Reach! Magazine - Fall 2025

Fall 2025

THE POWER OF PERSISTENCE How One Graduate’s Journey Shows What Educational Collaboration Can Achieve

LEADERSHIP SPOTLIGHT

TWO PRINCIPALS TRANSFORMING DALLAS SCHOOLS

REGION 10 HONORS Meet our Region 10 Board, Superintendent, and Teachers of the Year COVER PHOTO COURTESY OF COREY MEGAN KRICK, FARMERSVILLE ISD

A LEGACY OF EXCELLENCE

Elvia Flores: Breaking Barriers, Championing Education

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OCTOBER 2025

04. A LEGACY OF SERVICE Elvia Flores, Chair of the Region 10 Board of Directors, has spent decades breaking barriers and championing education for underserved communities

36. REGION 10 HONORS

Celebrating our Region 10 Board of the Year, Superintendent of the Year, and Teachers of the Year

CONTENTS

10. EXPLORING PATHWAYS

Region 10 partners with local businesses to give students hands-on insights into hospitality, entertainment, and community service careers

F E AT U R E S 12. MEETING CHILDREN WHERE THEY ARE

Royse City ISD’s innovative approach to behavioral support

22. BUILDING

EXCELLENCE

Meet two principals working to transform their Dallas schools

06. CALLED TO SERVE,

PREPARED TO LEAD

From tutoring special needs students to breaking generational barriers, Dr. April Estrada brings a servant’s heart and unwavering faith to educational leadership at Region 10

28. THE POWER OF CONNECTION

One mother’s journey to finding community, resources, and hope

30. STUDENT ARTISTS TAKE FLIGHT

Village Tech students create magic for Dallas Zoo’s butterfly exhibit

Reach! Fall 2025

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A LEGACY OF SERVICE

1999 VOLUNTEER OF THE YEAR President George W. Bush, while Texas Governor, honored Flores with the “Government Volunteer Award” for the State of Texas.

By Rachel Frost, Region 10 ESC

Director of Communications & Marketing

E

LVIA FLORES, Chair of the Region 10 ESC Board of Directors, created a sanctuary of learning in a modest storage room of an apartment complex, a space that would eventually earn her the Governor's Volunteer of the Year Award and the opportunity to carry the Olympic torch. This was just one chapter in her remarkable journey of service that has spanned decades and touched countless lives.

If you ask Elvia how it all began, she’ll take you back to a house in Matamoros, Mexico: a two-story home with a sprawling yard where her aunt ruled with a generous heart. Her aunt, who remembered every tenant’s birthday and made volunteering look as essential as setting the dinner table, imprinted

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on young Elvia the importance of serving others. This early influence shaped Elvia’s worldview, even as she worked as a migrant laborer while helping raise her nine siblings after her father left the family.

“I had to figure out if my dollar was for gas, for hamburger meat, or to pay bills,” Elvia said, recalling the budgeting skills that made her an unexpected expert when she later faced questions about finance while running for school board. Necessity, she said, was the best kind of education.

Wherever there was a gap, Elvia

What started as a dusty supply closet in an apartment complex transformed into a classroom where Elvia Flores mentored students after school.

stepped in. When a mother with five sons in prison wept during a community meeting, fearing her grandchildren would follow the same path, Elvia didn’t host another meeting or write a policy memo. She moved refrigerators and car engines out of a storage room in her apartment complex and sat down on the dusty floor to help kids with their homework after school.

That room eventually became a proper classroom when a local man, moved by a television segment about Elvia’s work, had it painted, furnished, and outfitted with books. It was there, in the remodeled heart of an apartment complex, that she helped give children a better path forward.

The after-school program she established transformed lives in tangible ways. Years later, a chance encounter at a local hardware store revealed the program’s lasting impact when a mother approached her: “Thank you so much for what you did for my kids.” The woman’s three children had grown into successful adults: one a school counselor, another working for AT&T, and the third owning a recycling business.

For her work, she received the Governor’s Volunteer Award from George W. Bush and was chosen to carry the Olympic torch for the 1996 Atlanta Games.

When Elvia speaks about the torch,

her voice catches a little, as if still in awe that life could unfold in such unexpected, beautiful ways. She remembers jogging through Arlington streets, torch held high, training for the weight of the moment (literally and metaphorically) alongside her son, both of them laughing, carrying their sticks like champions.

Throughout her years of service, Elvia’s devotion remained rooted in education. As the first Hispanic woman on both the Garland ISD School Board and the Region 10 board, where she has served for approximately 20 years, she has been a passionate advocate for ESL programs and Head Start.

teachers, get the support they need.

That’s what it’s all about—getting kids to excel, not just go from one grade to the next because they’re old enough.”

From carrying the Olympic torch in 1996 to her ongoing service today, Elvia Flores embodies the “it takes a village” mindset and reminds us all that change happens not only in classrooms but also in dusty apartment storage rooms converted into modest learning spaces. Her life’s work proves that one person, motivated by compassion and a commitment to education, can build a legacy that spans generations.

Even after decades of board service and countless awards, Elvia speaks of her work with profound humility. “I didn’t ask for it,” she says. “I just knew I had to do something.”

Today, with three family members in education, including her daughter, son-in-law, and daughter-in-law, Flores continues to bring valuable perspectives to her board service. “I always ask questions, especially about ESL and Head Start,” she says. “I want to ensure that the kids, not just the

Reach! Fall 2025

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CALLED TO SERVE, PREPARED TO LEAD: DR. APRIL ESTRADA’S NEW SEAT AT THE TABLE

By Deon Quinn, Region 10 ESC

Communications & Marketing Coordinator

S

EATED AT A s m a l l conference table in her new office at Region 10 Education Service Center, Dr. April Estrada sits comfortably, sharing her journey with a mix of vulnerability and conviction that has become her hallmark as a leader. Having recently stepped into the role as Deputy Executive Director in late January, April’s transition has been marked by both professional triumph and personal tragedy.

She learned of her promotion just before losing her mother that same week.

“It’s like those two dates will always be connected,” she reflects. “After adjusting to that extreme high and extreme low at the same time, then coming back and starting a new role, it took me a couple of weeks to really get my bearings.”

Roots in Service April’s educational journey began in high school as a PALS tutor working with special education students. Two particular children sparked her interest in how the brain works and ignited her passion for helping children with special needs:

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one born with a smooth brain, known as Lissencephaly, and another who was a victim of shaken baby syndrome.

This early experience led her to the University of North Texas, where she became part of the first cohort to earn a degree in Applied Behavior Analysis. Though her training could have led to careers as diverse as a dolphin trainer or an FBI criminal profiler, April chose teaching. It was a decision that would set her on a path of service in education spanning decades.

“My mentality has always been, I work for God and children,” April explains. “It doesn’t matter if we get frustrated or tired.

There are a million little souls expecting us to figure it out.

That’s our job, and it’s really an honor.”

Breaking Cycles Through Education As a first-generation high school graduate who grew up in poverty, April credits public education with changing the trajectory of her life.

“My mom worked three jobs most of my life,” she recalls. “When you grow up without stuff, you’re just really grateful for everything. You don’t take anything for granted.”

education after the COVID Pandemic? Yes, it looks different, but it should. Our kids look different, our communities look different. And how great is it that we get to lead that work, not just for our region, but for our state?”

