Campus Staff News

Dereck Enderle, agricultural science teacher and campus military liaison at Seagoville High School, likes to joke with his wife that he enlisted in the U.S. Marine Corps to impress her. In truth, he said, he enlisted in 1999 after a year of college left him uncertain about his future. 

“I come from a long line of service members,” he said. “My grandfathers fought in World War II and the Korean War, and my father served in Vietnam. I was a year into college and didn’t know what to do. One Monday, I saw a Marine recruiter, and by Sunday, I was in boot camp.”

At Seagoville, he wants his legacy to be one of expanding possibilities for students—helping them realize there are many valuable paths—military, trade school, college—and encouraging them to build successful futures no matter what they choose.

“The legacy I want to establish is the fact that there are other options for students. Not everybody needs to go to college. We need all types of people—even in the trades, like plumbers and electricians,” he said. “My daughter is in the Air Force doing aircraft mechanics. She’s learning the electrician side, taking those aspects, and then branching out and using them to better her future.”

Teaching turned out to be the path for him. In 2004, while serving as an aviation ordnance technician sergeant in the Marine Corps Reserves, Enderle completed Dallas ISD’s Alternative Certification Program and was hired as a teacher. However, he was deployed in Operations Iraqi Freedom before the school year began. 

“About two months after I got hired, I got called to go to Iraq for a year. So my first year teaching in Dallas ISD was actually over in Iraq,” he said.

Once he returned to the district in 2005, he said he rejoined the AC program and taught at W.H. Gaston Middle School for a few years. After a stint writing curriculum and pacing guides, he started at Seagoville High School as an assistant principal, a position he held for eight years. 

While at Seagoville, Enderle spoke with Texas Army National Guard recruiters stationed in the lunchroom one day, who persuaded him to join. Because of his prior military experience, Enderle was able to trade his enlisted rank for a commission as a first lieutenant without repeating basic training.

And then it happened again: Enderle had to pause his teaching career to deploy to Kuwait and Iraq in support of Operation Spartan Shield and Operation Inherent Resolve in 2022.

“I was in flight operations, attached to a unit that flew helicopters. My job at the time was the night battle captain. I was in charge of tracking flights—where they were going and when they were returning—acting, in a sense, as an air traffic controller,” he said.

His deployments are not always to conflict zones. As a member of the reserves, he also serves in the state during times of need. 

“We report to the Army, but unless we’re under federal orders, we basically take our orders from the governor of the state,” he said. “Last year, I had to leave for two weeks because there was flooding. They called up my unit, and I drove 600 or 700 miles around the state helping with flood recovery.”

After returning to Seagoville from the Middle East deployments, Enderle began teaching agriculture and two welding classes; and even though he transitioned from serving as an assistant principal back to teaching, the experience has been engaging, he said.

Through his continuous involvement with the military, Enderle sought out and obtained for Seagoville High School a Purple Heart Campus Designation, which recognizes Texas district schools that demonstrate exceptional support and commitment to meeting the unique needs of military-connected students and their families. 

“I applied for the distinction in the spring of 2023, and we received the results in the fall of 2024,” he said. “Currently, we are the only Dallas ISD school with this honor and one of only about 10 schools in Region 10. The distinction requires reapplication every two years, which I will be doing at the end of this cycle.”

Although Seagoville does not have many students with parents in active duty, Enderle said he is currently working with 20 military-connected students, helping them to access benefits, including scholarships and medical care.

“I work with parents and students to find and get access to benefits they may not have known about,” he said. “This includes GI Bill funding for college, counseling, and Veterans Affairs health benefits.”

Last year, Enderle said he helped one Seagoville father to secure disability benefits that had been denied to him in the past. Similarly, he assists other veterans with the paperwork needed to increase their disability rating, which guarantees a higher monthly compensation rate. 

“The thing that I want to push is that we’re not alone out here,” he said. “A lot of times military men don’t let things bother them. For me, it’s about working with those veterans and letting them know, ‘Hey, there’s somebody you can talk to.’”

With Veteran’s Day on the horizon, he said supporting veterans is doable. Everyone can support veterans wrestling with PTSD and other conditions by giving them time.

“Even if all you do is take a moment to message someone battling and let them know you will make time for them when they’re struggling,” he said. “You may not have the solution to their problems, but you can be a shoulder to lean on and a vital reminder that they’re not alone. Sometimes that support is what makes all the difference.”

