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LOCALNEEDSLOCALSOLUTIONSTexas PartnershipsWITH THE LEADERSHIP ACADEMY NETWORKC A S E STUDY

Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 3Fort Worth Independent School District (FWISD) identified and implemented a model for improving school performance that resulted in positive student outcomes across five campuses. In 2017, with support from The Rainwater Charitable Foundation, FWISD implemented the Accelerating Campus Excellence (ACE) model to address the need for additional support for five schools struggling with student growth and campus underperformance relative to state-designated benchmarks. The four elementary schools selected for the model — John T. White Elementary, Maude I. Logan Elementary, Como Elementary, and Mitchell Boulevard Elementary — had been rated F or Improvement Required (IR) in the Texas accountability system for between three and six consecutive years. Forest Oak, the only middle school in the group, had been rated F or IR for seven of the previous eight years. With the support of a community partnership and strategic alignment of leadership for the program, the ACE initiative yielded notable results. Within a year of implementing the model, all five schools improved from an F to a B in terms of student growth. While the growth from the ACE model was promising, the district needed additional resources and external support to sustain progress. One component of the ACE model involved providing stipends to attract highly effective teachers. Stipends, in part, compensated teachers for extended school days and intensive professional development requirements. The campuses also opened for extended hours and provided additional support services to students. Expanded teacher duties and increased operations cost related to extended hours required access to resources beyond the district’s allocation; seeking new funding sources to sustain the work became paramount in continuing the schools’ remarkable turnaround. Later research has reinforced the importance of these efforts. According to a 2023 study by the National Bureau of Economic Research, “when ACE stipends are largely eliminated, a substantial fraction of highly effective teachers leave, and test scores fall." 11 Morgan, A. J., Nguyen, M., Hanushek, E. A., Ost, B., & Rivkin, S. G. (2023, March). Attracting and retaining highly effective educators in hardto-staff schools (Working Paper 31051). National Bureau of Economic Research. https://www.nber.org/system/files/working_papers/w3105w31051.pdfEverybody GrowsWITH THE LEADERSHIP ACADEMY NETWORK

Students of ColorEmergent BilingualEconomicallyDisadvantagedSPEDTeachers of ColorStudents of ColorEmergent BilingualEconomicallyDisadvantagedSPEDOVERVIEW OF LAN PARTNERSHIP SCHOOLS, 2023–24 99%John T. WhiteMaude I. Logan93%94%68%TEXAS PARTNERSHIP TypeLocal Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 4ComoStudents TeachersTEXAS PARTNERSHIP Students TeachersTEXAS PARTNERSHIP Students TeachersTypeTypeTotalTotalTotalGrades ServedGrades ServedGrades ServedYear BenefitsBeganYear BenefitsBeganYear BenefitsBeganTotalTotalTotalTeachers of ColorTeachers of ColorStudents of ColorEmergent BilingualEconomicallyDisadvantagedSPEDInnovation2019PK-5Innovation2019PK-5Innovation2019PK-541229449283142795%33%92%8%66%75%78%94%15%95%13%99%33%94%13%

Students of ColorEmergent BilingualEconomicallyDisadvantagedSPEDOVERVIEW OF LAN PARTNERSHIP SCHOOLS, 2023–24 99%Forest Oak93%94%68%TEXAS PARTNERSHIP TypeLocal Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 5Mitchell BoulevardStudents TeachersTEXAS PARTNERSHIP Students TeachersTypeTotalTotalGrades ServedGrades ServedYear BenefitsBeganYear BenefitsBeganTotalTotalTeachers of ColorTeachers of ColorStudents of ColorEmergent BilingualEconomicallyDisadvantagedSPEDInnovation2019PK-5Innovation20196-83692711068196%30%96%18%74%74%94%51%95%12%

Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 6Sustaining Growth through Texas PartnershipsTo sustain the model and build on the forward progress throughout all five campuses, the district assessed opportunities for external support. In 2019, FWISD utilized the provisions of Senate Bill (S.B.) 1882 to establish an Innovation Partnership, which allows districts to contract with a qualifying third-party organization to further student achievement and expand service offerings. “We wanted to codify what was working already and allow these schools to continue to operate those models autonomously so that they could continue their growth and we could adopt best practices in the future as a larger district. So we went through the Texas Partnership process,” said David Saenz, who oversaw district partnerships at the time as Chief Innovation Officer for FWISD. Innovation Partnerships can be used to launch a new school or school model; these Partnerships can also replicate or strengthen an existing model, such as ACE. Through this approach, the school district selects an operating partner — a nonprofit, higher education institution, or government entity — and holds it accountable for school success. Guided by a performance contract, the district defines the parameters for success at each school, including academic, financial, operational performance, and other measures that reflect community priorities. The operating partner then oversees the day-to-day operations to achieve that vision of success, with autonomy to manage personnel and staffing, curriculum, the school calendar, and budget. This high degree of autonomy and flexibility created via Partnership structures plays a crucial role in establishing an environment of stability and continuity for models similar to ACE to thrive. The ability to engage in regulated self governance provides a level of insulation from larger district-level changes (administration turnover, school board membership, adoption of new district-wide strategies and initiatives), protecting successful models and ensuring student and community needs remain at the forefront of program operations. Through S.B. 1882, the state also provides incentives such as additional per-pupil funding for Texas Partnerships, which contributes to the long-term financial sustainability of these models. During the 2021–22 academic year,the network received a total of $1.7 million in additional per-pupil funding through S.B. 1882.In 2019, FWISD selected Texas Wesleyan University (TXWES), which had a longstanding relationship with the district, to serve as an operating partner for the fve schools. The group became known as the Leadership Academy Network (LAN).TXWES established a strong, layered governance structure that ensured continued stability inLAN operations. Housed under the School of Education, LAN draws on the university’s expertise in instruction, curriculum, and administration to provide extensive professional development to LAN teachers, accelerate school improvement, and support student achievement. The unique partnership of the university and the FWISD Office of Innovation ensures that LAN students receive the high-quality, individualized education and support they need and deserve.

LAN Core Values! Kids  rst: The LAN is kid centered. Alldecisions are made with the needs and well-being of students as the top priority.! Serve others: Members of the LANcommunity are solutions oriented and useempathy to put others’ needs before theirown.! Results driven: All members of the LANcommunity are driving toward the goal ofaccelerating student achievement.! Everybody grows: Everyone in the LANsystem continuously grows their talent andabilities through persistence, eff ort, andpractice.! Better together: The LAN works as a family.It takes a team of diff erent skill sets, talent,and backgrounds to create impact."I think my friends would like going to a school that is part of LAN, if they like many di erent activities and having relationships with teachers, like my coach, who is my favorite. Being part of LAN means that there is lots to learn and do. Because of all the di erent types of learning, I feel very prepared, even for summer." Sammy Guzman, student, Mitchell Boulevard Elementary SchoolLAN’s mission is to accelerate student achievement through service and a relentless pursuit of excellence.The Leadership Academy Network is an innovative partnership between FWISD and TXWES University. LAN is designed to continue improving learning outcomes at the district's five PK-8 Leadership Academies.LAN’s mission is to accelerate student achievement through service and a relentless pursuit of excellence. The leadership academy network is an innovative partnership between FWISD and TXWES University. LAN is designed to continue improving learning outcomes at the district's six PK-8 Leadership Academies. The LAN ModelLocal Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 7LAN BLUEPRINT••••••••••••Master Teacher ModelExtended LearningTeacher ResidencyCampus Data ReviewEquity Framework Social-Emotional Support Everybody Grows Campus Culture InitiativesLAN Leadership VisitsLearning CommunitiesTargeted Growth WalksProfessional DevelopmentCAMPUS SUPPORTINSTRUCTIONAL SUPPORTCULTURE & ENVIRONMENT

+17% +6%LAN State+17% -3%Meeting the MomentGrades 3-5 STAAR % Meets Reading Math18%35%44%49%Change45%46%39%53%50%23% 23%18%33%33%Change0%10%20%30%40%50%60%2017 2018 2019 2021 2022 2023 2024Annual Spring PerformanceNote: PEIMS Subset not applied; for Grade 5, first admin only where applicable; first time testers only2017 2018 2019 2021 2022 2023 20240%10%20%30%40%50%17%33%28%23%16%30%32%47%44%50%49%35%43%46%From 2017 to 2024, the LeadershipAcademy Network increased thepercentage of 3rd-5th grade students atgrade level proficiency (STAAR % Meets)by 17 points in Reading and 17 points inMath, significantly higher increases thanthe state overall, which had a 6 pointgain in reading and a 3 point decline inMath.During that same time period, theNetwork increased the percentage of6th-8th grade students at proficiency by17 points in Reading and 13 points inMath. **The difference between Y1 (2017) and Y7 (2024) was 5.63%, rounded to the nearest whole percent. Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 8

