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When chemistry teacher Bryan Arinaitwe looked at his students at Moisés E. Molina High School in southwest Dallas, he saw something too important to leave inside the classroom: untapped potential. Today, that potential is powering a student-led water quality research project that is giving teens a taste of college-level science—and a voice in conversations about the safety of their own school environment.

What began as an idea for a science club has grown into a grant-funded investigation of the drinking water at Molina High School. With support from the Dallas Education Foundation and the Dallas Environmental Education Initiative, students are systematically collecting and testing water samples from water fountains across campus.

“We’re analyzing the water we drink here to see if it is up to the standards that are required for safe drinking water. After that, we are going to write a report and present it to the school and to the district based on what we find,” explained Arinaitwe, who was born in Uganda and has published scientific research of his own.

The project doesn’t stop at Molina’s front doors. Many of the students come from high-density households in southeast and southwest Dallas, where seven to ten people may share a single home. That reality led the group to design a second study focused on indoor air quality in students’ own houses, with a plan to present those findings at a science fair in May.

The science club itself is brand new, formed this semester after Arinaitwe proposed it to the principal. The response from students was immediate.

“We didn’t have a science club in Molina,” he recalled. “So I went to the school principal, proposed a science club, and started inviting kids. We have about seven girls and five boys.”

The group draws from multiple grade levels—sophomores, juniors, and seniors—and will soon expand to include fifth graders at Mary McLeod Bethune Elementary School, where Molina students will train younger children to collect water samples. Arinaitwe described this as a vertical project, one that links elementary and high school students through shared scientific work.

“We thought we could also give the kids at Bethune an opportunity to experience what impactful research looks like,” he said.

But from the start, Arinaitwe’s motivation has been to push students beyond worksheets and tests.

“These students are exceptionally smart, but the unfortunate thing is that they stay in the classroom, without trying to use that brilliance to be impactful in a real way,” Arinaitwe said

So far, the club has collected more than 70 water samples, organized into pairs of first-draw and post-flush samples from fountains around the school. Students arrive as early as 7 a.m. to capture water that has been sitting in the pipes overnight, an important part of their research methodology.

“They have to be here by 7 o’clock, because we have to use these water fountains before anyone else comes in,” Arinaitwe noted. “You see how committed the students are. It’s very rare to find kids doing that.”

Using test kits funded by grants and donations, the students are measuring pH; conductivity; water hardness; and dissolved metals such as lead, copper, and iron, and nitrates as indicators of fertilizer or sewage contamination. The results so far are mixed—but largely reassuring.

“What should be worrying is lead,” Arinaitwe said, “but there is zero lead. There is also zero copper, which means that the plumbing system is still good.”

Nitrate levels, which could indicate sewage leaks if elevated, are present but “significantly low.” The real surprise has been extremely high levels of magnesium and calcium, making the water very hard.

“The students have been checking the magnesium in the morning, and it’s high, indicating that this water is extremely hard. If you were to use it for laundry, you’d have to use a lot of soap,” he explained. “When you actually look at these water fountains, there is a lot of scaling because of the magnesium and calcium.”

While these minerals do not appear to pose a serious immediate health risk, they could, over time, damage pipes and fixtures, he said. Arinaitwe hopes to obtain more advanced equipment or lab testing to confirm the hardness levels before the final report is delivered.

Running two environmental research projects on a limited budget has not been easy. Even with grant funding, the club has run short on reagents and still lacks some equipment needed for the air quality study.

“Financially, we don’t have enough funds,” Arinaitwe said. “For the air quality work, we are missing some equipment.”

Despite the hurdles, he sees the investment as essential—because the project’s deepest impact is on the students themselves.

“This is a platform for students to experience college-level research,” he said. “Presenting to district officials gives them vital exposure and boosts their confidence. For many of our students, they simply haven’t had these opportunities.”

In a school of about 2,000 students, only around 12 are involved in this research. That scarcity creates opportunity.

“This is a platform for them to earn scholarships,” Arinaitwe said. “By doing this, they are building their CVs and making themselves more competitive.”

The final water quality report, which the club aims to complete by April, will be shared with both the school and district officials. Arinaitwe believes the findings can help guide decisions on plumbing maintenance and verify the performance of local utilities.

“This study is also like a checker to see how much work Dallas utilities are doing to make sure that the water is kept safe,” he said. “And so far, we’ve found that they are doing a great job, because much of the water is actually clean, except for the high magnesium.”