The Benefits Department invites all expecting and new parents, as well as those welcoming children through adoption or foster care, to the Baby Steps baby shower events this fall and spring.

The Benefits Department assists employees in understanding the benefits available to them and provides support with resources for leave of absence, the Employee Assistance Program, and other relevant services. Employees are encouraged to join in person for fun and informative sessions covering all the essential topics that will help employees prepare for their parenting journey.

What’s in store:

• Leave of Absence: Learn about leave options and how to plan.
• Benefits Overview: Understand how medical, dental, and vision benefits might change.
• Disability Insurance: Learn how short-term disability can benefit employees.
• Benefit Programs: Discover the Sick Leave Bank, its eligibility, and how to apply.

Seminar details:

Seminars will take place at the Linus D. Wright Administration Building.  Employees have a choice of two dates to select the date that works best for them.

• Nov. 5 | 5-6 p.m.–Room 1101
• April 22 | 5-6 p.m.–Room 1211

Employees may click here to register for the Baby Steps events.

At Booker T. Washington High School for the Performing and Visual Arts, inspiration doesn’t just walk the halls; it sings, sketches, and dances through them.

“It’s a community of one mind. Everyone thinks alike,” said Lucas S. “No one judges you and everyone accepts you for who you are.”

Lucas, whose older brothers all graduated from Booker T., initially came thinking he would follow in their footsteps as a painter. Over time, his focus shifted to 3-D art, using scrap metal to create sculptures of Texas wildlife.

Students at Booker T. can choose from four conservatories or pathways : dance, music, theater, and visual arts. All of them, like Lucas, are getting a well rounded education at the arts magnet. 

“I came here for visual arts, but I started to learn instruments and play guitar,” Lucas said. 

He said it’s common for students to broaden their horizons and express themselves in all kinds of art, regardless of their conservatory. 

Ben S. best exemplifies this. A member of the music conservatory, Ben is a talented visual artist and said his parents encouraged him to check out Booker T. when he was in eighth grade. 

“They thought I was going to go for drawing,” he said. “My dad took me on a tour and, once I was in the building, I knew I wanted to try it out.”

He now studies the saxophone, and also plays the piano and guitar. 

“I can never leave instruments alone. I find myself playing around with stuff,” he said. “Once you learn one, it’s easy to pick up others.”

While his favorite genre is jazz, Ben said his teachers introduced him to different types of music, opening his eyes to a world of opportunities. 

“This school does a really good job expanding skillsets. I’ve learned how to play classical music here, and I’ve learned to appreciate it,” he said. “It’s beautiful to see everything as art, because it is. Booker T. does a good job teaching that.” 

Since many of the teachers have work experience in their fields, students learn how to become working artists. 

“They are actually doing the things we want to do,” Ben said. “All music teachers were former performing musicians. They can tell you how to fully prepare, and they love doing that.”

In the visual arts conservatory, teachers work on their own projects alongside their students, Lucas added. 

Both seniors, Lucas and Ben, are looking ahead to life after high school. Ben plans on pursuing a music career, while Lucas wants to become an electrician. 

“Being here taught me how to work with my hands,” Lucas said. “I started looking at trade schools, and everyone here is really supportive of it.”

When Jeff Vick, lead custodian at Skyline High School, started his Dallas ISD career in 1986 as a custodian at J.P. Starks Math, Science and Technology Vanguard, he meant the job to be temporary. 

“I was only going to work here for six months,” he said, reflecting on nearly four decades of service. 

What should have lasted six months ended up turning into decades, emulating his father who was a 35-year Dallas ISD employee. Now, Vick, a Wilmer Hutchins High School graduate, said he can’t see himself anywhere else.

“I think the district is one of the best places I have worked at. I went from having a job to a career, and If you want to move up and advance and be successful, Dallas ISD is the place,” he said.

After managing Church’s Texas Chicken and Kentucky Fried Chicken locations, Vick joined J.P. Starks as a custodian to seek better opportunities. His hard work propelled him through the ranks to serve as a lead custodian at N.W. Harllee Early Childhood Center and later as a supervisor at Margaret B. Henderson Elementary School.

He eventually worked at  W.T. White High School and at Skyline High School, where he has been for 17 years. The largest Dallas ISD high school has provided some challenges, like when reductions in staff left him with 20 custodians for the entire school instead of the usual 35. 

Vick is proud of his staff for rising to the challenge and maintaining the campus to the standards that had been set, keeping a clean, safe and welcoming environment for nearly 5,000 students. He noted that each custodial member cleans about 25,000 square feet and works diligently because, as he reminds them, “If it’s not clean enough for your kids, then it’s not clean.”