Texas Partnerships are designed to assistschool districts in implementing and sustainingmodels that meet community needs and supportstudent success. LAN’s utilization of flexibilityand autonomy under the Partnership structure enabled the creation of customized solutionsbased on real-time data within individual schoolsin order to provide high-quality education andmeet students’ needs.21%Grades 3-5 STAAR % Meets by SubgroupGrades 3-5 % MeetsBlack/African American13%28%21%15%28%26%0%5%10%15%20%25%2017 2018 2019 2021 2022 2023 2024Annual Spring PerformanceNote: PEIMS Subset not applied; for Grade 5, first admin only where applicable; first time testers only30%11%23%19%10%24%22%30%39%28%Grades 3-5 % Meets Hispanic26%41%25%21%40%39%0%10%20%30%40%2017 2018 2019 2021 2022 2023 202436%28%39%32%21%41%50%26%Grades 3-5 % MeetsEmergent Bilingual19%39%23%19%38%37%0%10%20%30%40%2017 2018 2019 2021 2022 2023 202434%22%38%33%22%39%42%50%Reading MathReading MathReading MathGrades 3-5 % Meets ChangeBlack/African American+15%+7%-1%+19%LAN State-5%0%5%10%15%20%Grades 3-5 % Meets ChangeHispanic+15%+8%-4%+11%LAN State-5%0%5%10%15%20%2017-2024Reading Increase2017-2024Math Increase2017-2024Reading Increase2017-2024Math IncreaseGrades 3-5 % Meets ChangeEmergent Bilingual+20%+9%-1%+11%LAN State-5%0%5%10%15%20%2017-2024Reading Increase2017-2024Math IncreaseLocal Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 9

Grades 6-8 STAAR % Meets (incl. EOC)Grades 6-8 % Meets Reading Grades 6-8 % Meets Math15%28%+17%Change23%25%22%33%+13%Change0%5%10%15%20%25%2017 2018 2019 2021 2022 2023 2024 2017 2018 2019 2021 2022 2023 20240%5%10%15%20%25%18%27%27%12%26%27%30%30%32%30%35%PEIMS Subset not applied; for Grade 8, first admin only where applicable; first time testers only; middle school testers only for EOC resultsGrades 6-8 % Meets Black/African American11%21%15%15%15%27%2017 2018 2019 2021 2022 2023 202425%0%5%10%15%20%25%30%Grade-level STAAR and EOC scores combined by subgroups:Grades 6-8 % Meets Hispanic18%30%28%31%25%36%2017 2018 2019 2021 2022 2023 202436%0%10%20%30%40%Grades 6-8 % Meets Emergent Bilingual5%28%9%17%22%31%2017 2018 2019 2021 2022 2023 202433%0%5%10%15%20%25%30%35%9%14% 14%7%17%19%21%22%34%34%14%30% 30%35%10%22%23%13%27%28%32%Reading Math Reading Math Reading MathStudents taking Algebra I, English I, English II, Biology, and U.S. History take the EOC STAAR exam for thatcourse. Students who are not enrolled in one of these five courses take the grade-level assessment fortheir grade-level STAAR assessment to fulfill the federal requirement that students be assessed annuallyin grades 3–8 in core subjects. For example, a student enrolled in grade 8 who is receiving instruction ingeometry must take the STAAR grade 8 mathematics assessment as well as all other STAAR grade 8assessments. At the Leadership Academy at Forest Oak, students take a mix of EOC and grade-level STAARassessments. In school year 2023-24, 22% of 8th graders at the Leadership Academy at Forest Oaktook the Algebra I EOC exam, and 19% took the English I EOC exam. This reflects an increase instudents enrolled in advanced coursework of 13 percentage points in math and 7 percentagepoints in reading compared to 2017.For the purpose of completeness, grade-level STAAR and EOC scores are combined into a single % Meetsmetric below.Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 10