This upbringing instilled in her a deep commitment to treating everyone with equal respect and dignity. “My mom always taught my brother and I that you don’t let people above you intimidate you, but you also don’t ever let yourself intimidate or think you’re above anybody else.”

Never make a job choice because you just want to move up the ladder. Move into a job because you’re inspired by it.

That perspective has fueled April’s steadfast support for public education. “Had it not been for public education, I would have been condemned to whatever my future held,” she says. “There’s no way I would have gone to college without public education. To be able to get your doctorate when nobody in your family even got a high school degree – only public education gets you there.”

Leadership Through Servant’s Eyes Throughout her career, from classroom teacher to behavior specialist, from district director to her current role, April has maintained the same approach to leadership.

“My first core value really is my faith,” she says. “I feel like I was called to do this work. It’s different when you’re inspired to do the work you do.”

This calling manifests as genuine service to others.

“No matter what role we’re in, I feel like everybody is happier when you’re serving other people. I believe we were given gifts, and we’re supposed to use those gifts to serve other people.”

In her new deputy role, service takes on broader dimensions. “As an ESC, the number one thing is being able to support our school districts with whatever they need, making sure that this place is a hub for anything they could need help with.”

That support ranges widely, from comforting a superintendent who has lost a student to helping staff fill out grant paperwork. “I don’t think there’s anything too big or too small.”

Ushering in a New Generation

- Dr. April Estrada

This optimism is characteristic of April’s leadership philosophy of seeing challenge as purpose. “This isn’t just a new title,” she says, “it’s a new opportunity to listen, lift, and lead, together.”

Wisdom for Aspiring Leaders For those looking to lead, April offers straightforward advice: “Whatever job you’re in, be the best at that, and opportunities will open up for you. Don’t spend your time looking for the next job.”

She emphasizes that advancement should be about purpose, not position. “Never make a job choice because you just want to move up the ladder. Move into a job because you’re inspired by it, because you feel like you have the right skill set for it, and because you feel like you can make a difference there.”

This approach has guided her own career path. “I’ve never sought out a job. I’ve never gone and looked for a job in my entire career. I just feel like whatever you do, you should be the best at that job.”

As April settles into her new role at Region 10, she brings with her this legacy of authentic service. She is a compassionate, faith-driven leader whose personal journey from poverty to doctorate has uniquely positioned her to understand education’s power to transform lives.

“Regardless of your zip code,” she insists, “every student should receive the same quality of education and love from their school.” It’s a mission statement that continues to drive her work supporting the educators who touch the thousands of souls she feels so called to serve.

When it’s pointed out that April represents a new generation of leadership at the Director Cabinet Level, her excitement is palpable. “Even just hearing that phrase sounds exciting. I hadn’t even really thought about that!”

She sees this moment in education as an opportunity rather than a crisis. “How great is it to be on the cusp of

Reach! Fall 2025

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ANNOUNCING NEW DIRECTORS

By Rachel Frost, Region 10 ESC

Director of Communications & Marketing

R

EGION 10 ESC is proud to announce the appointments of Danee’ Puga as Director of Head Start/Early Head Start (HS/EHS) and Dr. Gracie Whitley as Director of Special Populations. Both leaders bring decades of experience and a passion for serving students, families, and communities.

Danee’ joins Region 10 with more than 25 years in education, most recently as Assistant Director of HS/EHS at Region 16 ESC in Amarillo, Texas.

Dr. Gracie Whitley

Director of Special Populations

Known for her expertise in grantfunded program management, staff development, and strategic planning, Danee’ has helped shape one of the state’s largest early childhood programs.

“Her extensive experience makes her the ideal leader to guide our HS/EHS programs into the future,” said Dr. Jana Melsheimer, Executive Director of Region 10.

Throughout her career, Danee’ has excelled in program compliance, fiscal oversight, and team building, with a strong focus on school readiness and family engagement. She previously served as Director of Special Education at Swisher Briscoe Shared Services Arrangement (SSA) and holds certifications in educational leadership and special education.

Danee’ Puga

Director of Head Start/Early Head Start

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Region 10 is equally pleased to announce the appointment of Dr. Gracie Whitley as Director of Special Populations, further strengthening the organization’s leadership team.

Gracie has been an integral part of Region 10 since 2019, where she began as a Program Coordinator overseeing SPEDTex operations and professional development for educators. She quickly rose to Assistant Director in 2020, leading statewide initiatives including special education family engagement and the Parent-directed Special Education Services (PDSES) program in collaboration with the Texas Education Agency.

“Dr. Whitley’s commitment to improving outcomes for all students and her collaborative approach make her exceptionally qualified,” said Dr. Melsheimer.

Gracie’s impressive background includes leadership roles with Wood County Special Education SSA and Garland ISD, as well as serving as a Director of Therapy Services at Kids In-Home Therapy Services. She holds a Doctor of Physical Therapy degree with a pediatric focus, a Master of Education in Special Education, and an MBA. Both appointments reflect Region 10’s commitment to providing high-quality services to support educators and positively impact student achievement.

Reach! Fall 2025

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STUDENTS OF EXPLORING

STUDENTS EXPERIENCE CAREER

EXPLORING CAREERS THR

By Ale Reyes, Region 10 ESC Digital Marketing Specialist

S

TUDENTS OF ALL ABILITIES from 11 school districts had the opportunity to explore a variety of career paths through a unique job shadowing experience. Region 10, in partnership with the Texas Workforce Commission and Wellpoint, connected students with eight businesses across industries such as hospitality, entertainment, and community service. This handson experience gave students valuable insights into

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F PATHWAYS ALL ABILITIES

RS THROUGH JOB SHADOWING

ROUGH JOB SHADOWING. the world of work, encouraged career exploration, and supported their postsecondary planning.

A heartfelt thank-you goes to all the

businesses, staff, and partners who made this meaningful and enriching day possible.

Reach! Fall 2025

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Royse City ISD’s Innovative Approach to Behavioral Support

Meeting Children Where They Are By focusing on structure, consistency, and compassion, the Center for Excellence is transforming how schools handle behavioral challenges.

By Rachel Frost, Region 10 ESC

Director of Communications & Marketing

E

VERY FRIDAY morning at Scott Elementary School in Royse City ISD, approximately two dozen students make their way to what educators, parents, and children alike have come to call a sanctuary of progress: the Center for Excellence. This innovative program represents a dramatic shift in how the district approaches behavioral challenges in its youngest students.

A New Solution to an Old Problem The Center was born out of necessity. District leaders noticed a troubling pattern across their elementary and middle

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school campuses: behavioral classrooms were becoming increasingly difficult to maintain, staff turnover was high, and principals were spending disproportionate amounts of time managing these specialized classrooms, time that could have been spent supporting other students.

“Our question was: how might we bring this all into one place and maybe support everybody and our kids at the same time?” explains Dr. Coral Wilkens, Royse City ISD Special Education Coordinator for Behavior Services. The answer came in the form of a centralized approach that pools resources, expertise, and support systems under one roof.

TAKE AN INSIDE LOOK

Join Dr. Coral Wilkens and the team at the Royse City ISD Center for Excellence for an inside look at the student and staff experience.

