Campus Staff News

When school ratings were announced last week, Dallas ISD learned it had doubled its number of A-rated campuses from 30 in the 2023-2024 school year to 60. And among those A-rated campuses were Umphrey Lee and Whitney M. Young Jr. elementary schools, both of which had previously been among F-rated campuses.

“I expected it, but didn’t know we would get it,” said Yolanda Knight, Lee Elementary School principal. “I wasn’t anticipating being an A. Maybe a B. But our expectation is always to be at the top. We didn’t know we would get there as fast, but we knew we would get there.”

Young Elementary School Principal Shabranda Mathis learned in late July that her school was facing an estimated F rating. Determined to change the trajectory, she met with her team in August 2024 to tighten the campus instructional systems, build on their progress, and ensure the campus earned no less than a B, she said.

“I have an amazing team,” she said of the teachers, instructional leaders, and dedicated team members who made the difference, as well as the students. “I am a product of Dallas ISD of 75216, the very zip code I serve. The very community I come from. The faith in my campus and my community never wavered.”  

Going from an F to an A rating in a year can be seen as almost a miraculous achievement, even more so for schools that are almost 80% economically disadvantaged and almost 95% Hispanic and Black. But for Mathis and other principals who saw similar gains, the success came from faith in their teams, students, parents, and above all, hard work.

“I give all the credit to my teachers and their hard work, to student buy-in, the administrative staff, and demonstration teachers,” Knight said. “I think we did a lot more with intentionality on our part with our planning, our scheduling, interventions and collaboration and with motivating students. We focused on our kids. We made sure they understood what we were all doing.”

Lee Elementary School is divided into four houses, which encourages collaboration and competition that the teachers and administrators used to motivate students. Eventually, Knight said, students took ownership of their learning and their achievement knowing and caring where they were and where they needed to be.

For Young Elementary School, the road to an A rating began with a simple phrase: “This is our winning season,” Mathis said. Building on the foundation laid the previous year, her team tightened key systems, such as progress monitoring, and focused on analyzing data that provided critical learning indicators to drive instruction.

 “People outside of education don’t always realize the magnitude of this—the level of work and commitment it truly takes,” she said. “Everyone came in believing this was our winning season, that we had what it took, that a B was within reach. Then we got to work.”

By the look of the ratings released by the TEA, almost all of Dallas ISD got to work last school year. Districtwide, Dallas ISD has 228 schools and of those campuses, 163, more than 70%, earned an A or B, and nearly 93% are A, B, or C rated.

“These results reflect the unwavering commitment of our educators, students, and families. None of this happens without them,” said Superintendent Stephanie S. Elizalde. “While there is still work to be done, these results are a clear sign that we are moving in the right direction, and we will not stop until every school is achieving at a high level. It’s what our kids deserve, and it’s the legacy we are committed to build for every student.

Additionally, students in all grade levels and tested subjects not only met but often exceeded state performance levels. These gains are especially significant among student groups who have historically faced the greatest challenges.

In 80% of the tested categories, Dallas ISD showed larger increases than the state and Black, emergent bilingual, and economically disadvantaged students outperformed their state peers in the “all subjects and grades” category.

Both principals agree that outperforming expectations was certainly what took place at Lee and Young elementary schools. And that when high expectations and belief in the team and students is paired with hard work, all schools can beat the odds.

“I want people to understand that I truly get the community I serve,” Mathis said. “We celebrate our kids for who they are. I have a phenomenal team—the best I’ve had the honor of serving with in my entire career as an educator. I’ve never seen a group that feels so much like family while also holding each other accountable the way this team does.”

Dallas ISD and other school districts in Texas are required to obtain written permission from parents or guardians to provide any health-related services to students, including handing out band aids to treat minor cuts or checking temperatures. 

The form is a requirement of Senate Bill 12, passed by the 89th Texas Legislature. Without the written consent form, a school district can only provide life-saving care. To provide all other health-related services—including administering prescribed medications—the child’s parent/guardian must check “Yes” and sign the Parental Consent for School Health-Related Services form, said Jennifer Finley, executive director of Health Services. 