Mitchell Boulevard ElementaryForest Oak Middle 7/8ImprovementRequired ORIGINAL ACADEMIESSCHOOL ACCOUNTABILITY RATINGAll five original LAN schools showed significantimprovement on the state accountability ratings since 2017–18.Como ElementaryLogan ElementaryJohn T. White ElementaryLeadership Academy 2017–18Met StandardBCCCF2018–19BBBBA2021–22BBBBBPerformance Goalsin Texas Partnership ContractAccountability RatingsBecause of the pandemic,Texas did not administerstate exams in 2019–20and did not issueaccountability ratings in2020–21. The 2021–22accountability ratingsrepresent the first officialreport of LAN growth. As of school year 2024-25updates to the stateaccountability system arestill under review, andthere are no furtherratings after school year2021-22 to report. About RatingsThe Texas Partnership agreement originally stipulated that LAN would improve school ratings. LANconsistently met this commitment, achieving substantial gains.•In 2021-22, Mitchell Boulevard scored anA for the first time in more than 60 years.•In 2021-22, John T. White improved froman F to a B.All five original LAN schools met or exceededthe performance goals for 2023 noted in the partnership contract. ImprovementRequired ImprovementRequired ImprovementRequired 22Forest Oak Middle School was consolidated in 2023. Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 11

Data-Driven Academic ModelAt LAN schools, student success results from data-driven observation and assessments coupled with the strategic alignment of resources to support student learning outcomes and address teacher needs. To achieve the organizational mission and meet established goals, the LAN leadership team continually evaluates multi-tiered growth and achievement data ranging from classroom observation to network-wide assessments to make real-time decisions aligning curriculum and pedagogical strategies with student needs. LAN utilizes formal assessment tools designed to capture student growth, progress, and achievement, which include beginning, middle, and end of year screeners including CLI Engage, TX-KEA, and MAP growth for Literacy and Math. Additionally, LAN also extends data collection and implementation into daily classroom practice. Each classroom includes a Demonstration of Learning (DOL) chart, which teachers use to determine academic interventions for students. After each lesson, teachers brie y quiz students to determine content mastery, and the results are recorded on the charts. Utilizing the data, teachers can assess the needs of the students. Teachers may reteach concepts not yet mastered or provide content enrichment for students demonstrating pro ciency. Principals also assume an active role in data management and review. Through routine classroom visits, they observe lessons and instructional practices  rsthand, review DOL charts, and ensure grade-level  delity of curriculum. In addition, they meet weekly with LAN Senior O cer, Priscila Dilley, to review campus-wide data. These practices allow administrators to determine areas of need for students and teachers, identify support services needed, and facilitate professional development opportunities designed to help bolster speci c skill sets. Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 12

THE LAN LEADERSHIP TEAMWith the support of FWISD and TXWES, the LAN leadership team manages the day-to-day operations of the Network including curriculum, assessment, strategic planning, budget, staffing, contracts, data analysis and research, and professional development. The five person team assumes multiple roles in order to serve LAN schools and support students, teachers, and staff.Senior Ocer• Leadership Development• On-Campus Support• Strategic Planning• Implementation• University/District RelationsExecutive Director of Operations• Contracts & StakeholderRelations• Budget/Resource Allocation• Campus Operations• StaffingExecutive Director of Academics• Curriculum Design• Implementation• Instructional Support Planning• Intervention Services• Faculty Mentorship/CoachingOperations Coordinator• Requisition & Procurement• Event Planning & Coordination• LAN/Campus Liaison• Staff SupportDirector of Data, Analytics, and Reporting• Assessment Implementation• Data Analysis• State & Local Reporting• Teacher Incentive AllotmentLocal Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 13

Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 14Meeting Student NeedsAdjusting the School Day and CalendarThe flexibility and autonomy of the TexasPartnership allows LAN to develop customized solutions to meet the unique needs of its students, which includes extending LAN school days by one hour beyond the traditional district schedule. This extra time allows teachers to implement intervention strategies, pull small groups, reteach to content mastery, and aggressively monitor student progress. In addition, LAN schools offerSaturday school and summer intensive programs. Another unique aspect of the LAN model and school schedule is Everybody Grows, a LAN-exclusive initiative that provides students with weekly enrichment opportunities to extend learning beyond core academics. Every Friday, students participate in half-day, hands-on, co-curricular activities ranging from STEM to yoga, music, and agricultural planning. The activities, led by community partners including local libraries and museums, provide the dual benefits of strengthening community engagementand affording teachers additional planning time. Vendors and non-teaching personnel provide coverage during Everybody Grows programming, creating opportunities for teachers, Instructional Coaches, Department Leads, Master Teachers, and grade-level colleagues to complete lesson plans reflective of curriculum standards, aggressivemonitoring strategies, and DOLs.“I did not enroll my children in LAN school because I work here or because it was the only option. In fact, we’re zoned for an amazing school in Arlington ISD. I enrolled my children at Mitchell Boulevard because I knew my kids would get individualized attention. It was a no brainer for me. It is so important that they get the additional support that is customized to meet their needs.”Susan Nunez, parent and instructional coach, Leadership Academy Network