Structured for Success

A Holistic Approach

What distinguishes the Center for Excellence from traditional behavioral classrooms is its innovative rotational structure. Rather than spending the entire day with a single teacher, which can be challenging for both students and educators, children rotate between different teachers and specialists throughout the day, mirroring the experience of their peers in general education.

The Center’s philosophy isn’t simply about controlling behavior, it’s about understanding it and providing children with the tools they need to succeed.

“What makes the difference is treating them like any other student in the building, as they deserve to be treated. When that happens, you can see the success,” shared Keith Merritt, Principal of Scott Elementary. “We now have more students returning to their general education classrooms, remaining there successfully, and thriving.”

This rotational model serves multiple purposes. It provides students with opportunities to practice social skills with different adults and peers, helps them develop flexibility, and prevents the burnout that often affects both students and teachers in traditional behavioral classrooms.

“We target behavior with academics,” explains Jennifer Hallam, Behavior Coach at the Center for Excellence. “Most of our kids are on grade level. This program creates an environment that kind of pushes the boundary to create the behavior, but then we help give them the skills that they need to be successful.”

This approach is yielding remarkable results. Jon Brown, a teacher at the Center for Excellence, shared a breakthrough moment: “I got a kid right now that just hits, and nobody knows why he hits and why he attacks people. Just yesterday, he got up and was going to attack a kid. He stopped himself,

Dr. Coral Wilkens

Royse City ISD Special Education Coordinator for Behavior Services

Reach! Fall 2025

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Every day we start as a new day...They’re never held accountable for what they did the day before because we know that they’re struggling, and it’s our job to give them the skills that they need to feel success.

- Jennifer Hallam

looked at me, and said, ‘I need a break.’ That was a big milestone.”

A Fresh Start Central to the Center’s philosophy is the belief in daily fresh starts. “Every day we start as a new day,” says Hallam. “They’re never held accountable for what they did the day before because we know that they’re struggling, and it’s our job to give them the skills that they need to feel success.”

This approach reflects a deep commitment to these young students’ futures. Hallam choked back tears as she explained, “To give up on a

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Anessa Johnson, Special Education Teacher at the Center for Excellence. “Here, they have so many more support people, and it’s very comforting to see them realize that they have this amount of people that care and support them and want them to be the best that they can be.”

confesses Melissa Salter, a parent of one of the students at the Center for Excellence. “But his behavior kept escalating, and at some point, a change needed to be made. I needed to put my feelings aside and see what was going to be best for him—and then we moved forward.”

This sense of shared purpose extends to the staff as well. “When we put everybody together, we’re one step closer towards building the culture and the relationships,” says Jackie Mitchell, Special Education Coordinator for Behavior Support. “Having everybody together to support each other has made the biggest impact in supporting the kids.”

That forward movement has created something truly special, according to Salter, who shared, “It’s very lifechanging when you have a happy child and a confident child that looks forward to going to school.”

Transforming Perspectives For some parents, the idea of sending their child to a specialized behavioral center initially sparked concern. “As a mom, when I found out this Center was opening, I was not okay. I was devastated,”

Through structure, consistency, and unwavering belief in every child’s potential, Royse City ISD’s Center for Excellence is proving that with the right support, every student can thrive—not despite their challenges, but through learning to navigate them with confidence and skill.

first grader is not acceptable for me. That’s why even on my hard days, I come with a smile—because they’re kids, they’re babies, and they have the rest of their life. If we don’t get to them now, then who? If not me, then who? If not us, then who?”

A Community of Support Perhaps the most powerful aspect of the Center is the community it creates—not just for students, but for educators as well.

“Normally in special education, the kids get used to one or two adults as their support person,” explains

Melissa Salter and her son, Ryker, a student at the Center for Excellence

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The Power of Persistence How One Graduate’s Journey Shows What Educational Collaboration Can Achieve

By Rachel Frost, Region 10 ESC

Director of Communications & Marketing

I

N THE WORLD of education, some stories transcend test scores and report cards. They remind us why teachers arrive early, stay late, and pour their hearts into their work.

Jarren McTee’s journey with Farmersville ISD is one of those stories: a fourteen-year testament to dedication, persistence, and unwavering belief in a child’s potential.

A Small Boy with Big Dreams When Region 10’s Physical Therapy and Occupational Therapy teams first met Jarren McTee, he was just three years old. A little boy with significant challenges and even bigger dreams walked through their doors, and from that moment, something remarkable began. What started as early intervention became a fourteen-year partnership that would transform not just Jarren’s life, but the understanding of what’s possible when educators truly collaborate.

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Building the Foundation The work wasn’t glamorous. Physical therapists spent years working with Jarren on fundamentals that many take for granted: posture, positioning, head control. These weren’t just exercises. They were building blocks, creating the foundation he would need to pursue his passions.

Occupational therapists helped him develop skills to navigate his world with growing confidence. Meanwhile, his speech therapist became something more than a clinician. She became his voice coach in the most literal sense imaginable.

Together, they mastered augmentative and alternative communication technology, teaching Jarren to use eye gazes to type and talk, giving him the power to express himself to the world.

Through elementary school milestones and middle school

growth spurts, through high school achievements and inevitable setbacks, through moments of frustration and pure joy, these professionals remained constant in his life.

measured in test scores or graduation rates. Sometimes it’s measured in dreams realized, voices found, and young people empowered to write their own stories.

A Team Effort, Not a Solo Achievement

As Jarren continues his journey beyond high school, pursuing his passion for broadcasting and content creation, he carries with him more than skills and knowledge. He carries the belief of every person who contributed to his success, who stayed late to work with him, who adapted and innovated and refused to accept limitations.

But here’s where Jarren’s story becomes something truly special. It wasn’t just the therapy teams. His teachers adapted lessons and pioneered new approaches to help him learn. His counselors believed in his dream of becoming a broadcaster when it would have been easy to suggest “more realistic” goals. His principals ensured he had every opportunity to succeed, removing barriers rather than accepting them.

Then there was his AV teacher, who saw beyond the challenges to the potential. Working together, they transformed Jarren’s broadcasting dreams into reality. Soon, Jarren wasn’t just imagining himself as a sportscaster. He was living it, broadcasting football games from the sidelines.

Each person contributed their expertise to Jarren’s success.

Each one believed, not just in what he could do today, but in who he could become tomorrow.

More Than a Graduate Today, Jarren McTee isn’t defined by his challenges or even by overcoming them. He’s a jokester who brings laughter wherever he goes. He’s a content creator with his own YouTube channel. He’s a broadcaster who spent years interviewing a different coach every week at his school, producing videos that brought the community closer to its teams.

His story isn’t just about one remarkable young man. It’s about what education can be when we remember that behind every student is unique potential waiting to be unlocked, and that the most profound achievements happen when we all work together.

Jarren McTee is currently pursuing his passion for broadcasting and content creation. His YouTube channel features interviews, sports commentary, and glimpses into his life as a content creator. His story continues to inspire educators at Farmersville ISD and beyond, reminding them why they chose this profession in the first place.

Those football sidelines? He wasn’t there as a spectator or even as an inspiration. He was there as a professional, the voice bringing the game to life for others.

