Staff News

In the whirlwind of academic responsibilities, forming their identities, and managing life outside of school, students are vulnerable to emotional and mental health struggles. Through the efforts of Dallas ISD’s Mental Health Services and the broader community, students are gaining access to the resources they need to navigate these challenges.  

According to the Centers for Disease Control and Prevention, poor mental health in adolescence is more than just “feeling blue,” and it can affect many areas of a teen’s life, such as school performance, decision making, relationship building and physical health. 

Through a recent collaboration with Dallas Cowboys player Solomon Thomas, Mental Health Services is continuing to offer high schools students access to resources that promote well-being and academic success. 

Thomas’ nonprofit, The Defensive Line, has a mission to help end the public health crisis of youth suicide, especially among people of color. One meeting at a time in Dallas ISD schools, he is transforming the way of communicating and connecting about mental health. 

During recent visits to Barack Obama Male Leadership Academy, South Oak Cliff High School, and Dr. L.G. Pinkston Sr. High School, he has motivated and inspired students by sharing personal stories about his life.

Thomas knows first-hand the highs and lows that students may face. Driven by the loss of his sister to suicide in 2018, he has become a mental health advocate for teens, and speaks openly about navigating grief, coping with loss, and the importance of mental health and what it means to take care of your mind and body.  

In November, Thomas visited athletes and students at South Oak Cliff High School to talk about resilience and overcoming difficult moments. 

“It’s important for young athletes to learn how to take care of the mental side of the game of football,” Thomas said. “It’s something we talk about as professionals, but not as much as young players. We have to take care of our health so we can use your mind well when we play our games. When your mind isn’t correct, your body isn’t going to feel right.”

This visit came during a national conversation about mental health, following the recent death of Thomas’ teammate, 24-year-old Marshawn Kneeland. 

In 2023, the CDC found that four in 10 students had persistent feelings of sadness or hopelessness. But these facts are not a measure of defeat because research shows that young people are resilient, and feeling connected to their school and community is one way to support their mental health. 

During his visit, Thomas shared with students how he copes with difficult emotions. He explained that he uses journaling and meditation to work through overwhelming thoughts about the future, daily pressures, and uncertainty.

While at South Oak Cliff, the Gene and Jerry Jones Foundation, the philanthropic arm of the Dallas Cowboys, donated $10,000 to the district’s Mental Health Services to support mental health programs and resources. 

District campuses offer a strong school culture, academic and social clubs, and a range of resources, including counseling and psychotherapy, behavior interventions, mental health consultation, crisis intervention, psychiatric evaluations, medication management, and wraparound services, supported by Mental Health Services.

For both staff and students, feeling connected and leaning on school, family and community resources can be life changing. For more information on the services offered by Dallas ISD Mental Health Services, please visit Dallas ISD Mental Health Services.

Dallas ISD celebrated the “boots on the ground” approach to learning with its newest districtwide tradition: The Aspire Award. The award recognizes outstanding campus support personnel from each school for their impactful work, for being the boots on the ground.

This year, the 2025 Aspire Award honored clerks, registrars, parent support specialists, custodians, data controllers, office managers, and teacher assistants, all team members who help shape their school’s culture and embody values of public service and collaboration.

At the Aspire Award Luncheon on Nov. 21, honorees and their principals celebrated in true Texas fashion at the Longhorn Ballroom, dressed in western attire that fit the venue’s southern charm. The morning featured performances from Dallas ISD students, including mariachi music and ballet folklorico.

“It’s a blessing to be honored. I feel appreciated,” said Areal Chandler, cafeteria supervisor at Mark Twain School for the Talented and Gifted. “I get to interact with my students every day. The children are the best part of my day.”

The award recognizes that campus support personnel help ensure that schools are welcoming, organized, thriving places for students to learn and grow.

“Their work sustains the spirit of our schools and reinforces the power of teamwork,” said Chief of School Leadership Tiffany Huitt.

Carla Lauriano, office manager at Nathan Adams Elementary School, said she finds joy in supporting students, parents, and staff as the main point of contact for her campus.

Each Aspire Award honoree received a glass plaque to recognize their hard work. They also participated in giveaways with prizes that encouraged recipients to relax and enjoy. They were also gifted with floral table arrangements. The celebration reflected the spirit of Maya Angelou’s iconic words, echoed by Superintendent Stephanie S. Elizalde.

