manageable student loads. We offer continuous training and mentorship opportunities to help our special education teachers feel supported and proficient in their roles.By collaborating with universities and teacher preparation programs, we aim to establish a steady flow of qualified special education teachers into our district and, to make these roles more appealing, we are proposing an increase in salaries and benefits in our 2025-26 budget. If approved, this would make our compensation packages competitive with other districts in our area.Addressing these challenges requires a comprehensive approach that includes bettersupport, resources and recognition for special education teachers. By implementing these strategies, Texas can improve the recruitment and retention of these vital educators.How can we focus on providing adequate support for overcrowded classrooms?We first must address the misconception of overcrowded classrooms. While there are individual classrooms throughout the district that may exceed the established teacher to student ratios during the year, district administration responds to those needs and reviews staffing recommendations weekly. As overages are identified, we have been able to address those fluctuations in enrollment by allocating a new position and assigning a substitute until a permanent teacher is hired. This is a standing agenda item on our weekly leadership agenda to ensure a timely response to campus needs.How does FWISD plan to address technology issues and challenges?In FWISD, we are committed to leveraging technology to enhance educational experiences and operational efficiency within our schools. Our approach is centered on several strategic priorities.Technology should be an equalizer. Let’s bridge the digital divide, ensuring every student has access to powerful tools for learning. The board of trustees approved Nov. 12 the purchase of supplemental devices to ensure all students have access to technology.Our success lies in understanding our students. We need to engage with them, listen to their needs and create an environment where they thrive. The Department of Technology is working to implement better controls for both hardware and software ensuring seamless experience for students. Let’s streamline processes, optimize resources and deliver exceptional educational outcomes. We are continually assessing and upgrading our technological infrastructure to support modern learning environments and emerging technologies. Trustees on Nov. 12 approved to upgrade copiers and printers and interactive flat panel displays for campuses resulting in modern technology for our students and staff.The district recognizes the increasing reliance on technology in K-12 education and the challenges that come with it. We are committed to providing our students and staff with the tools and support they need to succeed in the digital age. We believe that by addressing these challenges head-on and prioritizing technology initiatives, we can create innovative and engaging learning experiences for all students.Can you address the transportation challenges facing the district? How is the district fixing issues like kids arriving late to school? Our mission is to provide students with safe, reliable, timely and efficient transportationto and from school, field trips, athletic events and other extracurricular school activities. A nationwide driver shortage, self-imposed school start time challenges and the difficulties of providing transportation to Programs of Choice, have all resulted in late service times for students. To provide equitable access to instruction and activities, transportation service must be on time.In order to improve on-time performance, the transportation department is taking the following actions:Implementing a new routing software solution to increase efficiency and improve communication, as approved by the school board Aug. 27, 2024.

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Targeting recruitment of bus drivers in coordination with talent management.

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Hosting specialized career fair events focused on operations positions, including bus drivers and other transportation roles.

Implementing a transportation safety-and-training team to support bus driver trainees in obtaining a driver’s license with passenger and school bus endorsements.Additionally, the District Operations Department, in conjunction with the Learning & Leading Department and Administrative Services, are reviewing school start times survey results and Programs of Choice transportation policies for potential updates in the 2025-26 school year.Jacob Sanchez is a senior education reporter for the Fort Worth Report. Contact him at jacob.sanchez@fortworthreport.org or @_jacob_sanchez. Matthew Sgroi is an education reporter for the Fort Worth Report. Contact him at matthew.sgroi@fortworthreport.org or @matthewsgroi1. At the Fort Worth Report, news decisions are made independently of our board members and financial supporters. Read more about our editorial independence policy here.

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