The Walk That Meant Everything This past spring, Jarren McTee joined his fellow members of Farmersville ISD’s Class of 2025 and walked across the graduation stage. But his walk represented more than a diploma earned. It was a testament to what happens when dedicated educators come together with one unified purpose: to change a life.

His journey from a three-year-old boy with significant needs to a young man with his own voice, his own platform, and his own dreams showcases the extraordinary power of collaboration in education. It demonstrates what’s possible when therapists, teachers, counselors, administrators, and specialists don’t just work alongside each other, but truly work together.

The Journey Continues In an era when education often focuses on standardized metrics and quantifiable outcomes, Jarren’s story reminds us of something deeper. True success in education isn’t always

Reach! Fall 2025

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Photo Courtesy of Terrell ISD

THEY CALL HER GR

By Dr. Nicole Mansell, Terrell ISD

Chief of Communications and Marketing

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OR LYNN VAUGHAN, the decision to participate in Terrell ISD’s Grands on the Go! program was a nobrainer. After all, her experience as a teacher for nearly 40 years and her role as a “Granna” to her grandchildren more than qualified her for this volunteer opportunity.

Grands on the Go! connects members of the community ages 55 and older with Terrell ISD elementary students.

Grands serve as classroom helpers once a week for three hours on Tuesdays and are assigned to classrooms in kindergarten, first and second grades.

“When I saw the announcement about Grands on the Go! on social media I knew immediately I wanted to get involved,” Ms. Vaughan shared.

This past year the Grands on the Go! program was piloted at Gilbert Willie Elementary School. In August, the Grands attended a “Match Day Breakfast” where they were able to meet and connect with their assigned teacher.

has been amazing! The kids always ask me ‘Where is Granna?

Is she coming today?’ As a first year teacher, she has helped me immensely and I’m very grateful to have Granna in my classroom!”

While Ms. Vaughan’s teaching background has been of great help, she stresses that anyone can be a Grand on the Go! “It is about loving students and lifting them up - not grades and curriculum,” she shared. “I see these students as new friends and now when I see them around town they holler ‘Granna’ and I love it!”

Having Granna in the classroom has been amazing!

The kids always ask me ‘Where is Granna? Is she coming today?’

-Kayla Sellers

Next year the district will expand the Grands on the Go program to the remaining three elementary campuses and will need to add 32 more Grands to the roster. The district plans to begin recruiting for more MeMes, Paw Paws, Grandmas, Grandpas, Abuelas, Abuelos, Lollis, and Poppys this summer and will be looking for Grands who can commit to three hours every Tuesday.

RANNA Since the start of school, Ms. Vaughan has been paired with Kayla Sellers’ second grade classroom. She aids Ms. Sellers by helping students to practice their reading skills and assists with hands-on science activities and social studies lessons.

She shared that she has also been able to help students who are struggling emotionally because she can provide that safe “Grandma space.”

“You will not be able to build relationships with kids if you don’t show up every week,” stressed Ms. Vaughan. “They are counting on you.”

For those considering participating in the Grands on the Go! program next year, Ms. Vaughan shared that it is just like being a grandparent. “You get to love on students and spoil them and send them back home to their parents. It is all the love and fun stuff without the full time job.”

For more information on the Grands on the Go! Program, contact Dwight Malone, Director of Family and Community Engagement at dwight.malone@terrellisd.org

Ms. Sellers shared that she is grateful to have someone like Granna in her classroom. “Having Granna in the classroom

Reach! Fall 2025

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Lance Williams, Principal Lincoln High School

TWO PRINCIPALS TRANSFORMING DALLAS SCHOOLS In the heart of Dallas, two historic high schools are experiencing remarkable transformations. At Roosevelt and Lincoln, principals Abram Joseph and Lance Williams are proving that with the right leadership, systems, and unwavering belief in students and staff, even the most challenging turnarounds are possible.

Director of Communications & Marketing

W

By Rachel Frost, Region 10 ESC

Building Excellence 22

Abram Joseph, Principal Franklin D. Roosevelt High School

HEN ABRAM JOSEPH arrived at Roosevelt High School, he walked into a building with a powerful legacy but a complex current reality. The school’s most recent state report card showed all F’s across the board. Six principals had cycled through in twelve years. Yet Joseph, in what he now calls divine protection, didn’t do extensive research before accepting the role.

“God just covered me,” Joseph reflects. “I didn’t even lean in to try to find out, hey, is it good? Is it bad? I just knew this was my passion, my purpose, my calling.”

That calling led him to a school with deep roots in Dallas’s Black community. Roosevelt was the first new high school in Dallas ISD built specifically for non-white students since 1939. Generations of Roosevelt Mustangs identify themselves by their graduation year, a tradition Joseph had never seen at other schools.

Meanwhile, across the Trinity River at Lincoln High School, Lance Williams faced different challenges. Lincoln High School was created as an overflow campus for Booker T. Washington, the only school that served the Black community at the time. It carried its own legacy of excellence including politicians, judges, athletes, and other people of prominence. But when Williams arrived, he found a “spirit of uncertainty” among staff.

When Williams gathered his leadership team and asked them to articulate the school’s vision, silence filled the room. Together, they created a new vision: to champion an educational experience that prepares scholars to lead the way in a dynamic and global society.

Different Styles, Shared Success The two principals often joke about their contrasting approaches. Joseph calls himself Martin to Williams’s Malcolm, a reference to

the civil rights leaders who pursued the same goal through different methods.

“Lance can be very direct. But he is brilliant. People know that. They’re receptive and people march to that,” Joseph says. “I think I internalize more before I determine how I will attack.”

Both men speak to each other three or four times a week, sharing practices and offering different perspectives that sharpen each other’s leadership. “I feel that’s the way it should be across any school community. That’s been my experience in Dallas ISD. We work together, Williams shared.

Operations Before Instruction Both principals share a stance: schoolwide culture and routines must come before instruction.

“You have to have a clear set of procedures, systems, and a way to monitor and increase your efficacy in your operations in order for you to have a firm enough foundation to create that excellence on an instructional level,” Williams explains.

At Roosevelt, administrators conduct “temperature checks” every class period, standing in hallways in designated “V stances,” monitoring both instruction and student well-being.

They practice every procedure before implementation. They never perform surgery on the day of surgery, as Joseph puts it.

At Lincoln, Williams implemented the power meeting cycle with precision.

Data walls in classrooms create healthy competition between class periods.

The administrative team huddles thirty minutes before students arrive each day to calibrate and strategize.

The Role of Region 10 Both principals worked with Region 10 consultant, Misty Chesnut, and found the partnership transformative.

Joseph describes the relationship as a mirror, a reflective thought partner who collaborated rather than imposed, who understood what Roosevelt needed and

customized her support accordingly.

Williams added, “My experience working with Region 10 has been one of trust. It has given me the opportunity to take our good practices and make them great.”

Williams appreciates how naturally the Effective Schools Framework connects with the Bambrick protocols he already uses. “It is like a beautiful marriage,” he said.

Both men emphasize that the success of the partnership depended on their willingness to receive feedback. “Most times when we receive a service, that service is either successful or unsuccessful because the person that’s receiving,” Joseph reflects. “You have to evaluate yourself and be ready to receive.”

Results That Speak The numbers tell a compelling story of transformation. In just two years, both schools rose from the bottom 5% in the state to become model campuses for Texas Instructional Leadership.