Adapting the Curriculum and Instruction Creating a Welcoming Environment and Building Social-Emotional SkillsLAN schools focus intensively on creating welcoming campus environments and building students’ social-emotional skills. Every school, for example, has a house system. Modeled after the Ron Clark Academy design, students and educators are placed into one of four houses on their respective campus, with each house containing students from all grade levels except pre-kindergarten. The houses meet once a week to celebrate victories - big or small -ranging from passing quietly from class to class to achieving curriculum-based milestones and hitting growth targets. This system promotes a sense of teamwork and camaraderie among students regardless of grade-level and builds relationships with faculty and staff.To support students experiencing behavioral issues and help build skills for emotional regulation, LAN employs licensed intervention specialists. Forest Oak also created a “reset room,” which provides space for students with an established behavior plan in place to decompress and regulate their emotions. The goal is to provide an alternative to in-school suspension and help students learn skills to prevent issues from recurring. In the room, students have access to a wide variety of equipment and games to help students work off energy as well as sensory and other coping tools, such as weighted blankets and large chairs.Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 15The LAN model hinges upon using data-informed, high-quality instructional materials to meet student needs and improve growth and achievement. The Network’s successes with regard to student performance prompted FWISD to adopt the LAN’s reading and math curriculum.In 2020, the LAN leadership team delved deeper, engaging in a comprehensive effort to ensure system-wide equity and efficacy in meeting the learning needs of all students. Working alongside TXWES professors, LAN identified the need to close the performance gap for students identified as emergent bilingual. These efforts resulted in a new set of culturally responsive teaching protocols and practices that emphasize the strengths and assets that emergent bilingual students bring to the classroom. This approach focuses on continuous development of a student’s native language and maintenance of their home culture while incorporating a second language and culture. The primary goal is to provide opportunities that support bilingual, biliterate, academic, and cross-cultural competencies. LAN increased dual language resources; familiarized all Network educators with best practices; and created a consistent, systematic process for delivering dual language education. The strategies used, such as labeling classroom materials, creating word walls with targeted daily language, and displaying student work in both languages, promote true dual language proficiency.

Supporting Teacher Growth andDevelopmentThe crux of the LAN model centers upon teacher development. LAN emphasizes that when teachers are supported, invested in, and valued, the students in their classrooms bene t both academically and socially-emotionally.LAN teachers receive support in a variety of ways, including:! Teachers new to the classroom environmentare paired with veteran teachers, known asLead Support Teachers (formerly masterteachers). The Lead Support teacher programcreates a peer-based mentoring system,through which Lead Support teachers observeand provide feedback; model teachingpractices; and assist new teachers with lessonplans, in-class delivery, pacing, and activities.! Teachers in need of additional supportin a speci c content area are paired withinstructional coaches, whose sole job is toguide teaching practices in math and reading.Coaches assist LAN teachers with interpretingdata and tailoring instruction accordingly.They also support teachers in instructionaltechniques and preparation including lesson planning, pulling small groups, and live teaching. ! Teachers in LAN schools have 840 minutes ofplanning time every two weeks, compared to450 minutes in peer schools.LAN principals and assistant principals also participate in ongoing development sessions called professional learning communities (PLC). The goal of PLCs is to create a peer-to-peer environment for campus administrators to collectively plan, share best practices, review data and Network-wide strategy, and identify areas for further teacher support. Through a rotating schedule, each campus hosts administrators from other LAN campuses and leads “walk through” sessions guided by a series of “look fors,” such as organizational norms, speci c teaching practices, intervention strategies, DOL charts, and teacher support e orts. Following walk through sessions, administrators reconvene to discuss observations and target any areas in need of additional resources or support e orts. The job of these administrators includes meeting teachers’ needs — so teachers can meet the needs Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 16

