The Wichita Falls Independent School District Board of Trustees voted 6–0 to expand its 1882 partnership with Third Future Schools to include two additional campuses, contingent on amended contract terms and grant funding.

Third Future Schools representatives presented the network’s model and results before the vote. The organization described several features of its program: intensive staff coaching and independent spot observations (walkthroughs), an LSAE instructional model that segments students into learning levels, a staffing plan tied to campus enrollment, the dyad model (paired academic and experiential offerings), a teacher and leadership pipeline, a curriculum‑aligned science‑of‑reading intervention for early grades, and an extended instructional calendar (an extended school year and dedicated summer “quarter 5” programming).

Third Future representatives cited outcomes from other districts in which they operate, including campuses that moved from F to higher ratings. They also described options for transition and sustainability: tiered levels of continued support if a district wishes to reclaim operational control, and an on‑site or virtual professional‑development pipeline to orient district staff.

Timing and next steps: district staff said an amended contract with Third Future would be negotiated if the board authorized expansion, and that the district must pursue an 1882 grant to support the expansion. Staff provided a timeline: a letter of intent for the grant is due in early December, a completed application soon thereafter, and notification of grant awards anticipated in February (staff noted the date Feb. 13 as the anticipated notification window). The board approved moving forward with the contract and grant process.

Concerns and board questions: Trustees asked about sustainability after Third Future exits a campus, and staff discussed an Odessa example (Ector County ISD) in which scores dropped after an immediate transition back to district control; Third Future said the transition process needs to be planned and coached to maintain gains. Trustees also pressed on discipline and attendance practices under the Third Future model; presenters described a practice of removing chronically disruptive students from classroom instruction into supervised remote settings for the day (the students remain connected to class instruction by Zoom or similar and receive adult support) and requiring attendance interventions when student absences are excessive. Presenters acknowledged early attendance challenges at some secondary campuses and said they expected improvement with consistent practices.

A representative from Third Future summarized the instructional approach: "We teach students to learn how to think and learn, and we help them create habits of success," the presenter said, describing training, coaching, and a focus on grade‑level instruction for all students, including emergent bilinguals and special‑education students.

Why it matters: The expansion will alter governance and day‑to‑day management for the affected campuses if the amended contract and grant funding are finalized. Trustees said they want to ensure that a clear transition plan, staffing pipeline, and post‑contract sustainability steps are documented before or as part of any contract amendment.

Board action and follow up: The board approved proceeding with an amended partnership and directed district staff to pursue the 1882 grant and negotiate contract terms with Third Future, including transition supports, staffing expectations, and monitoring metrics. Staff said they will return with contract details and a timeline aligned to the grant decision.