Roosevelt jumped from all F’s to a C in year one, then soared to an 81 in year two. This was a 25-point gain achieved with the same staff. Lincoln saw a 12-point increase in overall state accountability rating in the first year, with CCMR jumping from 65 to 95 and graduation rates climbing from 86% to 92%. In year two, Lincoln jumped to an 81 and earned three distinctions: Achievement in Math, Achievement in Social Studies, and Top 25% Comparative Closing the Gaps.

Both schools are now consistently performing at B-level ratings and targeting A ratings for the current year.

Beyond Test Scores For both principals, the work transcends accountability ratings. Joseph envisions Roosevelt students becoming Rhodes Scholars, business owners, physicists and pastors, whatever allows them to reach their potential.

family. I’m going to always worry about your well-being,” Joseph says. “That’s more important to me than anything.”

Williams built core values into Lincoln’s culture: growth mindset, trust and transparency. “You create trust over time, and you also create it with consistency in your actions.”

Advice for Other Leaders “You weren’t called because you were qualified. You are qualified because you were called,” Williams says.

“Transformation is a word that we throw around a lot, but it’s just a fancy word that means change. And change is dirty.”

Joseph’s advice emphasizes persistence: “Pray, keep your head down and continue to work. Brick by brick, I’m telling you, things can change.

This is passion work. You could not have gotten this job if it wasn’t a calling.”

Despite any offers that might come their way, Joseph is clear about his commitment: “They could offer me a job anywhere as a high school principal, and I would respectfully decline. Right here at Roosevelt is where I want to be.”

Both men represent a new generation of school leadership in Dallas ISD. They are leaders who understand that turnaround work requires equal parts systems, humanity, and unwavering belief in what’s possible.

In south Dallas, two historic schools are being transformed not through magic or massive resources, but through dedicated leadership that builds excellence brick by brick, with systems that work, staff who are empowered, and an unwavering belief that every student deserves to reach their potential.

The Roosevelt Mustangs and Lincoln Tigers are living their legacy again.

“I’m always going to check on your

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Give Every Student a Voice

Texas Social Studies with PRE/POST Tests DIGITAL CORE or SUPPLEMENTAL

exploros.com

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STAAR 2.0 with TEKS ANALYTICS

ENGAGES ALL STUDENTS (EB+)

RIGOROUS YET EASY-TO-USE

Conversations & Connections

By Max Smith, Region 10 ESC Digital Marketing Manager

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N RESPONSE to the growing need for meaningful collaboration among school counselors, Region 10 launched the Quarterly Counselor Connection, an initiative designed to bring counselors together in a structured, convenient setting.

Recognizing the challenge of geographic distance between many counselors and the service center, the program offers half-day sessions to reduce travel time while still providing valuable professional development. By organizing cohorts based on specific regions, the initiative fosters local connections and builds a lasting network of support that extends beyond the quarterly meetings.

Each meeting covers

practical topics such as counseling program goals, needs assessments, time tracking and analysis, smallgroup development, social and emotional learning, educator wellness, and even the integration of artificial intelligence in counseling work. Participants also gain access to a variety of curated resources, including the Digital Connections Database and the Hot Topics Resource Bank.

However, for many participants, the most valuable aspect has been the people they have met.

“Being able to meet counselors in the surrounding areas that are working through the same things we are is a valuable learning opportunity,” said Hope Campbell, a participating counselor.

“Exploring how AI can support counseling, especially with pre- and post-assessments, has been huge for me.”

Brandy Clifton echoed the importance of shared experience. “It’s so normalizing to hear that I’m not alone and it’s OK to not have all the answers,” she said. “I’m a fairly new counselor, but there are experienced counselors who have the same struggles as me.”

Rodnesha Webb reflected on the impact of her first session. “It was new, but I met counselors from other school districts, and we were able to collaborate and exchange ideas to help support each other on our campuses,” she said. “I took a lot from it. It was tailored

to the specific needs of counselors.”

The smaller group size and regional focus have allowed counselors to share openly, connect deeply and return to their campuses with fresh insights and renewed energy.

As Region 10 prepares for another year of Counselor Connections, the mission remains the same: to empower school counselors through collaboration, accessibility and ongoing professional growth. The ripple effect of these conversations extends far beyond the meeting room, ultimately benefiting the students and communities they serve.

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A CULTURE OF

EXCELLENCE

How The Ritz-Carlton Customer Service Model is Transforming Schools

By Deon Quinn, Region 10 ESC

Communications & Marketing Coordinator

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HEN PARENTS and students walk through the doors of a school in Region 10, they might notice something different: a warm greeting by name, a personalized experience, and staff who go above and beyond to create memorable moments.

This transformation is the result of an innovative partnership between Region 10 Education Service Center and The Ritz-Carlton Leadership Center.

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“The success of The RitzCarlton is founded in a deep commitment to personalized service, respect, empowerment, and continuous improvement,” explains The Ritz-Carlton Leadership Center. “The heart of our approach is the belief that every interaction is an opportunity to create a meaningful human connection.”

The collaboration began when superintendents,

seeking to rebuild positive school environments following the challenges of the COVID-19 Pandemic, requested assistance from Region 10 with customer service training. Karen Barnes, Assistant Director of Supervision and Leadership Development, researched various service models before discovering that The Ritz-Carlton’s approach was being utilized by many Fortune 500 companies known for exceptional service.

“I reached out to Ritz-Carlton and said, I’m hearing a lot of conversation around many companies utilizing your customer service model” Barnes explains.

To fully understand the experience, Barnes and a colleague traveled to Florida to participate in The RitzCarlton training themselves.

“We wanted to witness the experience firsthand so we could envision how it would look on campuses,” says

Barnes. “We started to visualize how this would translate to a school setting.”

The Ritz-Carlton Leadership Center notes that their philosophy “transcends industry because it is centered on human interaction and building genuine connections that last a lifetime. This approach focuses on connecting employees to the higher purpose of a brand.”

This principle resonates strongly in education, where research shows that schools with strong customer service orientations

Manning plans to enhance his district’s Assistant Principal Academy by incorporating personal touches, such as playing music using a playlist of the staff’s favorite songs or simply having a printed personalized agenda with names welcoming staff to meetings.

These seemingly small gestures create what Ritz-Carlton calls “wow moments”—emotional connections that transform ordinary interactions into extraordinary experiences.

“By embracing this philosophy, schools can cultivate a positive, supportive environment that nurtures growth for both staff and students,” says The Ritz-Carlton Leadership Center. “This human-centric approach fosters authentic connections between staff, students, and the broader school community, which can have a remarkable impact.”

By embracing this philosophy, schools can cultivate a positive, supportive environment that nurtures growth for both staff and students.

- The Ritz-Carlton Leadership Center

report higher parent engagement levels and improved community perception scores.

Metric Manning, District Coordinator of Restorative Practices and Discipline in DeSoto ISD, explains: “In education, we’re in the people business. We’re really in the business of building relationships—whether with students, parents, or staff.”

In a world where families have increasing educational options, schools that master these service principles create environments where every interaction becomes an opportunity to build genuine connections and enrich the academic experience, turning ordinary school days into something special.