Because these school health-related services are most often provided by the school nurse, they are already working with other team members in the schools to get these forms to parents. However, additional school team members may also provide first-aid and care of ill or injured students, which is why it is crucial that the form be signed and in the student’s file, Finley said. 

These school team members may include nurse assistants, teachers, athletic trainers, counselors, and others who supervise children.  

Education Technology is working to add the form to SchoolMint as part of the student enrollment package, but for this year, the form must be distributed to parents and completed as an electronic PDF or printed. 

Health-related services often performed in schools may include, but are not limited to: 

• First aid (minor cuts, burns, nose bleeds and sprains)
• Checks of temperature, blood pressure, and pulse
• Listening to breathing, heart or bowel sounds
• Examination of pupil responsiveness
• Administration of prescription and/or over the counter medications
• Vision and hearing screenings
• Spinal and acanthosis screening
• Health education
• Bullying and harassment prevention
• Diabetes education
• Concussion/head injury protocols
• Seizure management

The permission form is to be provided to the parent/guardian upon enrollment annually. Once signed by the parent the form remains in effect for the school year. 

When students at John Lewis Social Justice Academy at Oliver Wendell Holmes Middle School and Henry W. Longfellow Career Exploration Academy began the academic year earlier this month, they did so in brand-new, purpose-built campuses.

John Lewis Social Justice Academy and Longfellow Career Exploration Academy are brand new state-of-the-art buildings, totaling an estimated $143 million combined. They are part of the district’s voter-approved 2020 Bond Project, which includes $3.2 billion for new schools as well as infrastructure repairs and upgrades to more than 200 of the district’s 228 schools.

Longfellow Principal Michael Tatum said that he’s excited about the district’s innovative work at his school.

“This building is something that makes me very proud of Dallas ISD, because it is a campus built for these students to get the best possible chance at success in their life,” he said.

The $63 million campus will feature specialized spaces for each of the school’s six pathways—business, law, culinary arts, multimedia, STEM, and career/college readiness—a new production studio, anda new library. In addition, Longfellow will also honor tradition by displaying a timeline of the school’s history, preserving a portion of the old gym floor with the hand-painted school logo on it, and retaining the lettering from the original building

“We have some of the best visual performing arts and other elective CTE spaces in the district and probably in the state,” Tatum said. “This campus was built to be a collaborative space for students and for adults to work together. Everywhere you look, there are spaces for people to break out of a traditional school model and to sit down and be creative together—everyone’s very visibly learning together. And that is something that’s very, very exciting about this building.”

John Lewis Social Justice Academy, formerly known as Oliver Wendell Holmes Humanities/Communications Academy, is also starting the year in a brand new building. The school was renamed in honor of civil rights activist and Congressman John Lewis, who advocated for African-American causes. The $80 million replacement campus will house between 800-900 students.

Principal Monique Paige views the new campus as a promise of resilience, justice, and success.

“The new John Lewis campus is more than a building; it’s a promise,” Paige said. “A promise to our students that their brilliance will be seen, nurtured, and celebrated. A promise to our staff that their commitment and craft are the foundation of transformation. A promise to our families and community that we are not just rebuilding a school; we are reimagining what’s possible.”

The new John Lewis Social Justice Academy campus incorporates elements from the old building’s façade, includes a spacious new chamber for board meetings, and has a black-and-white mural of Lewis above the main entrance.

“This campus represents resilience, justice, and the belief that every child deserves to thrive in a space built intentionally for their success. It is both a fresh start and a powerful continuation of our legacy,” Paige said.

Even though it may still be warm and sunny outside, Dallas ISD has returned to its business dress code. 

The district’s dress code policy is designed to promote a professional atmosphere and maintain the positive image that employees present as representatives of the district and exemplify the highest standards of professional appearance in their interactions withcolleagues, students, parents, and the community. 

