Central Staff News

America Recycles Day has been celebrated for 22 years, and Dallas ISD is doing its part by promoting recycling on Nov. 15 and every day in all of the district’s schools and facilities. 

In the last five years, the district has made significant gains in recycling. According to Bryant Shaw, manager of the district’s Energy and Sustainability Department, recycling has increased from 12 percent to 17.1 percent. That’s approximately 23,000 tons of materials recycled every year. Nationally, according to the Environmental Protection Agency, the recycling rate has increased from less than 7 percent  in general in 1960 to the current rate of 32 percent. 

Since 2017, the district has also had a 52% decrease in trash going to the landfill.  That’s 48,654.13 tons in 2016-2017, compared to 15,576 tons in 2021-2022. 

One of the departments committed to recycling is Food and Child Nutrition Services. In 2015, Dallas ISD replaced the polystyrene trays with compostable plates in the cafeterias. According to Shaw, the district hopes to add compostable trash bags and utensils by 2027. 

FCNS has promoted recycling beyond the district.  

“We currently make trimmings (and other scraps which are appropriate) for composting available at no cost to schools which have gardens or which compost,” said Yetzel Meza, spokesperson for FCNS. “We support efforts at the district, city and county level which would support community-wide recycling efforts. We advocate for the use of recyclable materials in food service packaging,” 

Schools have played an integral part in this success. Staff members, students and families have become more informed throughout the years.  

“In some cases, some schools have a second generation of families participating—the parents participated in recycling when they were in school and taught their children about recycling. Now their kids are practicing this in the schools,” Shaw said. 

Rufus C. Burleson Elementary School is one of the schools dedicated to recycling. Teacher Bobby Adams, known as “the Earth man” by his colleagues, leads the school’s recycling club. According to Jessica De Paz, a parent instructor, the school used to use empty recycled boxes. Each teacher would fill the box up with recyclable items, and every Friday, Adams and the fifth grade recycling club members would pick up the boxes and empty them. 

Thanks to second grade bilingual teacher Lidice Martinez, the school now uses recycling bins donated through the city of Dallas’ Water Conservation Division. 

“I feel that teachers such as Adams and Martinez are planting a seed that will influence the students when they are in middle school, high school, college and beyond. They have planted a seed of mindfulness and environmental awareness that will impact and help the students for the rest of their lives,” said De Paz. 

For resources and activities for America Recycles Day, the EPA has created a webpage for educators at: https://www.epa.gov/recycle/reduce-reuse-recycle-resources-students-and-educators. 

Dallas ISD Superintendent Stephanie Elizalde joined other Dallas ISD officials and members of the North Texas Congressional delegation this week for the announcement by the Environmental Protection Agency that Dallas ISD will be getting a $7.1 million rebate to purchase 25 new electric buses and the funds to build the infrastructure to charge them.

It will be some time before the zero-emission buses are added to the fleet of school buses, replacing old ones powered by diesel, but the excitement at the prospect of what they will mean for the environment and children’s health was palpable at the news conference.

“I can’t wait to see the new buses rolling down our streets, probably being quite a bit quieter than diesel, picking up our students with zero emissions and making the air even around where they wait for buses cleaner and more breathable immediately as well as for the future,” Elizalde said. 

Someone else who is excited is U.S. Rep. Colin Allred, who used to ride the diesel school buses when he was a student in Dallas ISD. Allred is a member of the House Transportation Committee and worked on the Bipartisan Infrastructure Law that provides the funding for the Clean School Bus Rebate. Allred attended Dallas ISD through his graduation from Hillcrest High School, and his mother was a teacher with the district for 20 years.

“I know what it’s like to ride in a [school] bus, and back when I was doing it, they were loud, stinky and didn’t have air conditioning,” he said. “As someone who played a lot of sports, you would roll down the window and try to get a little bit of relief and you have diesel fumes coming at your face; it’s not so nice. I think it’s amazing that kids are going to get to go to games on these buses.”

Region 6 EPA Administrator Earthea Nance shared that the intent behind the competitive rebate—and the investment through the Bipartisan Infrastructure Law—is to reduce greenhouse gases as well as to protect children’s health by replacing heavily polluting buses with clean running ones. Dallas ISD is one of 13 urban and rural districts in Texas to receive a rebate.

Elizalde credited the Dallas ISD Board of Trustees for having the vision to move the district toward a greener, cleaner future with the unanimous approval of the Environment and Climate Resolution in 2020. Pursuing funding for the 25 electric buses is part of the goals set forth by the resolution.

Carolyn Jones, a Call Center specialist, understands what it means to practice the Core 4 culture tenets in everything she does. 

She responds to anywhere from 80 to 220 calls a day depending on the season, assisting with payroll concerns, parent questions, emergencies and more. While some simple requests can be resolved quickly, they all require patience and Jones’ favorite technique. 