of their students. This value of service excellence extends to all members of the team. “We are constantly checking with everyone from the custodian to the teacher’s assistant to the principal to make sure they have what they need to run and operate the school smoothly,” says Alex Seltzer, Executive Director of Operations for the LAN. Promoting Professional GrowthIn addition to supporting teachers in the classroom, LAN provides opportunities for teachers to continue to grow professionally. Those interested in intra-organizational opportunities to move beyond the classroom while retaining a curriculum-focused role have the opportunity to apply to become an Instructional Coach. Instructional coaching positions require a master’s degree, a minimum of three years of classroom teaching, and demonstrated mastery of subject area instruction.LAN has also developed a two-year teacher residency program. Through the program, individuals with a bachelor’s degree can earn a teaching certificate at the end of year one and a master’s degree by the end of year two, all while earning a salary and gaining classroom experience. During year one, residents teach at LAN campuses alongside a Lead Support Teacher five days a week, completing coursework in the evenings through TXWES .They also receive weekly professional development seminars focused on lesson planning and pedagogy. After earning their teaching certificate, residents have the opportunity to interview for full-time teaching positions within LAN or FWISD schools for year two of the residency. If hired, residents then earn a full-time teaching salary while completing their master’s degree in the evenings. LAN also offers scholarships to help defray the costs of these studies. As the residency program has evolved, TXWES and LAN have expanded certification options to move beyond solely focusing on EC-6 and include generalist 4-8. Through this approach, the residency program continues to cultivate highly skilled educators across multiple areas of instruction, while addressing the growing demand for middle school certified teachers.Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 17In addition to professional development and financial incentives, LAN providesextended services and resources for teachers. In direct response to teacherfeedback, LAN partnered with The Educator Collective (TEC), an organizationwhich focuses on engaging and building community amongst educators. Healthand wellness challenges, mental health forums, and social activities contribute tothe supportive environment that promotes teacher retention. INVESTING IN TEACHERS83%Teacher Retention86%93%98%Returning Teachers of Color Returning TIA Teachers Returning Master EducatorsSY 2023-24 Teacher Retention

Rewarding and Retaining Highly Eective TeachersWhen Texas created the Teacher Incentive Allotment (TIA) in fall 2019, LAN seized the opportunity to ensure that its teachers benefited. In order to become TIA eligible, LAN created a compensation plan based on teacher effectiveness and student equity. As a result, almost 65 percent of eligible LAN teachers earned a TIA designation by the end of school year 2022-23. As of the 2023-24 school year, more than $1.7 million was paid out to LAN designated teachers based on their data for the previous year, with the LAN TIA-designated teachers earning, on average, $21,000 in TIA compensation. Given their successful advocacy for LAN teachers with regard to TIA, LAN provided feedback to FWISD regarding experiences with the TIA process and collaborated to help refine plans at the district level throughout implementation.These supports—and LAN’s emphasis on valuing and investing in its educators—have led to a stable cadre of teachers and leaders. Even as districts nationwide face staffing shortages and national teacher retention rates continue to fall, LAN’s retention rate remains strong, with 83% of core content teachers retained from 2023-2024 to 2024-2025, including 86% of teachers of color. Retention among TIA-designated teachers stands at 93%, with 98% of Master-level designated teachers retained, indicating an overarching stability within the Network. This stability ensures that students have teachers who excel under the LAN academic model, allowing administrators to focus on supporting educators and meeting school performance benchmarks rather than filling empty positions. “LAN has been able to provide continuity not only in curriculum but also in pedagogy. The teachers know the students, they know the community and really have a sense for all those different variables that ultimately influence how and when a child learns,” says Saenz."The development and support of our teachers is a point of pride. Our investment in our educators has supported them to develop their craft and inspired them to remain in the profession - we now have some of the highest teacher retention rates and rates of TIA-designated teachers in the region. These results are driven by a robust support system, led by instructional coaches, our lead support teacher program, and a community that places students and teachers at its core."Dr. Emily W. Messer, President, Texas Wesleyan UniversityLocal Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 18