To help guide employees in determining appropriate attire for the workplace, below are the business dress code guidelines outlined in DH(LOCAL) and DH(REGULATION):

• The dress code standards are meant to maintain an orderly educational environment and shall not infringe on an individual’s culture, religious beliefs, protected free speech, or an Americans with Disabilities Act (ADA) accommodation.
• The dress and grooming of district employees shall be clean, neat, in a manner appropriate for their assignments, and in accordance with any additional standards established by their supervisors and approved by the superintendent.
• All employees are expected to exemplify proper grooming standards and personal hygiene in a manner that projects a professional image for the employees and the district.
• Employees shall keep their hair and facial hair groomed neatly.
• Employees should not display body jewelry, tattoos, brands, or similar artifacts that are offensive, obscene, or may cause disruptions to the educational environment.

Acceptable attire:

• Clothing should be clean, pressed, and wrinkle-free.
• Attire should fit appropriately.
• Dress shirts, dress pants, dresses, skirts are required.
• Professional footwear is always required.
• Employees required to wear district-issued uniforms are expected to wear the assigned uniform.

Unacceptable attire includes, but is not limited to, the following:

• Form-fitting, snug, sagging, or transparent clothing.
• Excessively worn, faded, or tight clothing.
• Clothing with holes or frayed areas.
• Revealing or provocative attire.
• Necklines that expose cleavage.
• Dresses and skirts shorter than three inches above the knee bend.
• Jeans, sweatpants, shorts, bib overalls, leggings, spandex, and lycra.
• Tank tops, T-shirts, and shirts with inappropriate messages/graphics.
• Athletic wear and beach wear.
• Slippers, flip-flops, house shoes, sneakers, and athletic shoes.
• Hats are not worn inside unless used as protective wear appropriate for one’s job function.

Exceptions:

• Supervisors shall have the discretion to make exceptions to the appropriateness of attire as it relates to safety standards, maintenance, physical education, vocational courses, culture, religious beliefs, field trips, spirit days, medical necessities, or reasonable accommodations based on a disability.
• The superintendent or designee may waive the dress code standards for district employees when school is not in session or based on seasonal weather conditions, special events, and extenuating circumstances.

Policy References: DH(LOCAL) and DH(REGULATION)

For questions or comments, please contact Policy and Compliance at hcmcompliance@dallasisd.org.

From professional dance studios to high speed networks in every classroom, Dallas ISD’s 2020 Bond Program is changing campuses into hubs of creativity, technology and academic excellence, transforming the landscape of education for the next generation.  

The bond program, the largest such voter-approved investment in Texas history, focuses on building sustainable, high-quality facilities that equip students at every campus with the resources they need to be successful. 

“Our district has made remarkable strides bringing to life state-of-the-art facilities and modern learning environments that embody our district’s dedication to excellence,” said Chief Construction Officer Brent Alfred.

Whether a student has dreams of becoming an architect, researcher, or professional dancer, they will have access to the modern tools, technology and learning environments needed to turn those dreams into a reality.   

Through $270 million bond funds allocated for technology, every campus will be equipped with the right tools for now and the future, including in areas like the arts, which are deeply supported by technology. Fine arts spaces across the district are being transformed with soundproof practice rooms, ensemble rooms with recording equipment, digital music studios and even dance studios with professional sound systems.  

One of the most exciting transformations can be seen at Dr. Martin Luther King Jr. Arts Academy in South Dallas, affectionately known as “Baby Booker T.” The $9-million makeover featuring a new dance studio, piano lab, maker space, and updated library, aligns with the school’s mission of “bringing dreams to life,” and prepares students to feed directly into Booker T. Washington High School for the Performing and Visual Arts. 

“It’s incredibly rewarding to visit a campus and witness firsthand students making use of the equipment and resources we’ve provided,” said Jennifer Uwe Williams, executive director of EdTech Enterprise Support Services. “Each encounter strengthens our team’s commitment to further our student’s enlightenment.” 

Beyond just the arts, the 2020 Bond technology allocation ensures all students have access to reliable, high-quality technology across a variety of career focuses. The Educational Technology team works in partnership with the construction and bond departments to order, install and integrate equipment, all while using resources efficiently. Their work includes providing internet, Wi-Fi, computers, and classroom technology for new projects, along with strengthening cybersecurity and infrastructure districtwide.  