“We have to remember these are somebody’s kids, and they trust us with them,” he said.

Vick officially retired in September 202 after 35 years with the district, but he was called back into service a year later specifically to help with the 2020 Bond Program renovations at Skyline. 

“I came back to help with the bond program, because since I’ve been here so long, I know the building,” he said. 

According to Vick, the Bond Program not only will remodel the inside of the existing buildings, but it also will add two new buildings to the campus: a fine arts campus on one side, and a field house in the back. Construction is slated to begin in December. 

“My role is to help manage and oversee the contractors—determining where they will be and the areas where they are needed—and try to guide them using my knowledge, such as where the power is, how to get to it, and where they need to tie in to get things like that working,” he said.

Vick, who lives two miles from Skyline, feels a strong sense of pride for his community. Knowing that he is playing a small, yet significant, role in the students’ education gives him a sense of purpose: a clean school isn’t just a task—it’s a promise to the community and each family that he and his team are providing a safe, healthy, and welcoming environment every day, he said.

“We try to make sure that all the restrooms, classrooms, and the building are clean, safe, and germ-free, so that the kids come into a nice, clean area every day,” he said.

Planning to retire again in three years, Vick continues to be driven by a commitment to students and by a dedication to leaving a positive legacy. But Vick jokes that he will not retire unless he does one final thing.

“When I leave this time, I’m changing my number. I think this is going to be it. I’m planning on leaving again at 65,” he said. “I want everybody to say that I did a good job and tried to accomplish the goals that I had.” 

Dallas ISD’s biggest event to showcase the myriad of opportunities available to families is just a day away, and below is all the information schools need to make sure Discover is successful, including how to be ready to welcome families at 9 a.m. this Saturday.

Team members who arrive between 6:30 and 7:30 a.m. will have access to VIP curbside service at the Automobile Building in Fair Park. This service includes escorting them to their designated space and assisting with transporting decorations and props. All schools are expected to be expo ready by 8:35 a.m.

As school team members arrive through Gate 3 to park, they should  display the staff parking permit on their dashboards. The parking pass is available for print. Arrive early and pay close attention to VIP loading signs. 

Loading areas are different for elementary, middle, and high schools. Those who have materials for their tables to unload can get close to the unloading area and then park. The loading areas can be found here for each level: Elementary & Middle School, High School.

Parking for Dallas ISD staff, volunteers, and vendors is located off of Parry and Washington Avenue, in Lots 3D and 3E, with overflow parking available in Lots 2A and 2B. Lot 3C is available for buses only. Please note that the earlier you arrive, the closer you’ll be to the venue.

Each campus’ marketing informational sheets will be placed on the assigned table the morning of the event. Schools are encouraged to bring additional materials to decorate their tables or share with families. Principals are encouraged to promote the event on their social media pages utilizing the marketing tools provided here in the DallasISD.org/toolkits.

Warm coffee, light bites, and a box lunch (two person maximum per table) will be provided for team members. If additional team members are expected to be at the table, they should be encouraged to bring their own snacks and lunch.

For additional information please contact Veronica Johannsen, director of Branding & Marketing, at vjohannsen@dallasisd.org.

For two weeks in September, students at Seagoville High School participated in a different kind of physical education: they rowed. During class, they slid back and forth on rowing machines, their hands gripping contoured handles, their feet strapped into foot pedals. Some of them were students who had, until then, refused to participate in physical education activities.  

Twenty rowers—which had been installed in rows of two down the middle of the basketball court—managed to attract even students who, at the beginning of the school year, had refused to participate in PE classes, said Head Basketball Coach Victor Cortez. 

“The kids are gravitating toward what’s going on in the gym, which is completely different for most of them since they’ve never been on a boat or on the water unless they’re swimming,” he said. 

Students rowing at Thomas Jefferson High School

In partnership with Bachman ROC Rowing Club, Dallas ISD started the rowing pilot program at Thomas Jefferson High School in 2024. Flo Elkins and Patrick Hamner, co-founders of the club, transported twenty rowing machines to participating high schools and trained the school’s PE coaches on ERG ED®, a classroom-based indoor rowing program. 

“Coach Brandi Elder was the first person to launch it, and Thomas Jefferson paved the way for everyone else to participate,” said Lisa Whitaker, director of Electives and Enrichment. “And from there, we surveyed the students, and they thought it was great.”