Engaging Families and Communities to Meet Local NeedsDuring the beginning stages of the ACE model implementation, and later the establishment of LAN, FWISD and TXWES made a concerted e ort to build strong connections with the local communities built on trust and mutual respect. As with any large-scale change, families were understandably cautious when the LAN began operating their schools. “From the beginning, our greatest concern was the reaction of the parents in the community. We wanted to make sure that parents didn’t feel like the district was just giving away their kids,” says Dr. Carlos Martinez, Dean of the School of Education at Texas Wesleyan. “We wanted to make sure that parents felt like these were Fort Worth ISD students, that Fort Worth ISD was going to continue to be engaged and involved and that we were going to be accountable for these kids. So we met with parents of the kids in each one of the schools, and for about three weeks, we had assemblies. We gave a presentation about what we were going to do, and then we opened it up to the public to ask us any and all questions.”As part of the governance structure, LAN formed a steering committee, whose members include community leaders, stakeholders, and philanthropists. Steering committee members provide thought-partnership to the Leadership Academy Team. Through shared oversight and collective guidance, they advocate for and support the mission of the Network and ensure that the governing body for the Partnership represents the diverse needs of the community.LAN teachers are committed to building relationships with students and families. Families are invited to attend regular Everybody Grows showcases, which highlight what students have learned in enrichment activities. Campuses also host annual open house programs, alongside other after school community events designed to create connections between families and the Network. As part of its role in monitoring the Partnership and ensuring that LAN meets the goals speci ed in its performance contract, the district team does walkthroughs and conducts focus groups with families. “We’re not just dependent on the numbers,” says Saenz. “We’re also wanting to hear about how the schools are doing. And everything we see from the numbers to the qualitative data shows there is trust in what the schools are doing. Families respect the progress they’ve made with their students, and they’re happy that their students are at those schools.”Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 19

Moving Forward TogetherWhile the Texas Partnership structure provides LAN the ability to make day-to-day decisions about the operation of its schools, the FWISD Office of Innovation works hand in hand with TXWES to support student success. LAN has uniquely leveraged the strengths, expertise, and resources of both TXWES and FWISD at the launch of the initiative as well as through ongoing communication and cooperation. "Experts at Fort Worth ISD and Texas Wesleyan work hand in hand, united behind a single goal: advancement for our scholars. We see the results of this collaboration every day. The effectiveness of our partnership is evident in the extraordinary outcomes our students achieve—results that speak for themselves."Whitney Clark, Executive Director for AcademicsLAN leaders and educators continue to focus on the future — building on what has been accomplished and working toward the next benchmarks. The results, and the benefits forthe local community and the district as a whole, are clear - the LAN model works. This is further evidenced by the spring 2023 district decision to extend LAN’s contract through the 2025–2026 school year.Local Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 20

FIND OUT MORETo learn more about Texas Partnerships, download Local Needs, Local Solutions: Communications Tools to Promote Texas Partnerships at txpartnershipstoolkit.orgTo learn more about LAN, visit leadershipacademynetwork.comCONTENTSAbout This Toolkit 2Messages as Building Blocks 4Fact Sheets 9Frequently Asked Questions 16Myths and Facts 21Glossary of Terms 23Additional Resources 25Acknowledgments 26To learn more about some of the ways Texas Partnerships are meeting community needs and improving outcomes for students, see case studies at [URL to come]. LOCALNEEDSLOCALSOLUTIONSCommunications Tools to Promote Texas PartnershipsLAN and FWISD have formed a strong and mutually bene cial Partnership. They credit this success to key elements of their work together. According to members of the team, these keys include:Enter the Partnership for the right reason — the students. Texas Partnerships are an opportunity to change the lives of students, particularly those in districts that have historically been under-resourced. Because students remain at the forefront of all decision-making processes, partnership selection should be predicated upon shared values. It's important to note that the bene ts are not  nancial. For-pro t entities are prohibited from serving as operating partners, and strong district authorizers ensure that all money from the state and other sources is spent on supporting students and schools.Map out the Partnership in detail and make sure everyone is on the same page before signing the performance contract. Areas of friction that crop up later are often due to misaligned or poorly de ned expectations.Get the right people. A well-established leadership team with local expertise is essential to support and develop high-quality teachers and ensure that schools meet the needs of students and families.Build honest and trusting relationships with the community, and maintain those relationships over time. Involving the community, especially families, from the beginning of the Partnership process builds buy-in. Organizations should continue to communicate openly over time about how the Partnership is serving students.Work collaboratively with the district. One way to foster collaboration is to identify speci c operational priorities and assign each priority to a leader who can serve as the dedicated lead for this work. These leads should know both sides of the Partnership so they can serve as a liaison between the district and the operating partner.Go beyond the numbers. Looking at test scores and other quantitative data is important to monitor progress, but qualitative data is also important to make sure students, families, and the community are satis ed with the education the students are receiving, or to course correct quickly if changes are needed.Keys to SuccessLocal Needs, Local Solutions: Texas Partnerships with the Leadership Academy Network 21

For more on Texas Partnerships,see txpartnershipstoolkit.orgFor more on the Leadership Academy Network visit leadershipacademynetwork.com