“When you do customer service, you have to be compassionate,” she said. “I learned a long time ago that when you smile over the phone, it brings a caller ease. Even though they can’t see you, your voice dictates how the interaction will go. So whether I’m on the phone or in person at the welcome center, being friendly makes a big difference.”

Her favorite memory of working at the Call Center comes from what could have turned into a disaster. A parent called in who did not know where her daughter was, and the parent was “frantic,” Jones said.  After getting all the information she could, Jones remained calm and started making calls, staying after hours to retrace the student’s footsteps until she and the parent realized the student had gotten off the bus and gone to a friend’s home instead of her own. The parent was so grateful for Jones’ support that she emailed Jones’ manager to express her gratitude. 

“That’s just a part of my job,” Jones said. “It’s about going over and beyond when you feel the need, especially when someone is upset. Because what would I want? If I was going through that, what would I want someone to do for me? Take the time to say, ‘Let me see what I can do.’ And that’s what I did for that parent.” 

That was not the first time Jones has been praised for her exemplary customer service and it certainly won’t be the last. She first came to Dallas ISD as a temporary employee in 2013 and worked in a variety of departments on her journey to her current position, all of which she said she loved. 

Jones did not expect to end up in the Call Center. In fact, she said she “always thought I wasn’t customer service material,” but she has been passionate about helping people ever since she was a child, so when the opportunity arose a few years ago, she took a chance. Now, she says, “I’m glad I did, because if I hadn’t, I wouldn’t have known that I’m cut out for it.” 

Being focused, fast, flexible and friendly requires commitment and passion, both of which Jones has in spades. She said she believes in the significance of her work and in Dallas ISD’s mission to educate all students for success. 

“Any communication is life to a person,” Jones said. “I grew up always wanting to help people, and here I am. I don’t need any accolades. I just want to come here every day to do my job. Any positive feedback makes me humble, but I’m just being me.”

National STEM/STEAM Day is celebrated every Nov. 8 to highlight the fields of science, technology, engineering, art and mathematics, and to encourage people to pursue them. At the heart of these efforts are the district’s STEM and STEAM teachers, including Jesus Monsivais Flores, a sixth-grade math teacher at L.V. Stockard Middle School. 

Monsivais Flores is a proud graduate of Dallas ISD. Growing up, he said he was often told that he would drop out of school, but his teachers encouraged him to pursue his dream of graduating early and attending The University of Texas at Dallas. Now, his passion for math and his determination to transform student lives are serving him well as he pursues his second year in the classroom. 

“I always wanted to give back to where I came from,” Monsivais Flores said. “My teachers never gave up on me, and I want to be that support system for my students. I want them to know that they have it in their possession to do great things.”  

While math can be challenging, Monsivais Flores believes it is a universal language that anyone can learn. Last year, one of his students was struggling because he was learning English, so Monsivais Flores stepped up to build a stronger connection with him. 

“At first, he was confused by what we were doing and was scared and nervous, but then I shared my story with him,” Monsivais Flores said. “I am under the program of Dreamers [Deferred Action for Childhood Arrivals], so I am here with a work permit teaching in Dallas ISD. When I shared my story with that student, he started feeling more comfortable and began asking for help when he didn’t understand something.”

Monsivais Flores taught the student key words and encouraged him in tutoring sessions, and the student went from scoring low on his Assessment of Course Performance in the fall to acing tests in the spring and earning “meets grade level” on his State of Texas Assessments of Academic Readiness test. 

“I was so excited for him that I called his mom and told them as soon as I found out his score,” Monsivais Flores said. “His story always motivates me not only to teach my students math, but also to show them that I’m here for them. I’m not just their teacher—I’m also their backbone, their support system.” 

STEM and STEAM lessons prepare students for real-world success, something Monsivais Flores has experienced firsthand. One of his favorite units focuses on financial literacy, and he said he loves helping his students compare different career salaries or understand how scholarships can put them through college. 

Ultimately, Monsivais Flores’ goal is to transform student lives by delivering excellent content and forming personal connections with them so he can encourage them on their journeys, and his efforts appear to be paying off. One of his students moved to a new school, and he recently reached out to Monsivais Flores with a simple message.

“His exact words were, ‘Thank you so much,’” Monsivais Flores said. “And I asked, ‘For what?’ And he said, ‘For never giving up on me and for always helping me.’ That is what teaching means to me. Even if my students are at a different school, they can always count on me for anything.” 

STEAM innovation across the district 

These real-world lessons will benefit even more students at six Dallas ISD schools as they enjoy classroom upgrades focused on providing a high-quality STEAM education, thanks to the TEXAS YES Project. Representatives from the awarded schools recently received over $50,000 in educational grants, which will allow those campuses to get equipment to bolster their STEAM programs or help update classrooms and facilities.