Encouraged by the positive responses, Whitaker integrated the ERG ED® unit into the PE curriculum of 13 other high schools, including Wilmer Hutchins and H. Grady Spruce high schools and Kathlyn Joy Gilliam Collegiate Academy.

“This year, we’re going to be at each school for two weeks. The goal is for each student to have at least five days on the rowing machines,” said Elkins. “From there, if students really want to pursue it further, there’s an opportunity for them to row in our Bachman ROC Rowing Club. This club, which is on Bachman Lake, allows them to participate in an on-the-water program.”

Flo Elkins also said that rowing has been often viewed as an elite sport. By bringing it to communities where rowing is not as popular a sport, she and Hamner hope to give students access to the advantages the sport offers, including potential college scholarships.

“There are lots and lots of rowing scholarships, especially for girls to go to college,” she said. “It’s definitely a pathway to college.”

But beyond scholarships and the opportunity to compete professionally, rowing is a low-impact, full-body workout that develops character and discipline.

“I love that you can row at any age. It’s a non-impact sport, which means it’s not hard on the joints,” Elkins said. “And just like any other sport, rowing teaches character and resilience. It also teaches discipline, time management skills, and how to push your body past where your mind might think you can go.”

Whitaker said that after students learn the mechanics of rowing, they go on a field trip to either Bachman Lake or White Rock Lake where they can experience actual rowing on the water.

“The main thing is for students to get exposure to recreational activities outdoors,” Whitaker said. “We want them to apply what they’ve learned in a real-world setting.”

In the spring, students will receive swimming lessons to bring the program full circle. This essential step, according to Whitaker, addresses a critical need identified by the district.

“We found a gap in students not knowing how to swim. Even though they know how to row on land, they would not be able to row on water,” she said. “That’s why we’ve partnered with the YMCA to give students the option to earn either a rowing certification or a lifeguard certification with the City of Dallas.” 

Students rowing at Justin F. Kimball High School

On the last day of the rowing program at Seagoville, Coach Genesis Cole remarked that students truly enjoyed rowing and that some have expressed interest in pursuing it further.

“I have some students who have really thrived in it, and I have several young ladies who indicated that they want to find a way to get more experience,” he said. “I do believe that kids need to have a way of finding a positive outlet to do something for themselves, for their future, so this actually is a big deal.”

Cortez admitted that he would love to continue the rowing program yearly, because “it’s something the kids aren’t used to—it’s something fresh. It’s something new,” he said.

Ultimately, for Whitaker, the program is a testament to the district’s mission to bring experiences to campuses, cultivate community partnerships, and invest in the success and growth of all students.

“I just think that the program is representative of all that Dallas ISD is—we look for unique opportunities for kids to create pathways for them to continue their learning beyond the classroom,” she said. “We’re not trying to prepare students just for school; we’re trying to prepare them for life. This means we sometimes have to bring those experiences to the campus, and then from there, bring the students to the location.”

The Bachman ROC Rowing Club will continue to provide rowing machines and curriculum instruction to participating high schools throughout the 2025-2026 academic year. This commitment is part of a five-year contract the club has with the district.

October is National Principals Month, and The Beat is sharing profiles of some of Dallas ISD’s outstanding principals to recognize the work they do in leading their schools and students to success.

In his 13th year with Dallas ISD, Joseph Francis’ passion for education has not dwindled. Now, as principal of Anson Jones Elementary School, he has stepped confidently into the new role of guiding the campus with a focus on safety, community, and academic success. 

“I love my students at Anson Jones,” Francis said. “They are such good humans and are already genuinely good people.” 

He takes a holistic approach to learning, focusing on students’ academic, social, and emotional wellbeing while building their character, so they are prepared for the world beyond the classroom. He hopes to see students grow not just in academics, but in empathy and curiosity as well.  

“I want our students to understand the importance of being curious about other people,” he said. “To take interest in people who may come from different regions, speak different languages, or enjoy different cuisines.” 

Francis began his journey as an educator through the Teach for America program where he supported students in South Oak Cliff for five years, before joining Dallas ISD as a teacher at Clara Oliver Elementary School. He earned a bachelor’s degree in history and Spanish from Bucknell University and later completed a Master of Education in Urban Educational Leadership at Southern Methodist University. 

During his graduate studies, Francis was selected for the Teaching Trust Program, which prepared future school leaders to make a meaningful, lasting impact in urban education. 