In the 2024-2025 school year alone EdTech:

• Improved network access and completed technology upgrades at 13 elementary schools.

• Installed 3,397 new connectivity access points

• Refreshed all high school student devices 

• Strengthened cybersecurity districtwide

These milestones not only support teachers in their instruction, but they also ensure students have reliable tools to learn, create and innovate. 

“The path ahead is filled with promise and potential,” Alfred said. “Let’s continue this important work with the same passion and dedication that has brought us this far, knowing that the best is yet to come.”  

And the winners are

 Dallas ISD is building legacy and is proud of the great participation from team members in last week’s Legacy Launch. Team members’ energy and engagement during the day of celebration and inspiring video was unmatched! More than 6,600 people scanned the QR code to be eligible to win prizes. A special congratulations to Legacy Launch winners:

• BRHOLMES@DALLASISD.ORG – Brittany Holmes – 
• LMERCADO@DALLASISD.ORG – Lorenzo Mercado
• JESALAZAR@DALLASISD.ORG – Jeneace Salazar
• EDIOSADO@DALLASISD.ORG – Ermelinda Diosdado 
• CHANMALONE@DALLASISD.ORG – Chandler Malone
• AMMARISH@DALLASISD.ORG – Amanda Marish
• AGUZMANOSORIO@DALLASISD.ORG – Angel Guzman Osorio
• JBANDA@DALLASISD.ORG – Juana Banda
• JOVALDEZ@DALLASISD.ORG – Jose Valdez
• VDAWSON@DALLASISD.ORG – Vicki Peace Dawson

A huge thank you to partners Broadway Dallas, the Dallas Mavericks, AT&T Performing Arts Center, and the Dallas Museum of Art for their generous donation. 

Winners will be contacted by phone and email by a member of the Communications team with details on their prizes and how to retrieve them. 

Have a great school year!

Dallas ISD is launching a new “Season Pass” for tickets to all district regular-season home athletic events on GoFan.co, its exclusive ticket provider. Passes will go on sale on GoFan.co beginning Aug. 15 and will be discounted for one month.

The season pass is designed to provide savings to district families, friends, and fans, especially if they have multiple children playing sports at various levels: middle school, freshman, junior varsity, and varsity.

An adult season pass is $55 through Sept. 15, when the pass will go up to $70. The purchase of an adult ticket includes admission for that adult and one child. The individual price for 10 football games would be $60 for an adult, which is a $5 savings for the adult in addition to the child getting in free.

A student season pass is $40 through Sept. 15, when the pass will go up to $55.

“The year-long pass makes our events more accessible for our families, especially those families that have multiple student-athletes who play multiple sports all year long,” said Vince Reyes, assistant superintendent for Athletics. “And we have some amazing Dallas ISD alumni and alumni groups, along with community members that may have no kids in our schools, but they just like supporting our teams and attend multiple sporting events all year. This first ever season pass is just another way that we Play Big in Dallas ISD.”

The district has not offered a season pass in recent history, which meant those attending district games—adults and students—had to purchase tickets on a game-by-game basis, paying typically $6 per adult and $4 per student. While the option to purchase individual tickets remains, fans have the option to realize some savings by purchasing the season pass and attend several games across all sports at all levels. 

Exclusions apply to the season pass: No special events, including UIL playoff games, the Dallas ISD Holiday Basketball Invitational, and campus sponsored tournaments.

The district will continue to enforce its clear bag guidelines at all games. All approved bags are subject to be searched. For more information about which bags are permitted at sporting events, please download the guidelines document.

Dallas ISD started the 2025-2026 school year with its lowest first-day teacher vacancy count in a decade—only 59 positions remaining to be filled. This resulted in an impressive 99.4% teacher fill rate for the first day of school. 

This record-breaking achievement is attributed to the continuous, effective, and multifaceted teacher recruitment and talent management strategies implemented by Human Capital Management, in close collaboration with School Leadership, said Chief of HCM Robert Abel. These efforts have generated approximately 12,000 teacher applications, significantly expanding the talent pool and enabling principals to select the best candidates for our students and campuses.