“People may forget what you say. People may even forget what you did, but people will never forget how you made them feel,” said Elizalde during her address to the Aspire Award recipients.

Elizalde took a moment to thank support personnel for their dedication and kindness to students and teachers, reminding honorees that much like the meaningful stories told in country western music, their authenticity, genuine passion for serving others, and daily commitment wea

ve the storyline that supports Dallas ISD.

“We want to celebrate you. Not only for what you do, but truly for who you are,” Elizalde said to the hundreds of Aspire Award honorees. “You set the tone. You model the values we aspire to see in every student who walks through the doors. You make Dallas ISD stronger, kinder and better every single day.”

 

Dallas ISD has a new cybersecurity hero, and it’s a blue squirrel named Chip. This bushy-tailed rodent can help you keep your data safe with just a click.

The district has partnered with CyberNut to strengthen cybersecurity and streamline the process for reporting suspicious emails across the district. In the coming days, team members will notice a new icon in the shape of a squirrel in their Outlook. Chip is team members’ new email security assistant.

Cybersecurity experts estimate that globally, hundreds of thousands of people fall victim to phishing attacks every year. Phishing is a type of cybercrime where spam messages, generally emails, containing malicious links or files are sent to people to download or click on the link.  

The Cybersecurity and Infrastructure Security Agency says that more than 90% of successful cyber-attacks start with a phishing email.

While it seems easy to blame users for falling victim to phishing attacks, these campaigns have become increasingly more sophisticated to the point where it is difficult to distinguish a malicious email from a regular one, according to experts. Criminals will tailor attacks to look as if they come from a trusted source, such as cloud service providers like Microsoft or Google, colleagues, or a supervisor.

The median time for users to fall for a phishing scam is less than 60 seconds, so staying vigilant is crucial. Chip, the new email security assistant can help with that.

What to do

If you receive an email that appears suspicious, click on Chip to promptly report it to the designated security team for review. Chip will also ask whe

ther you clicked any links or entered information before reporting the email.

“This information helps the security team take the appropriate steps to protect the district—Chip is simply gathering details, not passing judgment,” said Jonathan Hurley, deputy chief of Technology and Information Security. “And prompt action in reporting through this streamlined process can really help the district’s cybersecurity team tackle threats more quickly.”

Between users’ constant vigilance and Chip’s help, Dallas ISD team members can keep district data safe.

Cooking with family and friends is a great way to spend time together creatively while connecting meaningfully with loved ones. Food and Child Nutrition Services shared two no-bake cookie recipes that are easy and fun to make with kid-friendly toppings.

Snowman Banana Pops

Ingredients (makes four pops)

• 2 bananas
• 1 cup Greek yogurt (vanilla or plain)
• 1-2 tbsp honey or maple syrup (optional)
• Shredded coconut (optional “snow”)
• Mini chocolate chips (eyes/buttons)
• Tiny pretzel sticks (arms)
• Sliced strawberries or mandarin segments (hats)
• Blueberries or raisins (nose or buttons)
• Popsicle sticks

 

Directions

1. Prep the bananas

• Peel and slice each banana into three thick rounds.
• Slide the rounds onto a popsicle stick to make a snowman shape.

2. Coat the snowmen

• Mix Greek yogurt with a drizzle of honey if you want it sweeter.
• Dip or spoon yogurt over each banana snowman.
• Roll lightly in shredded coconut if desired.

3. Decorate

• Add mini chocolate chips for eyes and buttons.
• Use a pretzel stick on each side for arms (optional).
• Add a strawberry slice or mandarin wedge on top for a hat.
• Stick a blueberry or raisin on as a nose.

4. Freeze

• Place the pops on a parchment-lined baking sheet.
• Freeze for 1–2 hours until set.

 

Serve

Eat frozen like a popsicle or allow to soften for two to three minutes for a creamier bite.

 

Chocolate chip cookie snowmen

Ingredients (Makes about 12 snowmen)

• 24 chocolate chip cookies (2 per snowman; can be gluten free or home-made)
• 1 cup vanilla frosting (can be sugar free)
• Mini chocolate chips (for eyes and buttons)
• Orange sprinkles or small orange candies (for noses)
• Pretzel sticks (for arms)
• Red or green gummy strips / licorice (for scarves)
• Optional: festive sprinkles for decoration

Instructions

Step 1: Make the Snowman Base
Spread a thin layer of vanilla frosting on the bottom of one cookie.
Place another cookie on top to make a small “cookie sandwich.”