He went on to serve as assistant principal at Annie Webb Blanton Elementary, where he played a key role in helping the school earn a B rating from the Texas Education Agency.  

From the beginning of his career, Francis has demonstrated strong leadership qualities that have led him to new opportunities, including his current role as principal. 

“It is such a blessing to have an impact,” he said. “And to be able to help and mentor teachers. That is the reason why I do this work.” 

During his first year, Francis is building on the school’s existing strengths, such as fostering strong teacher-student relationships, increasing community and parent involvement, and maintaining a safe, welcoming environment. Since August, he said he has already noticed a rise in parent engagement, crediting the PTO president and the school’s parent liaison for their commitment to the school’s culture.  

Francis prioritizes meaningful interactions with students and strong connections with families. He also supports teachers by visiting classrooms and sharing in celebrating student growth. 

“Our teachers here are very flexible and eager to help one another,” Francis said. “From the custodial staff to the cafeteria staff to the teacher, you can tell that everyone is in this work for the right reasons. It makes a difference when you’re on campus.” 

Jones Elementary School has a culture of ensuring each teacher feels supported. With the help of veteran teachers, Francis is developing new teachers’ capacity for their workload and leadership through the school’s Teacher Mentor Program. 

“The students want to talk to us and show us what they’re learning. Those things keep me motivated,” he said. “It’s rewarding to see a kid begin to sound out letters and blend words, or to see a student that was struggling with math and division, mastering new strategies in the classroom.” 

Francis said he feels valued, knowing that his students and teachers care about him, one another and their school. This is a testament to the tight-knit community that surrounds the school, one that spans generations. On a personal level, he finds motivation to continue his work in education through his supportive family, and the new school community he has built at Jones Elementary School. 

 “I learned quickly that there are a lot of teachers here at Anson that have been here for a long time, longer than I’ve been in education.” Francis said. “There are a handful of teachers that went to Anson Jones when they were kids, and they’re teaching here now. To me, that just speaks to the type of people that are here. Many of our students’ siblings, and even their parents, went to Anson Jones. That is what makes us special.” 

Rockell Williams Stewart once walked the halls of Lincoln High School as class president and Student Council leader. Today, she walks those same halls and others in the Lincoln-Madison vertical team, as another kind of leader—an executive director. She is the living embodiment of dreams achieved while propelling a community forward.  

From a young age, Stewart knew she wanted to be a teacher, and one day, a principal. Even as a student at John Henry Brown Elementary School, later renamed Billy E. Dade Elementary School, her leadership potential was clear to teachers and peers. 

At Brown Elementary, she discovered a love for motivational speaking, sparked by reciting Honey I Love and Other Poems by Elise Greenfield, a book celebrating the simple joys of everyday life through the eyes of a child. Her principal, Wilber Williams, would select her to recite the poem for campus guests.

“Everything has come full circle,” she said. “I can think back to principals who have influenced my life, starting with Selena Dorsey, former principal of John Henry Elementary, who would always remind us: ‘Don’t let your circumstances define you. You define your circumstances.’”  

Those uplifting words, Stewart said, guided her toward a life of impact. As a student at Lincoln High School, her principal prepared her and her classmates to be high achievers.  

“I am often reminded of the ways I never grew up feeling the reality that my zip code had one of the highest crime and poverty rates in the city of Dallas,” she said. “I never really felt that because I grew up rich in family and in community.” 

Her personal drive, paired with that strong foundation of support, has led her to more than 20 years as an educator. Holding close to the lessons from principals and teachers before her, Stewart is carrying on their invaluable influence. 

Stewart began her career as a reading teacher at Pearl C. Anderson Elementary School, where she taught for 12 years. Her ability to improve student reading levels and inspire growth set her on a path to school leadership.  

After the school closed, Stewart became an academic facilitator, and later, assistant principal, at Billy E. Dade Middle School. She also served as principal of what is now Martin Luther King Jr. Arts Academy and returned to Dade in 2018, helping both schools achieve B ratings from the Texas Education Agency. 

At both schools, she maintained the district’s number one ranked campus for positive climate and culture.

“ED Stewart leads with love,” said Ellyn Favors, parent specialist at Lincoln High School. “One thing that has stuck with me about her leadership is that she would always say: everyone is essential.” 

As a principal, Stewart implemented house systems, celebrated student success, and created structures that built unity and pride across the campus. 

These improvements were only the beginning of a series of campus turnarounds that she and other educators and administrators would help lead, culminating in today’s success, with all seven schools in the Lincoln-Madison vertical team earning B ratings and focusing on future As.  