But for Arinaitwe, the legacy of the project goes beyond infrastructure.

“In my house, I want my kids to be better than me, and in my class, I want my students to be better than me and better than who they are,” he said. “By turning water fountains into serious research, I hope to help these young people see themselves not just as students, but as scientists—and as advocates for the health and future of their community.”

When Dallas ISD team members contribute to the annual Employee Giving Campaign, they help students soar and reach their potential. That was the case for students in Yun Liu’s drone program at Trinidad “Trini” Garza Early College High School.

Thanks to a Heart of Teaching grant from the Dallas Education Foundation, Trinidad Garza Drone Team students recently got to compete against 17 teams from across North Texas. They returned home with two championship awards, including a prestigious Communication Mission Award, recognizing excellence in teamwork, strategy, and execution. 

These accomplishments would not have been possible without the grant, which provided drones, equipment, and team uniforms, setting the students up for a successful season. Liu, who enthusiastically guides students through testing drones, refining strategies, and preparing for competition was ecstatic.  

“We are so grateful,” Liu said. “These resources made a real difference. The impact on STEM education at our school has been incredible.”

“The Heart of Teaching Grant allowed us to purchase additional drones so more students can participate in our drone program,” he said. “Students are learning coding, teamwork, and problem-solving while competing in the Aerial Drone Competition. It has opened the door for many of them to explore careers in aviation and engineering.”

Sophomore and drone pilot Bryan T. is one of those students who has been developing a variety of useful skills thanks to the program.

“Dr. Liu is amazing. He tries to help every single one of us with what we need. He knows our strengths and weaknesses and tries to work with us on every single thing,” he said.

The Drone Team challenges students to develop skills across multiple disciplines, including coding, engineering, and aviation. Beyond technical skills, students learn how to collaborate and problem-solve under pressure, abilities that will serve them beyond the classroom. 

The success of Trinidad Garza’s Drone Team proves that when student talent, dedicated teachers, and community investment come together across Dallas ISD, the sky’s the limit. That is why Liu is supporting the employee giving campaign personally.

 “I’ve seen firsthand how much these grants can impact students,” he said. “The support helped bring new STEM opportunities to my classroom, so I’m happy to give back and help other teachers create meaningful experiences for their students.”

If you want to support programs like Liu’s, donate to the Employee Giving Campaign by clicking here. 

Click here to watch the video.

March kicks off National Nutrition Month, which means it’s time to make healthier food choices, embrace better eating habits, and have some fun along the way. Dallas ISD Benefits Department has exciting challenges and resources lined up to support team members on their nutrition journey.

Themed week challenges:

This month, we’re mixing things up with some fun and engaging weekly challenges to inspire healthier habits. Each week, we’ll focus on a different theme:

• Colorful Plates Week: Add a pop of color to our meals with vibrant, nutrient-packed fruits and vegetables.
• Hydration Nation Week: Challenge yourself to drink more water and stay refreshed.
• Snack Swap Week: Make healthier snack choices by swapping out those chips for some delicious, wholesome alternatives.
• Fuel Up with Whole Grains Week: Power up with whole grains to keep you energized throughout the day.

The Digital Cookbook:

Check out our Digital Cookbook, available on the Benefits webpage, where you can explore tons of nutritious meal ideas. Employees can contribute to the cookbook. Share your favorite healthy recipes for family dinners, snacks, or lunch, and help inspire others to make good-for-you choices at home. Recipes should focus on healthy and nutritious ingredients.

How to submit your recipe:

1.         Choose your recipe: it can be a meal, snack, or smoothie
2.         Provide recipe name, ingredients, step-by-step instructions and tips
3.         Use https://forms.gle/HaeBGTHroihYdEnFA to submit your recipe by March 25.

Show Your Support:

Download your very own National Nutrition Month digital email signature from the Benefits webpage and show your commitment to a healthier lifestyle.

Have Questions?
Reach out to the Benefits Department at 972-925-4300 or email Benefits@dallasisd.org if you need more information or have any questions.

Download the Cookbook Flyer and the National Nutrition Month flyer for more information.

March is Women’s History Month, which was established in 1987 to recognize women’s contributions to history, culture, and society and highlight their vital role in many areas, such as education.  