 

Step 2: Add the Snowman Face
Spread a small circle of frosting on the top cookie.
Then add to the circle:

• 2 mini chocolate chips for eyes
• 1 orange sprinkle/candy for the nose
• 3 mini chocolate chips for buttons

Step 3: Dress Your Snowman
Wrap a gummy strip or licorice piece gently around the middle for a scarf.

Step 4: Add Arms
Break pretzel sticks in half and gently press one into each side of the cookie sandwich.

Step 5: Decorate
Sprinkle a little festive magic (sprinkles!) on top if desired.

Notes:

• Use premade chocolate chip cookies to make this super quick
• Frosting works as the “glue” to attach all decorations safely
• Let the snowmen chill in the fridge for 10–15 minutes to help them set

Once chilled, enjoy your treat!

 

When the Dallas Cowboys launched an elite girls flag football league, history was made across Dallas ISD—but nowhere was the impact felt more deeply than at Dr. L.G. Pinkston Sr. High School, which won the Dallas ISD division championship.

Nicole Stovall, assistant athletic director and lead flag football coach at Pinkston, said she was excited to create a legacy her team could claim forever and to help start the beginning of something bigger for her players and the community. 

“Honestly, just being a part of the first inaugural staff in Dallas meant a lot,” Stovall said. “This is going to be great, and, of course, we always want to be history makers.”

For Stovall, this focus on creating lasting impact has deep roots. A Louisiana native, Stovall’s coaching journey began in New Orleans, where she worked with NFL-affiliated middle school flag football leagues and spent time empowering young athletes. After Hurricane Katrina upended her life, Stovall relocated to Chicago where she taught college football at the now defunct Robert Morris University Illinois. In 2007, she decided to move to Dallas and join Pinkston, where she has been coaching ever since.

“This is why I mentor students. Sometimes things are placed in our lives and then taken away, so I remind them they can’t take anything 

for granted,” Stovall said. “I’m just trying to coach them through some of the things that I’ve been through, so that they don’t make the same mistakes.”

Applying these life lessons to the field, Stovall teaches all her players—including the girls’ basketball team—not only resilience from personal loss but also a deep belief in the power of sports to build discipline, collaboration, and self-confidence.

“I think the team is working on building character, because that also means being able to handle adversity,” she said. “Sometimes when we get to a certain competition level, we have to learn how to win and how to lose with grace.”

The commitment to developing character alongside athletic skill has translated directly into the enthusiasm for flag football. Pinkston’s team saw 15 to 20 girls participate in the first year, and Stovall has already been approached by numerous female students eager to join. 

“I had so many young ladies at the beginning of the school year express their interest in joining flag football,” Stovall said. “Last year, we were only provided an opportunity to have one team per campus. I don’t know what the logistics will be like for those schools that have more than enough players for two teams.”

Even with only one team, the Pinkston Lady Vikings already have made history. In addition to winning the division championship, they advanced to the Dallas Cowboys Girls Flag Football Championship tournament. Although Pinkston fell short of that title, Stovall and her players are more determined than ever to reach the top.

“We want to win the Dallas Cowboys Girls Flag Football Championship,” she said. “We want to get a spot where we can go in and play against other teams across the state of Texas.”

The strong partnership with the Dallas Cowboys supports achieving these ambitious goals, as they provide uniforms, equipment, and even visibility for college scouts. As a result, flag football is opening doors for young women.

“The popularity of girls flag football is so big that now a lot of colleges are offering scholarships,” Stovall noted.

The sport’s momentum suggests a massive future in athletics and, according to Stovall, it may soon become a UIL-sanctioned sport in Texas and even an Olympic event.

“This is the start of something new, and I know the growth is going to be there,” Stovall said. “But the most important thing is the legacy we leave right here.”

After two decades in the district, Stovall’s loyalty to Pinkston and its community remains steadfast. In addition to flag football, Stovall is also the head coach of the girls’ basketball team and supports other sports at the school, including soccer, football, swimming, and wrestling. 

“Pinkston is a special place. We are a hidden gem,” Stovall said. “I just want to make sure I’ve had a lasting impact and touched the lives of the kids and helped guide and mentor them. That’s what I want to be remembered as.”

The Beat asked team members to share what they are grateful for this year, and many of you responded. As we prepare to go out for Thanksgiving break, all of us at The Beat are grateful for our readers and everyone whose stories we have shared throughout the year.