“I was a teacher when she was an assistant principal at Dade Middle School,” said Lance Williams, principal of Lincoln High School. “Being under Stewart’s leadership inspired me to be a better teacher. Now, she’s an executive director, and I’m a principal. Things continue to come full circle for all of us.” 

In her current post, Stewart maintains high visibility in each of the schools across the vertical team by visiting classrooms, celebrating teachers, setting yearly themes, and creating fun affirmative chants that motivate students. 

With a vital presence in the South Dallas community, she continues to build relationships, foster partnerships, and guide her team of principals with intention and care.  

Stewart, who has earned both a bachelor’s and master’s degree from Prairie View A&M University, is not stopping in her own educational journey and is now pursuing a doctoral degree at Southern Methodist University. 

From early memories of teachers who instilled professionalism and confidence to now leading with those same values, Stewart embodies the meaning of a Dallas ISD living legacy.  

“She has had an impact across every level,” said Williams. “But for her, it started as a student in this very community.” 

For the 2025–2026 school year, the district rolled out the School Counselor Excellence Initiative, which lays out clear guidelines for best practices and strengthens the district’s foundation for years to come.

“We have excellence initiatives for teachers, assistant principals, principals, and executive directors. We hold counselors to the same standard of excellence we require from others,” said Joann Jackson, director of Counseling Services.

The SCEI is part of the district’s ongoing effort to set a standard that others can follow.

Through goal setting, annual reviews, and clear ways to track progress, it empowers counselors to build upon their professional growth while keeping open communication with campus leaders.

“Counselors sit in a unique space because they are quasi-administrators, but at the end of the day, the focus is to make sure students are taken care of, whether that’s academically, socially, and of course, overall well-being,” Jackson said.

From individual sessions with students to parent workshops and guiding high schoolers as they plan for life after graduation, a counselor’s day-to-day varies from campus to campus. The SCEI helps ensure that no matter where a student attends school, they receive the same high-quality support.

The counselors’ performance rubric contains four domains for performance criteria, including:

• Focus and Planning
• Program Delivery
• College, Career, and Military Readiness
• Professional Responsibilities

Each domain connects to professional development opportunities that help counselors continue to grow and refine their craft, said Stacy Owens, an administrative coordinator for Counseling Services.

“Everything ties back to the SCEI, so counselors understand the rationale behind it,” she said.

District leadership hopes the rubric will help administrators better understand the vital roles counselors play on campus, while also giving counselors a framework to align their goals with those of the district.

“We want to be intentional about matching goals so when counselors talk to their administrators, they are on the same page,” Owens said.

Even in its early months of implementation, the SCEI is leaving its mark: helping counselors balance caseloads and better serve students across every campus

“It’s all about supporting the counselor and helping administrators understand the scope of work they do,” Jackson said. “This rubric shows what excellence in counseling looks like.”

To learn more, click here.

At Cedar Crest Elementary School, keeping teachers and students together year after year has proven a winning strategy. 

Known as looping, the practice of keeping students with the same teacher for consecutive years, has become a powerful driver of growth on the campus. For Principal Stacy Ray, it’s not just a strategy, it’s a culture shift.

“Looping allows teachers to know their students deeply, track their progress more closely, and personalize learning in ways that build both confidence and consistency,” Ray said. “It’s that connection, year over year, that makes such a difference.”

The difference is clear in state accountability ratings. Cedar Crest Elementary earned an A this year, with gains in mathematics, science, post-secondary readiness, and closing opportunity gaps. Overall, student achievement continues to climb steadily each year. 

“I’m incredibly proud and energized by this year’s STAAR results,” Ray said. “Cedar Crest met our goal, and we’ve surpassed it by reaching a higher destination.”

Third-grade reading scores also showed significant gains under exemplary teachers, while sixth-grade math students demonstrated exceptional performance. Beyond strong teaching, strategies such as goal-setting, analyzing student work, and celebrating progress created momentum that kept students engaged and confident, she said.
Ray is determined to build on the school’s accomplishments by pushing for even stronger performance in math, reading, and science, while closing opportunity gaps across student groups.

“Cedar Crest is more than a place; it’s a purpose-driven community built on love, family, and a shared commitment to excellence,” Ray said. “We believe every person who walks through our doors deserves an experience like no other. Whether it’s a student stepping into a classroom, or a neighbor joining a community event, they’re met with warmth, encouragement, and a belief in their potential.”