For frontline staff who are often the first point of contact for families, the training emphasizes the power of a personal touch. “First impressions are lasting impressions,” emphasizes Barnes. “If a family has a negative experience, they may withdraw their children from the school. This can also damage the school’s reputation and make it harder to attract new families to the neighborhood.”

The training has transformed how schools approach everything from daily interactions to teacher recruitment. One Region 10 district has redesigned its interview experience to include designated parking spots for job candidates, student guides who showcase the school, and personalized interactions throughout, making the district stand out to potential teachers in a competitive market.

“Small, thoughtful actions often create moments that have the most profound impact,” The Ritz-Carlton Leadership Center points out. “Adopting an anticipatory mindset allows staff to offer proactive support. This can be as simple as a teacher recognizing a struggling student and offering help before being asked, or a staff member addressing a concern before it escalates.”

District administrators are also embracing these principles.

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THE POWER OF CONNECTION

By Ale Reyes, Region 10 ESC Digital Marketing Specialist

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OR MANY PARENTS, navigating the complexities of raising children with unique learning needs can be overwhelming. Access to information, support networks, and resources is crucial—but often, finding the right ones can feel like an impossible challenge. That’s exactly what brought Gaby Cornelio, a dedicated mother of three, to the Region 10 Parent, Family, and Community Engagement Fair (PFC Engagement Fair), an annual event designed to empower parents through education, connection, and bilingual support.

“I found out about the PFC Engagement Fair through my school district,” says Cornelio. “What caught my attention the most was that it was a bilingual event. My family is bilingual, and one of my children is even learning American Sign Language (ASL), so we could say he is trilingual. As soon as I saw the information, I knew it was a great opportunity for me as a mom.”

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The PFC Engagement Fair is a hub for families seeking guidance on topics ranging from special education to multilingual learning. With sessions in both English and Spanish and resources to support families of all backgrounds, the event ensures that language is never a barrier to education.

Cornelio, whose children all receive special education services, including her youngest son who is in a program for the deaf, came to the fair searching for valuable information and a sense of community.

“My goal was to learn, improve, and find resources that would help me guide my children,” she shares. “I was also looking to connect with other parents who might be going through similar situations. I believe that when we connect with others, we grow. This exchange of ideas, advice, and mutual support is incredibly enriching.”

One session that left a profound impact on Gaby was “The Power of Words”, which emphasized how a parent’s words can shape a child’s confidence and future. “The speaker shared powerful examples of how children who don’t receive encouragement and support often struggle academically.

That really made me reflect as a mother,” she says. “Now, I make a conscious effort to use positive affirmations with my kids every day.”

One of the standout aspects of the PFC Engagement Fair is the unwavering support of the Multilingual Team. Their mission is to bridge language gaps and ensure all families have access to the resources they need.

THE PFC ENGAGEMENT FAIR IS A HUB FOR FAMILIES SEEKING GUIDANCE ON TOPICS RANGING FROM SPECIAL EDUCATION TO MULTILINGUAL LEARNING.

For Cornelio, this support made all the difference.

“Sometimes, as bilingual parents, we struggle to find information in our preferred language,” she says. “But at the fair, I felt seen and understood. I could attend sessions in Spanish, speak with professionals who truly cared, and take home materials that I could easily share with my family.”

This was Gaby’s first time attending the PFC Engagement Fair, but it certainly won’t be her last. “I didn’t even know this event existed before,” she admits. “But now that I do, I plan to invite as many parents as I can next year. These opportunities help us grow as parents, give us the tools to support our children, and remind us that we are not alone.”

With the dedication of the Multilingual Team and the success of events like the PFC Engagement Fair, more families like Cornelio’s will continue to find the knowledge, encouragement, and community they need to navigate their parenting journey with confidence.

“Mi hermano no habla, pero su corazón sí” is a beautifully illustrated children’s book by Gaby Cornelio, inspired by her own family’s journey. The story highlights the power of communication beyond words, emphasizing love, understanding, and the unique ways we connect with one another. Through heartfelt storytelling, Gaby brings awareness to disabilities and special needs, fostering empathy and inclusion among young readers.

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Student Artists Take Flight

By Rachel Frost, Region 10 ESC

Director of Communications & Marketing

Village Tech Students Create Magic for Dallas Zoo’s Butterfly Exhibit

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HEN THE Dallas Zoo needed innovative, engaging art installations for their new I Spy Butterflies exhibit, they turned to a creative source of creativity: the students of Village Tech Schools in Duncanville.

What began as a request for a few pieces of art, quickly blossomed into a full-scale collaboration that resulted in eight large art installations designed and built entirely by students. The young artists transformed the exhibit into an interactive wonderland that educates and inspires visitors about the fascinating world of pollinators.

The student-created installations range from a giant butterfly life cycle arch to interactive build-a-bug stations for children. Each piece underwent rigorous design processes, including multiple prototype presentations to Zoo representatives, followed by revisions

and refinements, mirroring real-world professional design experiences.

We spoke with Elizabeth Podany, M.Ed., Village Tech Director of Design and Innovation, and student artists about this unique collaboration:

Q: How did this partnership with the Dallas Zoo come to be?

A: The partnership began when the Dallas Zoo reached out to us with an exciting opportunity. They were looking for student-created art installations for their upcoming I Spy Butterflies exhibit, which opened in April.

The Zoo’s goal was to feature creative, meaningful work made by young artists. They chose Village Tech for this project because of our unique approach to learning through design and real-world experiences.

It’s been incredible to watch the students’ ideas take shape and become part of an experience that will be seen by thousands of zoo visitors.

Q: What are some of the projects the students worked on?

A: Phase 1 projects include a Build-a-Bug Interactive for the Children’s Playground, where kids can create their own insects by mixing and matching different parts. There’s also a Giant Butterfly Life Cycle Arch, a Butterfly Location Map painted on concrete showing global butterfly habitats, and Stacked Mural Boxes featuring different biomes and their 30

pollinators. Students also created camouflaged butterfly sculptures hidden throughout the exhibit, photo backdrops with monarch butterfly and bat wings, and various interactive games teaching children about pollinators.

Q: How excited were the students when they found out they would be working on this exhibit?

A: Hannah Lambert, one of our student artists, shares: “When we were first told about it, I remember feeling a little skeptical it would go anywhere, but slowly, excitement in our group grew as we went through the design processes and presented them to the panel. We were relieved, excited, and anxious when we were told we made it through, and our group would be putting something in the exhibit. I’m so proud of my team for working through iterations, learning new skills, and

installing a beautiful piece of work.”

Miranda Martinez adds: “When our teacher first introduced the project to us, none of us realized just how big it would become. As a group, we were all excited to start something new and have the opportunity to create something for the Dallas Zoo. Now that it has come to an end, we are all incredibly proud of what we’ve accomplished, and we’re thrilled that our work will be displayed for everyone to see.”

Q: What has been the most rewarding part of this project for students?

A: The students mention various rewarding aspects.

Simone Alverado found value in “being able to have an opportunity to work with so many different tools. We used teamwork to work on many things for our project, which was really fun.”

Hailey Glover appreciated “learning new skills that I didn’t know I could do and not giving up even with many challenges.”

For Micah Stoker, it was “definitely working with my team. They were open to my ideas and were also friendly and fun to be around. Having them on my team lifted up my spirits and made my time working on our project fun.”