Tiffany Cathey, Ebby Halliday Elementary School

I thank God for blessing me with the strength to keep moving forward, no matter the challenges. I am grateful for my daughter, whose love and presence bring joy and meaning to my life. I am grateful for my family, the foundation of support and connection that surrounds me. I am thankful for the gift of another day, a chance to live, grow, and embrace new opportunities. I am grateful for my job and for my co-workers at Ebby Halliday Elementary School. I am grateful for the ability to wake each morning with the chance to support and serve others, carrying out the work that gives my life direction and meaning.

Rosa Mendoza-Sosa, L.L. Hotchkiss Elementary School

As a single mother of an autistic son and a teen daughter who dealt with a mental health crisis earlier this year, this year has been a testament to endurance and strength. I suffered a car accident in May of 2025 that left me without a vehicle and to figure out how I would go on about my daily routines. Then, July 2025 came around. I was excited to begin my second year as a data controller at Hotchkiss when my health took a turn for the worse. I was hospitalized for over two weeks, almost losing my life. I was on FMLA for over six weeks not knowing how I would come out of it. My children, my family, and my support from former DallasISD coworkers and current coworkers showed me such an incredible lesson: Community is key. As a community, we are able to flourish in the midst of the most challenging adversity. From meals being sent to my home, financial donations, and support with daily needs, I slowly graduated from using the walker, to a cane. Although there were some days I struggled, I kept pushing on. Today, I am able to get to wor. Although it takes me over an hour on public transportation to get to my campus, and over an hour to return back home due to still being without a vehicle, that doesn’t stop me. I make sure that in the interactions I have, whether it be with my colleagues or parents or even students, I give  a smile and positive attitude. The impact my campus has had on me and the faces I get to see every morning remind me of the beauty that life is and how precious it is. No matter what life may present you with, you must make a choice on how to overcome it. We are meant to triumph in the midst of despair, we are meant to thrive!

Tyler Holloway, W.W. Samuell High School

I am grateful for the opportunity to work each day and change the lives of students. Even if it is only one, I know my job is worth it. As a two-time open heart surgery survivor, I am grateful that God has given me another chance to live and be better than before.

Candy Luna, School of Health Professions at Yvonne A. Ewell Townview Center

I am grateful for how sweet and welcoming my coworkers have been since starting my new position at the school. I started here back in August, and I am so grateful for this team.

Gauranga Robinson, Geneva Heights Elementary School

I am grateful for my awesome team who has supported me in my role change this year. I am also grateful for our amazing students and our wonderful families.

Maria D. Trevino, C.A. Tatum Jr. Elementary School

I am grateful for my family and friends, being healthy and having wonderful children to teach. I am also grateful for the love of family and friends. I am blessed. 

Liyah Joseph, Dallas Career Institute East

I’m so thankful for my incredible health science team! Each of them bring unique strengths, dedication, and heart to everything they do, helping our students grow through hands-on phlebotomy and patient care experiences. I’m grateful for their teamwork, passion, and the positive impact they make every day.

Maria Diano, Seagoville High School

I’m so thankful for the teacher assistants in our SPED Department. Thank you for all you do!

Yolanda Harrell, Young Men’s Leadership Academy at Fred F. Florence Middle School 

For my personal development, for my kids, my family and for working with children who are the future of this country!

 Suzanne Paiz, Chapel Hill Preparatory

I’m so grateful for the teachers and staff at my campus who are always willing to lend a hand. Whether it’s providing coverage, helping solve a problem, answering a question they’ve probably heard a hundred times—with kindness and patience—or simply offering a listening ear or a shoulder to lean on, their support never goes unnoticed. Teamwork truly makes the dream work, and that’s so evident every day at CHP!

 Samuel Munoz, West Dallas Junior High

Assistant Principal Mary Getty for all the support you have given to the teachers—especially to me—for always going the extra mile with care, dedication, professionalism, and for being a role model during this new experience at West Dallas Junior High.

Rosalind Reece, Wilmer-Hutchins Elementary School

I am so grateful to be in good health, to have a family, to fulfill my call to teach, and to be able to smile no matter what.

 LaShuna Anderson, Edwin J. Kiest Elementary School

This year, I am especially grateful for the wide range of resources we are able to offer through our counseling services. From social-emotional learning materials to community partnerships, mental health supports, and family outreach programs, each resource helps us meet students where they are and provide meaningful, individualized care. I’m grateful because these tools allow us to support students more effectively, create a safer and more connected school environment, and empower young people to grow academically, socially, and emotionally. Having access to these resources and being able to share them with our students, families, and staff makes a real difference every day, and I’m truly thankful for that.