Human Capital Management is actively continuing to source candidates for the remaining openings, leveraging the substitute teacher pool to support campus needs and partnering with Academic Services to ensure all campuses with vacant positions receive comprehensive support. 

Superintendent Stephanie S. Elizalde often has pointed to teacher retention and recruitment as one of the reasons for increased student achievement. 

“Let’s remember where we buried our treasure. We are a leader in pay for performance, and the data show that we retain our most effective teachers at a rate that other districts envy,” she said during a recent Board of Trustee meeting discussing early results of the State of Texas Assessments for Academic Readiness.

Historical first day teacher vacancy rates by school year are reflected in the chart below:

On Aug. 8, the Dallas Education Foundation awarded 51 Dallas ISD teachers Heart of Teaching Grants to fund innovative, teacher-led projects that will enrich classrooms and campuses across the district. 

The Grantee Award Ceremony brought together educators, principals, and district leaders to celebrate bold ideas that, according to DEF, will inspire and transform student learning. From robotics and cheerleading to sensory spaces, theater clubs and gardens, each project reflects the passion and creativity that define Dallas ISD educators.

“Extracurricular activities arewhere students often discover their voice, build confidence, and develop a sense of belonging,” said Emily Davis, Grants and Programs manager at the Dallas Education Foundation. “We are honored to support these educators who are creating meaningful opportunities for students to thrive.”

Grants awards were divided into two categories: 17 teachers received the Heart of Teaching Advancing Equity through Innovation in Special Education Grant and 34 teachers received the Heart of Teaching Grant for Elevating Extracurricular Excellence. Each educator will receive up to $2,500 impacting a total of 7,737 students. 

Congratulations to the 2025-2026 Heart of Teaching Advancing Equity through Innovation in Special Education grant recipients: 

• Christine Bickers, Jack Lowe Sr. Elementary 

• Toni Cheri Butler, Frank Guzick Elementary School 

• Youngsun Choi, Zan Wesley Holmes Jr. Middle School 

• Michell Dukes, E.B. Comstock Middle School 

• Pamela Jenkins, Martin Weiss Elementary School 

• Dora Karim, Barbara Manns High School – DAEP 

• Adriana Perez, Leslie A. Stemmons Elementary School 

• Yizzel Pompa, Leila P. Cowart Elementary School 

• Patricia Reyes, W.H. Adamson High School 

• Rachel Rogerson, W.W. Samuell High School 

• Jennifer Rottkamp, W.H. Adamson High School 

• Shauniesa Sisk, Central Elementary School 

• Stashawn Swist, Jerry R. Junkins Elementary School 

• Jewel Vaughn, Anne Frank Elementary School 

• Lenett Wilson, Adelfa Botello Callejo Elementary School 

• Karen Wood, W.W. Samuell High School 

Congratulations to the 2025-2026 Heart of Teaching Grant: Elevating Extracurricular Excellence grant recipients: 

• Emily Allison, Bishop Arts STEAM Academy 

• Bailey Brown, Henry W. Longfellow Career Exploration Academy 

• Mark Brunet, Ascher Silberstein Elementary School 

• Jose Cena, Mount Auburn STEAM Academy Elementary School 

• Sara Cram, Thomas C. Marsh Preparatory Academy 

• Sergio de Rozas Barrio, L.O. Donald Leadership Academy 

• Devlin DeCutler, Marvin E. Robinson School of Business and Management 

• Saraid Driskell, Solar Preparatory School for Boys at John F. Kennedy Learning Center 