The six campuses are N.W. Harllee Early Childhood Center, Clara Oliver Elementary School, Leslie A. Stemmons Elementary School, Stephen C. Foster Elementary School, Seagoville High School and the STEM Environmental Education Center. 

“These grants will open opportunities for students of all ages to really apply what they’re learning in their science and math classrooms and turn that into something real,” said Michael Ruiz, executive director of STEM in Dallas ISD. 

While during November—Native American Heritage Month—Dallas ISD celebrates the 574 federally recognized tribes in the United States, their heritage, history and contributions are celebrated and supported year round through the American Indian Education Program.

This program was designed to address the unique educational and culturally-related academic needs of American Indian and Alaska Native students from pre-K through 12th grade. Students who identify as American Indian can apply for the program, which provides cultural events and enrichment programs, college and career preparation, truancy and retention support, culturally competent counseling, representative book clubs and more. 

“Our ultimate goal is to have our Native American students walk across that stage equal to every other population,” said Tracy Palmer, an American Indian Education Program specialist and a registered member of the Muscogee Creek Nation Tribe of Oklahoma. “We are here to serve, and join hand in hand with Dallas ISD’s mission to educate all students for success. I am honored to say that our Native students have been high achievers.” 

The program’s success can be seen in families like that of Sonia L. Pahcheka, now celebrating three generations and counting of Dallas ISD graduates. 

Pahcheka and all three of her sons graduated from Sunset High School, and now her 11 grandchildren are following in their footsteps. Two of her grandchildren, Arthur “AJ” Pahcheka Ybarra and Christina Pahcheka Ybarra (pictured), currently attend W.E. Greiner Middle School and Sunset High School and have been in the American Indian Education Program since they were preschoolers. 

“It has really taught them a lot,” Pahcheka said. “We are Comanche, and all we do is Comanche, but they got to make friends with [those from] other tribes at the program’s summer camp. When they see those friends now, they run up and hug each other. It’s lifelong.” 

Her grandchildren have also learned to be more outgoing, and now Pahcheka said they are “all excelling” in school while being aware of their “own personal Native pride.” 

“I have known AJ since he was a baby,” Palmer added. “Their family has been one of our greatest success stories, and I have enjoyed watching them grow and enrich so they can see the beauty of our culture and learn about themselves, while also exploring the program’s parallels in science, math, cultural reading, Native history and social studies.” 

Palmer said she hopes the Dallas ISD community will not only spread awareness about the district’s American Indian Education Program, but will also take advantage of the resources available during Native American Heritage Month in November and beyond. 

For example, teachers, librarians and campus administrators can request the American Indian Education Program’s grant-funded book club books, which include some of Palmer’s current favorites: “Fry Bread,” “Do All Indians Live in Tipis?” and “A Native American Thought of It: Amazing Inventions and Innovations.” 

“We have some beautiful books that are identifiably Native with appropriate images and writing and that support the curriculum already at hand,” Palmer said. “Our students are gifted those books through our grant, but they can also go to any classroom, library or program that wants to teach students about American Indians.”

To learn more about Dallas ISD’s American Indian Education Program and the resources available to students and staff, visit https://www.dallasisd.org/Page/22033 or call (972) 925-8076. 

“It’s a powerful program, and people need to know that we are here supporting our Native students,” Palmer said. “I am proud and honored as a Native American when they walk across that stage. I know then that they can compete to be able to work or continue on to a higher educational institution after graduation—and find their own destiny in our country.” 

November is National Homeless Youth Awareness Month, and Dallas ISD wants to create a strong awareness of the homeless youth who attend district schools and the challenges they and their families face. 

Each year, more than 3,900 students across Dallas ISD experience some form of homelessness or housing instability. These students and their families have shown they are resilient and, like all of us, deserving of equal education and social and emotional support.  

The Dallas ISD Homeless Education Program trains staff, connects families to resources and engages students to build a bridge toward their academic and future success. Here is how you can help the HEP: 

• Learn—If you have not completed the HEP’s self-paced training, visit the Cornerstone main page. The training can be located by searching for “Homeless Education Program Training.”
• Educate—Raise awareness and let everyone at your campus know that the HEP is ready to help. 
• Evaluate—Dive deep into what is working and what needs to be improved. 
• Activate—Take the initiative. Create a successful school food pantry after getting trained on how to start a school food pantry by the HEP.
• Advocate—If a student is identified as homeless, enroll immediately or call the HEP for assistance and support. 
• Escalate—Rally more support through your school alumni group, get to know your community’s social programs and introduce your campus needs to local businesses and community organizations.
• Celebrate—Recognize campus efforts and celebrate the support for our homeless students and their families.