Elis Ramos, a cellist from Havana, Cuba, has turned her passion for classical music and teaching into a career that now brings her to the conductors’ podium at Judge Louis A. Bedford Jr. Law Academy. As the school’s orchestra teacher, Ramos is guiding students to build a legacy of excellence in music.  

Growing up in Cuba, Ramos was surrounded by the sounds of Latin music. Her home would often be filled with the sounds of jazz and classical music played by her siblings, including works by Pyotr Ilyich Tchaikovsky and Wolfgang Amadeus Mozart. Her father, a well-known electric guitarist in Cuba, laid the foundation for their interest in music.  

“I grew up with musicians all around me, so choosing music felt natural,” she said. “My parents never forced me to play, but they guided me in that direction. Now we have another generation of musicians in our family. My nephews and nieces also play instruments. We are a big family of musicians.” 

At just 5 years old, Ramos was drawn to the piano, but after attending a symphony performance with her mother, she instantly knew she wanted to play the cello. Ramos began conservatory-level training at 6 years old, which set her on a lifelong musical path.  

After more than 20 years as a music educator and the last three years as the orchestra teacher at Bedford Academy, Ramos continues to prepare students for success in auditions and performances. 

Inside her classroom, the sound of tuning strings often fills the room as students warm up their instruments for rehearsal.  Ramos guides students in listening to one another and balancing their sound. She teaches sight-reading skills while also rehearsing their pieces for competitions.  

This year, her students excelled in UIL Solo and Ensemble competitions. Two orchestra students received honors—Gold in the Level 3 beginner competition and Bronze in the Level 1 advanced competition, reflecting the discipline and preparation of many hours dedicated to their craft and the love for music she has imparted to them.   

“I try to find balance between the rigor of learning complex string instruments and giving students time to rest their minds and process what they have learned,” she said. 

For many students, music is therapeutic, Ramos noted. At Bedford, the orchestra classroom has become a space where students can focus on their instruments, away from other distractions, while building discipline and confidence as musicians.  

“I believe I am here at my school for a reason. I have a mission here,” Ramos said. “I don’t just see this as a job. I have a personal mission to teach the students here. They are very special students.” 

Over the years, Ramos’ musical palette has expanded. In her early years in Cuba, she remembers hearing the voice of Frank Sinatra playing from her father’s radio. As an adult in the United States, her love for R&B and soul artists such as D’Angelo; Earth, Wind and Fire; and the Isley Brothers has continued to grow.  

Ramos’ musical talents are not confined to the classroom. She continues to perform with the East Texas Symphony Orchestra, the Las Colinas Symphony Orchestra, the Irving Symphony Orchestra, and a variety of venues and events across the Dallas-Fort Worth Metroplex.  

Ramos received a doctoral degree in education from Nova Southeastern University in Florida. Her adult foundation in classical music began during her undergraduate studies at The University of Arts of Cuba, where she received conservatory-level training. 

“My power as a musician comes from the hours of practice I have put in,” she said. “The hours of preparation and sight-reading. When I go on stage to perform, the music speaks for itself. Even if I’m Hispanic, if I have curly hair, if I’m mixed, nobody is going to stop the talent that somebody has.  When you go on stage and play and touch people’s hearts, no barriers can stop that.”

At the Dallas Education Foundation, the Heart of Teaching program starts with the simple belief that educators know what their students need.

When funding is limited, creativity shouldn’t be. That’s why Heart of Teaching grants put resources directly into the hands of Dallas ISD teachers, empowering them to launch innovative, student-centered programs that help students thrive.

When team members donate to the Employee Giving Campaign, they help fuel educator-led ideas that transform classrooms across our district.

Spotlight: Blake Mokate, Skyline High School

Blake Mokate received two Nikon cameras to spark student photojournalism and sports photography.

“Oftentimes the arts are given less funding. I’m now a two-time Heart of Teaching grant recipient and all the funds have been directed towards creativity and inspiring our students.”

Spotlight: Maira Perez, Rosemont School

Maira Perez purchased two iMacs for her student-led yearbook club—an afterschool program where students create and publish their work for the campus community.

“We’re an afterschool program, it’s a student-led yearbook, and it’s really cool to see the thrill in their eyes when they’re able to present their work to all their classmates.”

Spotlight: Stashawn Swist, Jerry R. Junkins Elementary School

Stashawn Swist transformed her special education classroom with new tables, desks, seating, and sensory-focused supports that help students feel comfortable, regulated, and ready to learn.