• Tim Eastman, L.L. Hotchkiss Elementary School 

• Ashley Gallo, Young Women’s STEAM Academy at Balch Springs 

• Dakecia Hall, Umphrey Lee Elementary School 

• Brittany Hearne, William M. Anderson Elementary School 

• Jakim Jackson, Stephen C. Foster Elementary School 

• Angela Johnson, Royce West Leadership Academy 

• Katharine Joss, Annie Webb Blanton Elementary School 

• Raven LeDay, Bryan Adams High School Leadership Academy 

• Jamie Linver, Dallas Hybrid Preparatory 

• Yun Liu, Trinidad “Trini” Garza Early College High School 

• Esmeralda Martinez, Irma Rangel Young Women’s Leadership School 

• Alicia McCowan, E.B. Comstock Middle School 

• Maria Melian, Edwin J. Kiest Elementary School 

• Blake Mokate, Skyline High School 

• Kelley Moore, New Tech High School at B.F. Darrell 

• Martha Mouret-Sanders, San Jacinto Elementary School 

• Maira Perez, Rosemont Upper Campus 

• Lorraine Ramos, Adelfa Botello Cajello Elementary School 

• Carla Renteria, Personalized Learning Preparatory at J.W. Ray 

• Netallia Rush, Ronald E. McNair Elementary School 

• Jonathon Salguero, Thomas Tolbert Elementary School 

• Ana Sepulveda, John Q. Adams Elementary School 

• Gloria Velasquez, San Jacinto Elementary School 

• Anali Vidana, Barbara Jordan Elementary School 

• Jordan Wheatley, John Q. Adams Elementary School 

• Destinee Wilson, North Dallas High School 

“My deepest, most sincere gratitude goes to the Dallas Education Foundation,” said Deputy Superintendent of Academics and Transformation Brian Lusk. “By providing vital programs like the Heart of Teaching grants, you are directly empowering our teachers to innovate, to dream bigger, and to create opportunities that might otherwise remain just dreams.” 

When Jerrence Garrity was 8, his father, who owned an HVAC business, taught him how HVAC systems worked, what to look for when they fail, and what to do to repair them. Now, decades later, Garrity is not only the owner of Garrity Heating and Air, but also teaches the skills necessary to work on them to freshmen and sophomores at Career Institute East.

Garrity, a graduate of David W. Carter High School, isn’t new to teaching. He taught English Language Arts and Reading at John Lewis Social Justice Academy at Oliver Wendell Holmes in 2012 and later at D.A. Hulcy STEM Middle School in 2016. His father, he said, also taught HVAC at Skyline High School from 1996 until he retired in 2010. 

Garrity, who first worked for Dallas ISD in 1995 as a summer helper for the Maintenance and Facility Services department, said he is returning to the classroom for 2025-2026 in honor of his father. 

“His spirit is with me when I’m in the classroom,” he said. “I can feel him there, and it’s kind of what made me come back, because he poured his heart and his soul into teaching and not just teaching—HVAC as well.”

Garrity learned to love the trade not only because his father taught it to him, he said, but also because he likes “to see people being comfortable in their households.” He mentioned his experience as an HVAC technician for the district gave him a new perspective on the importance of a comfortable learning environment for students and teachers.

“It’s just a passion of mine to see people comfortable, especially when I was in maintenance and going into the classrooms,” he said. 

As a teacher, Garrity is now dedicated to preparing students for life after graduation. His goal, he said, is to help them learn a trade they can rely on. 

“The idea is that they come away with a certification,” he explained. This gives the students a “steppingstone into the workforce” and helps set them up for success.

Garrity said one of the most memorable parts of teaching for him was when a former student called him, years later, to ask for his advice. 

“When they come back and talk to you, it just shows a lot,” he said. “It’s these moments of connection and impact that make the job so rewarding.”

For Garrity, teaching is a two-way street: “The teacher has to have that zeal and that enthusiasm just as well as the students do. It is very hard, but no teacher can reach 100% of students, but as long as you reach one, you’ve done your job.” 

In his classroom, he relies on a method that ensures every student participates and learns from his peers. Through structured cooperation and engagement, the method keeps any one student from dominating the conversation, he said. 

With the new school year beginning, he hopes new teachers know that teaching will be overwhelming at first, but “to ponder the thought that things get better.”

“We teachers have to dig deep, especially on those days we may not be feeling good and we can’t leave the campus or maybe going through something,” he said. “You have to be trained. You have to work through it, fight through it, and get through it for your students.”