You can help the HEP spread awareness during Homeless Youth Awareness Month by wearing purple every Friday through November, or by participating in the following activities: 

• Nov. 2—Purple Cheer Kick-Off at Dade Middle School
• Nov. 7, 10 and 21—Thanks & Giving days, where people can donate through the HEP’s Amazon Wishlist
• Nov. 14-17—Schools are hosting drop-off donations of pull tab can food/snacks
• Nov. 22—Share pictures of activities in support of the HEP on social media

If you have any questions or would like to schedule a donation drop-off, contact the HEP at 972-749-5750 or homelesseducation@dallasisd.org.

Martin Osae, a middle school science teacher at West Dallas STEM School, is going national. Osae was recently selected from across the nation to serve on the steering panel for the 2028 National Assessment of Educational Progress (NAEP) Science Assessment Framework project.

For over five decades, the NAEP, known as “The Nation’s Report Card,” has provided information on the achievement and performance of students in the United States. Periodically, the National Assessment Governing Board, an independent nonpartisan board created by Congress to set policy for the NAEP, reviews the existing assessment frameworks to determine if changes are needed. 

In 2021, the governing board led a review of the NAEP Science Framework, last updated in 2005, and agreed upon the need for an update. The governing board then set the process of determining and notifying the accomplished members of the Steering Panel for the 2028 project in motion. 

“Being selected as one of 30 educators from around the country is truly an honor and one of the highlights of my career as a science educator,” Osae said. “Having served in our district as a science teacher, science coach, professional development facilitator and instructional lead coach, this opportunity serves as the icing on the cake of all my work in science education.” 

Osae attained his National Board certification in 2008 and currently mentors national board candidates from across the state through the Region 10 Education Service Center. For several years, he served as an instructional lead coach and provided mentoring and support to science teachers in Dallas ISD, but he has since returned to the classroom to teach and build capacity for science at West Dallas STEM School. 

Osae is passionate about providing opportunities for students and teachers alike to engage in hands-on science exploration. He recently founded STEM In The City, an initiative geared toward promoting STEM careers among minority and immigrant youth in the community, and he is looking forward to serving as a member of the Steering Panel. 

The NAEP Science Assessment Framework project will bring together a panel of subject matter experts, practitioners and members of the general public to develop updated recommendations, followed by a collection of public feedback. The process culminates with governing board approval of the recommended framework, with updates to the NAEP Science Framework scheduled to be completed in fall 2023. The updated framework from this project will be reflected in the 2028 NAEP Science Report Card, which allows time for assessment development, including a pilot administration in 2026. 

If you want to help others and have the opportunity to wear jeans to work, now is your chance by supporting the district’s United Way of Metropolitan Dallas employee fundraising drive. To add a little more fun and excitement to the United Way giving campaign and to accommodate diverse schedules, district employees can wear jeans one day per week during the campaign in exchange for a $5 donation per day starting this week through Dec. 16. Learn more about how to give by visiting the district’s United Way page or by watching this video. 

Students and families are invited to explore the district’s more than 100 choice programs and schools Saturday, Nov. 5, at Discover Dallas ISD, which is back in person from 9 a.m. to 1 p.m. at W.H. Adamson High School. Learn more about the event and the resources available for families at www.dallasisd.org/discover or at https://www.youtube.com/watch?v=ZrRCn3wYomI.

Professor John Hattie, a leading researcher in the education fields and author of “Visible Learning” and “Visible Learning for teachers,” visited C.A. Tatum Jr. Elementary School and Ann Richards STEAM Academy on Oct. 26 to provide insights on research in action. 

Hattie’s work encourages teachers to evaluate their own teaching practices, see learning through their students’ eyes and support students in becoming their own teachers. 

At both Tatum Elementary and Richards Academy Hattie met with a team from the school to hear their successes and growth areas, toured classrooms to observe teachers and organized a debrief to determine next steps. 

One of the main focuses at Richards Academy was incorporating success criteria into each lesson to accelerate student growth. 

“Referencing my learning goals and success criteria, as well as having students hold themselves and me accountable for what is needed for success in that lesson, helps them know what is expected for them to learn and demonstrate each lesson,” said sixth-grade math teacher Audrey Wilcox. 

Hattie encouraged campus leaders to ensure that their teachers understand the impact they are making each day as they follow the “Visible Learning” practices. Overall, he said he was pleased to see how the students were interacting in the classroom. 

“I saw everybody engaged—every student—and that’s very rare,” Hattie said. “It was quite impressive to see so much engagement, and hearing from the students, they are on task. Even when it was difficult, they were not turned off by that.” 

The Tatum and Richards communities will continue to use “Visible Learning” strategies, including the success criteria, to enhance student learning, increase engagement and allow students to play a more active role in their education.