“Before my grant the chairs were kind of falling apart. Now they’re able to freely move around 

and connect with their classmates better.”

As a member of Team Dallas ISD, you have the opportunity to directly impact classrooms just like these. Even $5 or $10 per month helps bring educator ideas to life and ensures our students have the tools they need to thrive.

Support educator-led innovation today by giving at 

https://www.dallasisd.org/departments/dallas-education-foundation/employee-giving-campaign

Each year, School Leadership and Human Capital Management partner to recognize and reward outstanding teachers and campus leaders districtwide through the Teacher and Principal of the Year awards.

Finalists for these awards are recognized during the district’s Winners Circle event, which also highlights teachers of promise. 

Once teachers are chosen by their campus as teacher of the year, they can apply for the districtwide recognition. This year, 85 of the campus Teacher of the Year winners applied for the district honor, writing of their passion and innovation in teaching, leading, and serving the community and 10 teachers representing Elementary, Secondary, and Choice/Magnet campuses were selected as finalists for the Teacher of the Year.

Elementary Finalists:

• Christine Bickers from Jack Lowe, Sr. Elementary School
• Miguel Fijo Mezquita from Annie Webb Blanton Elementary School
• Elizabeth Oyola from Hall Personalized Learning Academy at Oak Cliff
• Janice Vazquez from Umphrey Lee Elementary School

Secondary Finalists:

• Michael Dixon-Peabody from Thomas Jefferson High School
• Megan Vance from Harold W. Lang Sr. Middle School
• Johnitta Williams from Dr. L.G. Pinkston Sr. High School

Choice/Magnet Finalists:

• Asia Charles from Solar Preparatory School for Girls
• Rafael Ibarra from Prestonwood Montessori at E.D. Walker
• Trenton Starks from New Tech High School at B.F. Darrell

School Leadership Regional Directors selected principals to represent their respective regions as Region Principal of the Year. Selection characteristics included the ability to coach and support teachers, lead a student-centered and results-driven culture, and support connections among all facets of the school community. Application packets submitted by the Region Principals of the Year were reviewed and eight were named Principal of the Year finalists. 

Elementary Finalists:

• Sonja Barnes, Principal of Jimmie Tyler Brashear Elementary School
• Jacinto Cabrera, Principal of Julius Dorsey Leadership Academy
• Marissa Limon, Principal of Dan D. Rogers Elementary School

Secondary Finalists:

• Willie Johnson, Principal of South Oak Cliff High School
• Abram Joseph, Principal of Franklin D. Roosevelt High School of Innovation
• Philip Meaker, Principal of Walnut Hill International Leadership Academy

 Choice/Magnet Finalists:

• Amber Garrett, Principal of George Bannerman Dealey Montessori Academy
• Adrian Hernandez, Principal of North Lake Early College High School

Established in 1989, School Breakfast Week celebrates how school breakfasts can prepare students for daily success. By observing this special week every year, Dallas ISD is encouraging all schools to recognize the importance of a healthy start to the day. During this weeklong celebration, Dallas ISD Food and Child Nutrition Services will celebrate with special menus, events, activities, and much more, with the goal of encouraging students to eat a healthy breakfast at school.

March is Women’s History Month, which was established in 1987 to recognize women’s contributions to history, culture, and society and highlight their vital role in many areas, such as education. 

When Alexis Turner walks into her eighth-grade math and physics classroom at D.A. Hulcy STEAM Middle School, she is not just teaching content—she is rewriting what success looks like for students in a high-stakes academic subject. District data show her STAAR scores are consistently above the district average, making her one of the top math educators in the area.

What makes this especially meaningful is where her story began—the same hallways where she now teaches.

Turner attended Hulcy and later graduated from the School of Health Professions at Yvonne A. Ewell Townview Center. Returning as a teacher, she describes her role as one that carries both responsibility and pride.

“To kind of come back, it’s kind of a full circle moment for me,” she said. “And then come back and do as well as I’ve been doing so far, I think that’s amazing.”

Turner’s academic path is firmly rooted in STEM. She earned a bachelor of science degree in biology, followed by a master’s in higher education, and is now pursuing a doctorate in educational leadership, all from Dallas Baptist University. 

Initially, she envisioned a future in healthcare but found herself drawn toward a different kind of impact.

“I realized there was something else I needed to do,” she explained. “I knew I loved education, and I wanted to bridge the gap between STEM and the classroom—somewhere I could really make a difference.”