Q: What will zoo-goers experience when they visit this exhibit?

A: The goal of the project was to

create experiences for zoo-goers ages eight months to 80 years. We wanted to have a variety of installations that all communicated different things. The butterfly exhibit is beautiful, engaging, and educational. It’s definitely worth a visit.

Visit The Exhibit The I Spy Butterflies exhibit featuring Village Tech students’ artwork was open this fall and will reopen in spring 2026. The exhibit is included free with zoo admission.

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Quinlan Educator Turns Personal Tragedy into Mission of Giving Back

By Tiffony Chapman, Quinlan ISD

Director of School-Community Relations

Emma Gardner

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SHLEY GARDNER, an exceptional teacher at Quinlan ISD, has faced lifealtering challenges with remarkable resilience and grace. As a single mother, in 2018 Gardner made one of the most selfless decisions imaginable when she began the life-changing process of adopting Emma, a child battling cancer, through CPS. “I was determined to do whatever it took to ensure she didn’t have to go through her treatment surrounded by strangers,” Gardner shared. This profound commitment meant stepping away from her teaching career temporarily. “CPS had made it clear they wanted me to be with her virtually around the clock, and I was afraid that if I didn’t, I might lose the chance to keep her with me. I didn’t know how I was going to take care of my family, but I had faith that, somehow, it would all work out—because it had to.”

“Thankfully, my former boss at KFC offered me an opportunity to return with a parttime position. Almost immediately, other incredible things began to happen,” she said.

Organizations and individuals throughout the community rallied together to support Gardner’s family during this critical time.

“CASA of Hunt County became one of my deepest sources of comfort,” she said. CASA, or Court-Appointed Special Advocates, is comprised primarily of volunteers who advocate for the best interests of children in the foster care system. According to Gardner, these volunteers and staff offered unwavering support, genuine friendship, and compassion throughout Emma’s journey.

Brookshires with Ashley Gardner

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“Without their help—and the help of so many others—I wouldn’t have been able to focus on caring for Emma the way she needed,” said Gardner. Local churches donated furniture,

clothing, toys, and comfort items to transform Emma’s room into a true home. “The support was overwhelming and beautiful,” Gardner recalls.

In 2019, Gardner joined the Quinlan ISD family as a teacher while continuing her second job at KFC to make ends meet. Initially, Emma responded well to treatments and showed promising improvement.

Tragically, Emma’s cancer returned aggressively, and she lost her battle.

The outpouring of love and support during this devastating time was immeasurable.

Since Emma’s passing, Gardner has channeled

Ashley Gardner Honored as Teacher of the Year at 2024 Quinlan Chamber Luncheon her grief into giving back to her Quinlan and Greenville communities, becoming a faithful volunteer at QISD events. Last year, Gardner’s boss at KFC informed her about the KFC Foundation grants, where each store can nominate five nonprofit organizations for $10,000 each. She entrusted Gardner with selecting the nominee.

“This year, she gave me all five nominations. I contacted five organizations by phone, email, and in person, offering the opportunity and my help in any way I could so they could apply,” Gardner shared.

Of all the applicants, the KFC Foundation chose to award CASA of Hunt County—a meaningful full-circle moment. Gardner was honored to participate in the check presentation.

Gardner’s teaching career has been exemplary during her time with QISD. Her peers selected her as the Quinlan ISD 2024 Elementary Teacher of the Year. Earlier this year, she earned the Master designation—the highest tier in the Texas Teacher Incentive Allotment (TIA) program—a prestigious

achievement that Quinlan ISD celebrates with pride.

“Ashley is a shining example of the many selfless educators working in our schools.

Her love for her family, community, students, and career speaks volumes. In a time of rising inflation and stagnant teacher pay, she persevered through a pandemic, Emma’s cancer, and her eventual death. We know her struggles are real. Quinlan ISD did its part to increase local teacher pay as much as possible and became one of the first public schools in Region 10 to receive TIA funding to financially support teachers in our rural district. We are incredibly proud of Ashley’s resilience and how she has transformed personal challenges into opportunities to serve others. Her actions embody the values we hold dear at Quinlan ISD, and her impact has been a tremendous blessing for our school, Kentucky Fried Chicken, and CASA of Hunt County,” said QISD Superintendent Jeff Irvin.

Quinlan ISD honors Gardner’s servant leadership and celebrates her profound positive impact on the community.

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The Power of Alternative Education Certification Why Programs Like the Region 10 Alternative Certification Program Matter

By Dr. Sandra Moore, Region 10 ESC

Assistant Director of Operations & Certification

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N A WORLD where the traditional route to a career in education is no longer the norm, alternative certification programs like the Region 10 Teacher and Principal Certification are making a bigger impact than most know.

These programs offer a non-traditional route to becoming a certified educator or leader in our schools, and even within their organization.

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A New Avenue for Aspiring Educators The Region 10 Teacher Certification Program is designed for those who are passionate about teaching but may not have pursued a traditional education degree. Perhaps someone spent years working in a different field, or gained practical experience in industries that are in high demand for teachers, like math, science, or healthcare. With alternative certification programs, professionals across the DFW landscape have used their professional experiences in other fields to transition into teaching.

The beauty of this approach is the flexibility it offers.

The Region 10 Alternative Teacher and Principal programs allow individuals to work while they complete the necessary coursework, making it a viable option for career changers. Unlike the lengthy process of obtaining a degree in education, Region 10 streamlines the process, enabling educators to enter the classroom more quickly without sacrificing the quality of their training.

Developing Effective School Leaders The Region 10 Principal Certification Program extends the concept of alternative certification to school leaders, providing an opportunity for experienced professionals to step into administrative roles without going through a conventional, multi-year graduate program. Whether you are a teacher looking to take the next step or a professional with leadership experience in another field, this program helps develop the leadership skills necessary to manage and inspire a school community.

By broadening access to administrative positions, programs like Region 10 are diversifying the pool of potential principals. This variety brings new ideas, perspectives, and strategies to the table, making it possible for schools to innovate and meet the evolving needs of students.

Additionally, the support network within these programs often includes access to experienced educators who understand the unique challenges of the profession.

For instance, Region 10 offers guidance not just during certification, but throughout the first years of teaching or principalship. This ongoing support ensures that candidates are never left to navigate the complexities of the classroom or school management on their own.

Conclusion The Region 10 Teacher and Principal Certification Program are not just an alternative—they’re an essential innovation in the education system. These programs help fill critical gaps in staffing, bring experienced professionals into the classroom, and create new leaders who are ready to innovate and lead schools in a way that reflects the needs of today’s students.

In a world where the demand for qualified educators and school leaders is at an all-time high, alternative certification programs like Region 10 offer a solution that is as dynamic and diverse as the students they serve. By providing accessible, flexible, and supportive pathways into the teaching and leadership professions, these programs ensure that schools continue to thrive with the expertise they need to build a brighter future for everyone.

Flexibility and Support One of the biggest advantages of alternative certification programs is the level of flexibility and support they offer. The Region 10 program features tailored coursework, hands-on training, and mentorship opportunities that are specifically designed to help individuals succeed. This approach makes the transition into education more manageable and less overwhelming for those who are switching careers or entering leadership positions.