 Gabi Paulo, John Lewis Social Justice Academy at Oliver W. Holmes 

I am grateful for the staff and students here at our school. Shout out particularly to our principal Monique Paige who has unwavering dedication to the staff and students.

Ryan Michelle Patrick, Martha Turner Reilly Elementary

I am deeply grateful for the support my family receives throughout Dallas ISD. My husband and I are proud educators in the district, and our two children are students here, as well. From the encouragement we receive in our own classrooms to the care shown by the teachers, counselors, TAs, and staff who work closely with our kids every day, we truly feel that our futures—and theirs—are in wonderful hands.

Janie Reyes, HCM Policy and Compliance PHOTO

I am grateful for my colleagues. Individually, we are not perfect, we all have our strengths and weaknesses. As a team, we ARE perfect, perfect for each other. We complement each other in many ways through laughter, fun, thoughtfulness, care, encouragement, celebrations, you name it!

 Theresa Thomas, George B. Dealey Montessori Academy

I am grateful for my health and strength and thankful for all my blessings this year

Natasha Mitchell, Sunset High School

I am grateful today, truly grateful, for my son and the incredible journey he’s on as a freshman at Texas Tech University. Watching him step into adulthood and chase his goals with confidence has been a blessing, and I know he didn’t get here alone. I’m thankful for the people who poured into him, guided him, and believed in him every step of the way. First, Ms. Blankenship. She was my son’s senior-year English teacher, but to him, she was so much more than that. She checked on him not just about schoolwork, but about him. That consistency mattered to him. It grounded him, encouraged him, and reminded him that he wasn’t walking through senior year alone. She showed him that she genuinely cared, and he felt that. She made sure he knew someone believed in his goals and his future. And as his mom, I’m forever grateful for the way she poured into him at such an important time in his life. I’m grateful for Mr. Spencer, not just as an assistant principal but as a true leadership mentor for my son. When my son served as student body president, he needed a strong male figure he could look up to, someone who led with integrity, confidence, and purpose. Mr. Spencer became that example. He was the open door my son needed: someone he could talk to, someone who listened, encouraged him, and challenged him to grow. He helped my son understand what real leadership looks like at a young age, how to carry himself, how to make decisions, and how to lead with maturity. As a mom raising a young man stepping into leadership, I am beyond grateful that my son had a great male leader like Mr. Spencer to look up to. His guidance made an impact that my son will carry with him into adulthood. And I’m grateful for our superintendent, who attended Teen Board meetings and allowed my son to ask the tough questions, the kind of questions young leaders carry but don’t always get to express. She gave my son space to grow, to think bigger, and to see leadership from a district level. I’m just grateful. Grateful that my son had people in position who pushed him, believed in him, challenged him, and made sure he stayed on track. They helped lay a strong foundation, one that he’s now standing on as he builds his future at Texas Tech.

 Gema Guevara, Communication Services

I am grateful for the teachers, staff, and principals who are willing to share their stories with our Internal Communications team. You’re the reason we’re here!

 Michele Andy, Charmaine and Robert Price Career Institute South

I’m grateful to work at Career Institute South as a substitute. Director Adrienne Jones has created a family atmosphere at CIS. Substitutes, custodians, support staff, and all educators are valued, appreciated, and celebrated. I absolutely love CIS and the people who work here.

Adam Bennett, Bond Program Marketing

I am grateful for my incredible wife who makes me a better man. I married WAY up!

 Erika Anderson, W.W. Samuell High School

I am grateful for the presence of God in my life, my life, health and strength, my freedom and my family/friends!

Jennifer Perez, Dr. Elba and Domingo Garcia West Dallas STEM School

For myself, I’m grateful for my family, my house, my cats and my friends. For school, I’m more grateful for the partnerships we have in our school. We are so fortunate in having them that we give them Thank you cards every school year before Thanksgiving break!

Through the American Indian Education Program, Leah Y., a Sunset High School senior, brings her Comanche culture to life, sharing traditions and stories with her community.

Recently, she created a display board and presented at the district’s Indigenous Peoples’ Day Fair, deepening her knowledge of her tribe’s history and values. 