That bridge now runs straight through her eighth-grade math and physics classes, where students not only learn content, but also see how those skills connect to future careers in engineering, biology, and other STEM fields.

In fact, one of Turner’s defining practices is how she begins each year, not by racing into the most advanced standards, but by deliberately rebuilding the foundation.

“I treat all my students as if they’re starting at the base level,” she said. “As if they didn’t have a sixth- or seventh-grade teacher. We start at something as simple as ‘three times three,’ and I build them from there.”

This approach is less about repeating old material and more about ensuring that every student, regardless of gaps or summer learning loss, has something solid to stand on. Throughout the year she cycles back to key basics: multiplication facts, integer operations, and especially negative numbers.

“Every year my students struggle with negatives,” she noted. “Adding and subtracting negative numbers gets them every time, so I work on it constantly. Basic skills like that are what everything else is built on.”

To reinforce those foundations, Turner uses timed multiplication-chart races, warm-up problems, bonus questions, and game-based practice. Even as students work on advanced topics like quadratic functions and two-step equations, she continues to weave in foundational questions so those skills don’t fade.

Turner’s students are enrolled in ninth-grade courses as eighth graders, and they face the pressure of high-stakes STAAR exams. Still, the tone in her classroom is not fear—it’s clarity and challenge.

“The kids understand more than we think,” she said. “They know about the state standards. They know about the TEKS. So I lay it all out: ‘This week we’re working on these standards. This is what we have to hit.’ If you don’t show them, they don’t know what to look forward to.”

By making expectations explicit, Turner gives students a roadmap rather than just a stack of assignments. She pairs that rigor with flexibility around how students learn best.

“You have to give kids what they need,” she said. “If you need to stand up for a little bit, stand up. As long as you perform the work in front of you, I’m okay with that. I let them be who they are in my classroom, and I think that really helps.”

Collaboration is another constant. Most days, students work together, explain problems to one another, and “bounce off each other,” as Turner describes it. She’s  intentional about how she groups them, matching strengths and needs like puzzle pieces.

To keep students engaged in content that can feel abstract or intimidating, Turner leans heavily on games and interactive activities—especially those that mirror the video game culture many of her students love.

“My kids love games,” she said. “So I turn lessons into a video game whenever I can.”

For exponential functions, she created “Exponent Battleship,” where students use exponent rules to launch “attacks” on a coordinate grid—except their laptops function as the coordinate grids. She designs escape rooms that hide algebra problems inside riddles and locks. She also uses online games where students answer questions to “fight the dragon and escape.”

These activities serve serious purposes: repeated practice, real-time feedback, and peer tutoring. When one student gets an answer wrong, a partner helps them find the right answer. By the time they reach topics like quadratic equations and function analysis, they’ve practiced problem-solving through play, not just worksheets.

“I’ll tell them, ‘I want masters on every test,’” she said. “At first they look at me, like saying, ‘What are you talking about?’ But once they see the first test and realize it’s possible, everything changes.”

She closely monitors data, comparing class performance to district averages, and uses that information to build motivation and a sense of shared responsibility. Her students quickly become invested in not only their individual scores but their class’s overall standing.

“My kids get so invested that they’re upset if anyone is just in the ‘meets’ bucket. They’re really competitive, and that helps them push each other,” she said.

At the same time, she is realistic about the challenges students face, such as chronic absence or large skill gaps, and responds with targeted intervention. That can mean one-on-one or small-group support during class, or meeting students during lunch to reteach concepts.

“If you’re struggling, I’m going to focus on you until we get you where you need to be,” she said. “I tell them, ‘I’m going to get you there. You just have to let me.’”

Turner’s impact shows up in data, but it also shows up in how former students seek her out once they’re in high school. They come back to tell her they’re still using methods they learned in her class—and sometimes to admit they miss the way she taught.

She is especially mindful of her influence on girls in STEM, many of whom are navigating not just academics but the social pressures of middle school.

“I tell my girls, don’t stay stuck on what’s happening right now,” she said. “You have so much more ahead of you. Believe in what you’re doing and in the path you’re on.”

As we celebrate Women’s History Month, Turner’s hope is simple but profound.

“I want my kids to look back and say, ‘Ms. Turner was a great teacher. She helped me when I needed it, even when it wasn’t about math,’” she said. “No matter what their score was, I want them to know they worked to get where they are—and that they can always go farther.”