By broadening access to administrative positions, programs like Region 10 are diversifying the pool of potential principals.

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Region 10 Honors

By Rachel Frost, Region 10 ESC

Director of Communications & Marketing

2025 Region 10 Board of the Year Plano ISD Board of Trustees

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EGION 10 Education Service Center proudly recognizes the Plano Independent School District Board of Trustees as the 2025 Region 10 Outstanding School Board.

This prestigious recognition honors school boards that demonstrate exceptional leadership, vision, and commitment to student success.

The Plano ISD Board of Trustees was recognized for their outstanding stewardship and transformative impact on the district’s 54,000 students across 70 campuses. The board is led

by Dr. Lauren Tyra (President), Nancy Humphrey (Vice President), and Tarrah Lantz (Secretary), along with trustees Sam Johnson, Michael Cook, Elisa Klein, and Katherine Goodwin. In recognizing this honor, Region 10 and

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Plano ISD also extend appreciation to Jeri Chambers and Angela Powell, two recently retired trustees who each served two terms on the board. Their years of dedicated service helped lay the groundwork for this award, and their contributions continue to have a lasting impact throughout the district.

“The Plano ISD Board of Trustees exemplifies the highest standards of school board governance,” said Dr. Jana Melsheimer, Region 10 Executive Director. “Their unwavering commitment to every student’s success, combined with their strategic vision and fiscal responsibility, has positioned Plano ISD as a model district. Their ability to engage the community while making difficult decisions with students’ best interests at heart truly sets them apart.”

The board’s leadership has been instrumental in advancing the district’s mission of educating, inspiring, and empowering every student to activate their unique potential. Key achievements include the passage of a $1.34 billion bond and Voter Approval Tax Rate Election (VATRE) in 2022, which lowered tax rates while securing vital resources for students and staff.

Additionally, the district dedicated 100% of VATRE funds to teacher and staff compensation, conducted a comprehensive refresh of its Strategic Plan with over 100 community meetings, and implemented innovative programs that have driven measurable gains in student outcomes.

“I am incredibly proud to work alongside a board that places student engagement and achievement above

all else,” said Dr. Theresa Williams, Plano ISD Superintendent. “They dedicate countless hours to ensure that Plano ISD has a strong foundation, a clear strategic vision, focused goals, strong governance, and the resources to create the right conditions that drive student success. Their collaborative approach, ethical leadership, and commitment to engaging community voices have created a culture of trust and transparency throughout our district.

This recognition reflects their dedication to making Plano ISD a district of choice

and a gold standard for excellence in Texas public education.”

and ensured stakeholder voices are heard in decision-making processes.

The board has also demonstrated exceptional advocacy for public education, maintaining a visible presence at the State Capitol and championing adequate and equitable funding for all students. Their engagement initiatives, including Superintendent Roundtables, Leadership and Ambassador Programs, and Trustee Listening Circles, have strengthened community partnerships

As the 2025 Region 10 Outstanding School Board, Plano ISD advanced to the Texas Association of School Administrators (TASA) School Board Awards competition, where they were named one of the five statewide Honor Boards.

2025 Region 10 Superintendent of the Year Dr. Mike Waldrip, Frisco ISD

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R. Mike Waldrip, Frisco ISD Superintendent, was named the 2025 Region 10 Superintendent of the Year. This award recognizes his outstanding leadership and commitment to educational excellence across one of Texas’s largest school districts.

Dr. Waldrip has served as Frisco ISD’s superintendent for eight years, leading a district that serves more than 65,000 students across 77 campuses.

Under his leadership, the district has demonstrated remarkable academic improvements, implemented innovative educational programs, and fostered a culture of collaboration and continuous improvement.

“Dr. Waldrip exemplifies the qualities we seek in educational leaders,” said Dr. Jana Melsheimer, Region 10 Executive Director. “His visionary approach to education and ability to build strong community partnerships while maintaining focus on academic excellence make him truly deserving of this recognition.”

Before becoming superintendent, Dr. Waldrip dedicated 16 years to classroom education as a biology teacher and coach, later transitioning into campus and district administration.

During his tenure as superintendent, Dr. Waldrip has fostered an inclusive environment where every voice is valued, implementing a participatory approach to decision-making that empowers administrators and teachers to contribute ideas and solutions. His emphasis on innovative educational practices has led to initiatives that have significantly increased student engagement and performance across all grade levels.

Under Dr. Waldrip’s leadership, the district has strengthened partnerships with local organizations, families, and businesses. His proactive outreach efforts have opened doors for collaborations that enhance educational programs and provide valuable opportunities for students.

The district has seen marked

improvement in student academic performance through Dr. Waldrip’s championing of personalized learning initiatives and equitable access to resources. These efforts have helped reduce achievement gaps and provided all students with opportunities to excel.

“Dr. Waldrip’s exceptional leadership, commitment to student success, and focus on community relationships distinguish him as an exemplary superintendent,” said Dynette Davis, President of the Frisco ISD Board of Trustees. “His ability to navigate challenges with transparency and integrity, coupled with his genuine passion for student success, continues to transform our schools and community.”

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2026 Region 10 ESC

District Elementary Teachers of the Year

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2026 Region 10 Elementary Teacher of the Year

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SHLEY ROSS from Back Elementary School in Garland ISD was named the 2026 Region 10 Elementary Teacher of the Year. Ross creates a classroom where every child is seen, valued, and empowered. Through intentional, inclusive practices, she builds a learning environment where diversity isn’t just acknowledged, it’s celebrated.

Her impact extends beyond her own classroom as she mentors new teachers, hosts student interns, and models best practices with warmth and excellence. As a trusted campus leader, Ross redesigned her school’s dismissal procedures to safely serve hundreds of students daily. Rain or shine, she’s out front leading by example with a smile and a wave.

Ashley Ross

Back Elementary School Garland ISD

Most importantly, she’s a passionate advocate for public education. After years in leadership roles, she made the meaningful choice to return to the classroom where her impact would be greatest. She continues growing as a lifelong learner, currently pursuing her doctorate to further support future teachers.

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2026 Region 10 ESC

District Secondary Teachers of the Year

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2026 Region 10 Secondary Teacher of the Year

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ENNIE HOLCOMB from Rockwall-Heath High School in Rockwall ISD was selected as the 2026 Region 10 Secondary Teacher of the Year. With over two decades of dedicated service, Holcomb has transformed students into informed scholars and empowered citizens. Her classroom is where critical thinking flourishes, civil discourse is modeled, and students are challenged to reach their full potential with both support and accountability. Her teaching philosophy of “Love the kid, drive the rigor” ensures students feel cared for while being pushed to think deeper and aim higher.

Gennie Holcomb

Rockwall-Heath High School Rockwall ISD

Beyond the classroom, Holcomb actively demonstrates civic engagement through voter registration drives, policy seminars, and committee service. She doesn’t just teach about government, she lives it. Her annual alumni event, where former students share real-world experiences with current seniors, has created a lasting culture of community and service that extends well beyond our school walls.

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Thank You

TO THE GENEROUS SPONSORS WHO MADE THIS YEAR’S REGION 10 TEACHER OF THE YEAR EVENT POSSIBLE!

400 E. Spring Valley Rd. • Richardson, TX 75081 972.348.1700 • www.region10.org

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