“I learned a lot through the program, like how we used to live before technology and outside influences affected our way of life. It’s important being in AIEP because we’re a really unique group. There aren’t a lot of us, so it means something to the community
to be a strong representative of Native culture,” she said.

From a young age, Leah immersed herself in Native traditions, attending powwows with her family and learning the hymns, dances, and crafts that connect her to her heritage.

“My grandma passed everything down to me, and I’m really grateful. If I didn’t have that, I’d be isolated because I wouldn’t know my native tribe,” Leah said. “She taught us to be very proud of who we are and not to let anybody tell us otherwise.”

Those early hands-on lessons at home, learning how to make frybread, wear regalia, and participate in ceremonies with respect and pride, shaped Leah’s sense of self and her commitment to passing them on to her kids someday.

“Powwows are an experience; it’s a sense of family and community,” she said. “You might not know everybody, but you get to know everybody by the end of it. We eat, we dance, have fun, and connect on a deeper level. It’s like our home.”

Leah’s dedication to her Comanche heritage is matched by the support she receives from her tribe, which helped set her up for college success.

“I get a lot of benefits, like they’ve started my college fund early and are helping me throughout school,” she said. “They really helped send my sister to college, too.”

Following in her sister’s footsteps, Leah plans to attend the same college, Schreiner University, building on the path her older sibling forged through AIEP and Sunset.

“My sister set the tone for me that I have to go above and beyond,” Leah said. “She was super smart and talented in everything she did, and I want to continue her legacy while showing that you can be deeply connected to your culture and excel in other areas too.”

Leah hopes to leave a lasting legacy within AIEP by making future students feel confident and comfortable embracing their heritage, even when being a teenager can make showing it intimidating.

Inspired by the district’s recent showcase, she hopes it becomes an annual event, giving students a deeper understanding of their ancestry and a chance to explore the richness of their Native culture.

“I want people to come out and really feel like they can be who they are here,” she said. “I’ve never had to be scared that I’m going to be alone. I’m always going to  have somebody with me, and that’s what I’m really grateful for.”

Shawn Coyle, who teaches floral design at Skyline High School, has a very important job to do in early November: he guides his classes through decorating seven trees donated by the Dallas Market Center, but one of them holds a special meaning to his class and to all Skyline students and community. 

In one corner of the main office awaited the tree Coyle’s class intended to trim for a special purpose—the giving tree that has been part of the Skyline tradition for about a decade. Inspired by the Salvation Army Angel Tree program, Susan Shinn, a history and psychology teacher, started the Skyline giving tree specifically to support the homeless student population.

“My mom and I always supported the Salvation Army Angel Tree, but one year, I started thinking, ‘I love that program, but we have almost 4,000 kids here at Skyline. We were named an honorary city. Why can’t we take care of our own?’” said Shinn, who is also a Skyline graduate. “So I asked if we could start a similar program, and we started by focusing on our homeless students.”

Shinn said the students had to fill out forms providing their clothing size, wants, needs, and favorite snacks. To maintain privacy, Shinn assigned each student a number. And to preserve dignity, Shinn makes sure the students receive their gifts privately. 

One thing is new this year. For the first time, special education students are contributing in a memorable way—they crafted ornaments for the tree. Latronda Williams, special education teacher assistant, said the students will also sell the ornaments and raise funds for future enrichment activities for their program, which include National Go Fly a Kite Day and a Mardis Gras parade.

“Times are hard, and I needed to get funds for the children and also implement something creative that allowed them to interact, learn how to use their fingers, and practice different skills than what we teach them every day,” she said. 

The holiday season, which naturally involves crafts, provided such an opportunity as well as the opportunity to contribute to their community by helping others. So far the students have created candy canes made of red and white plastic beads, personalized baubles with adhesive vinyl, pour-painted Christmas balls, and decorated wreaths with bells and bows. 

The contribution of the special education population is one of many, Shinn said. Students, teachers, other team members, and even community organizers have played a vital role over the years, giving generous donations that have included substantial gift cards and cases of snacks. Yet, she notes, the spirit of the giving tree extends beyond material support.

“The giving tree isn’t just about material needs; it’s about showing students they matter,” Shinn said. “Most of our giving tree recipients live in shelters, and no one knows whether they have anybody. I like knowing that we can reach out and help someone in the Skyline family.”

