Dallas School District Approves New Safety Measures

A safe and supportive classroom environment reflects new safety measures.

News Summary

The Dallas Independent School District’s board is set to approve updates to the student code of conduct and the operating budget for the upcoming school year. In response to a recent shooting incident at Wilmer-Hutchins High School, new measures will enforce stricter safety protocols, including mandatory referrals to the Disciplinary Alternative Education Program for security breaches. The changes aim to enhance student safety and address concerns about current discipline policies while promoting collaboration with parents.

Dallas – The Dallas Independent School District (DISD) board of trustees will approve its operating budget for the 2025-2026 school year and updates to the student code of conduct handbook on May 22. These updates come in response to heightened safety concerns following a shooting incident at Wilmer-Hutchins High School, where four students and a teacher were injured.

In the incident, a student violated safety protocols by opening a locked door to let another student enter the building. This breach of security has given rise to discussions about revising student disciplinary policies. The upcoming changes include minor edits to the code of conduct aimed at reflecting current practices more accurately, particularly in clarifying language related to security violations.

A significant update to the policy is the introduction of a mandatory three-week referral to the Disciplinary Alternative Education Program (DAEP) for students who bypass campus security measures. Previously, campus principals had discretion regarding disciplinary actions. The revised guidelines will enforce a mandatory referral for students found opening locked doors.

As the board approaches the budget and policy approval, trustee Maxie Johnson pointed out the pressing need for teachers to have more discretion when handling severe disciplinary issues, particularly to ensure the safety of students and staff members. This comes against the backdrop of the district having halted out-of-school suspensions for middle and high school students in 2021, an action taken to replace those suspensions with reset centers aimed at behavioral improvements.

Trustee Dan Micciche also raised concerns regarding the effectiveness of the district’s current discipline policies, requesting additional data about campus staff satisfaction with these policies. Some educators have expressed positive feedback regarding recent updates. The board has also passed a revised code of conduct that introduces alternatives for certain offenses, such as Saturday school or community service, contingent upon parental participation in parenting classes.

These parenting classes, however, have been delayed until October to ensure the proper content and training are established. The revised code of conduct explicitly prohibits hate speech and outlines various punishments, including potential placement in alternative schools based on input from district police. The definition of hate speech will require three specific elements: the expression must be directed at protected groups and must cause a threat or disruption within the school environment.

DISD is emphasizing collaborative efforts with parents to enhance student behavior and success, while ensuring that communication avoids a condescending tone. Updates to the code also include a change in the timeframe for parents to appeal alternative school assignments, reducing the duration compared to previous requirements. This reflects a broader effort by the district to make discipline policies more equitable, especially considering historical policies that disproportionately affected students of color.

Community members have expressed concerns regarding the potential efficacy and implementation of both the upcoming parenting classes and the definitions of hate speech in classrooms. The DISD’s ongoing reforms aim to create a secure and supportive educational environment for all students while recognizing the complexities involved in behavioral discipline and parental involvement.