Outside Coyle’s classroom, miniature Christmas trees, each one numbered, were displayed on metal carts and atop reach-in refrigerators. As Coyle’s second-period students—all girls, wearing black aprons and festive headbands–wheeled utility carts filled with boxes and plastic containers of ornaments to decorate the trees, Coyle, a former Marine who served in Toys for Tots, said he also understands how important it is to assist others in tough times.

“I know that people are in need because I’ve been there myself,” he said. “Everybody needs a little bit of assistance, especially now with our hard financial times, and this is a way the kids can wake up and have something under the tree.”

Shinn said the giving tree embodies the altruistic spirit of the Skyline community, and, to this day, she continues to be amazed at how students, who may themselves be needing support, give back to other students.

“It warms my heart how these students give back,” Shinn said. “They need things and yet they still give back. We ask for something, and they do it.”

Despite challenges to the program’s momentum through the years—including the pandemic and staffing transitions—the giving tree has endured. Shinn is hopeful that when she eventually leaves, new leaders will step in to continue the tradition of giving unconditionally.

“I want it to grow, and I hope that it continues,” Shinn said. “This is a family here, and we’re helping our family.”

If you or your department would like to sponsor a Skyline angel this season, please contact Parent Resource Coordinator Stacy Galindo at (972) 502-3752 or stgalindo@dallasisd.org.

 

Even while schools are out for Thanksgiving break, help is always available. Whether you have questions about your benefits, need health support, or just someone to talk to, we have you covered.

Nov. 24-28, the district will be closed, but your benefits are still available. Even when offices are closed, assistance is just a phone call away.

Benefits Call Center
Call 972-925-4000 and select the appropriate option:
• Option 1 – Benefits Administration
• Option 2 – Leaves Administration
• Option 3 – Employee Assistance Program (EAP)

 The Benefits Call Center will be closed on Thursday, Nov. 27.

Stay in the know with our easy access app:

You can download the MyDallasISD Benefits app from the options below:

• iOS: Download on the App Store
• Android: Download on Google Play
• Direct Link to App Stores: Click here

Non-Emergency Health Support

If you are a TRS ActiveCare participant, you can access medical support anytime through Teladoc.

Important: You must set up your Teladoc account before using the service. To register, you will need:

• Your name
• Date of birth
• BCBS Member ID

Visit the Teladoc website or use the mobile app for access.

Need emotional support?

If you are feeling overwhelmed or facing challenges, the Employee Assistance Program is available 24/7 to provide confidential support.

Call 972-925-4000, Option 3 or access support through:

• Website: Telus Health
• App: Telus Health One

To log in, you will need your district email, username, and password.

Several Dallas ISD schools and teachers are the recipients of The Kemper Foundation’s bilingual literacy grant program that helps elementary teachers and schools in Texas, California, and Florida to advance bilingualism, support academic achievement, and foster multicultural understanding.The Read Conmigo Educator grant provides $3,000 to teachers and the Read Conmigo School Impact Grant provides $10,000 to schoolwide programs. 

Congratulations to the teacher recipients of the Fall 2025 Read Conmigo Educator Grant: 

• Ana Victoria Braun, fourth grade teacher at Prestonwood Montessori at E.D. Walker 
• Monica Chapa, third-grade teacher at Lakewood Elementary School 
• Eugenia Fernandez de Barraza, prekindergarten teacher at Rosemont Primary—Chris V. Semos Campus 
• Katharine Joss, fourth-grade teacher at Annie Webb Blanton Elementary School 
• Betza Mata, second-grade teacher at Seagoville Elementary School  
• Marisol Reyna, prekindergarten teacher at Solar Preparatory School for Girls 
• Fabiola Reynaga, fourth-grade teacher at Barbara Jordan Elementary School  
• Jonathon Salguero, second-grade teacher at Thomas Tolbert Elementary School  

Congratulations to the schools that received the 2025 Read Conmigo School Impact Grant: 

Alex Sanger Preparatory School 

The campus will enhance their school library’s bilingual and cultural immersion resources and strengthen family and community engagement by offering bilingual family literacy workshops and cultural events.  

Annie Webb Blanton Elementary School 

The campus will utilize their Read Conmigo Grant to purchase a research-based reading program to improve students’ biliteracy skills, fostering academic success and bilingual proficiency. 

Stephen C. Foster Elementary School 

Foster Elementary will use their Read Conmigo grant to increase the number of high-quality, culturally relevant bilingual texts in the classroom and implement technology-based resources to increase biliteracy and boost student engagement.