October 2022

The NCAA, Women’s Final Four and Dallas Local Organizing Committee have teamed up to provide a reading program aimed at creating a lifelong love and interest in reading for third graders in Dallas. 

Registration for the Read to the Final Four literacy challenge opens on Oct. 17, and Dallas ISD reading specialists, literacy coordinators, third grade teachers and staff should encourage third-grade students and classrooms to participate. 

Pre-registered classrooms will participate in an eight-week incentivized program that will give them the ability to win a variety of prizes. The eight-week competition tips off on Jan. 23, 2023, and concludes on March 17, when the top four schools will be awarded with a field trip to recognize the winning school in a special ceremony that coincides with the week of the Women’s Final Four.

For more information about the Read to the Final Four or the Women’s Final Four weekend of festivities, visit NCAA.com/WomensFinalFour. For questions about the program, contact Caroline Robinson at caroline@dallassports.org.

Kaya Vessel, an instructional specialist in Early Learning, grew up dreaming of transforming student lives through education.

“Teaching was always my dream job,” she said. “I was the kid who always wanted to play school. During the last week of classes, I would ask my teachers for their teacher’s editions so I could go home and play school with my sisters. I’ve always had a love for kids.”

She started teaching in the day care at her high school, the School of Education and Social Services at Townview, which confirmed her career path. After graduating from Dallas ISD, she attended Dillard University in New Orleans to study early childhood education. Hurricane Katrina delayed her student teaching by a year, but as soon as she completed her program, she headed home to Dallas, where she taught for 13 years.

Vessel considered herself to be a “stern” teacher because she always pushed her students to reach their full potential, and her efforts paid off this past school year. Not only did her students perform well on their STAAR tests, but she was also named Nancy J. Cochran Elementary School’s campus teacher of the year. Her team celebrated her accomplishment by playing Vessel’s favorite song as she walked into her classroom.

“My students were there singing along because they knew it was my song,” she said. “They were saying, ‘We have the best teacher of the year!’ That right there, that was one of my favorite memories from this past school year.”

Another passion of Vessel’s is pouring into teachers. She worked as a mentor teacher for years, which inspired her to shift her career trajectory to supporting and retaining teachers. She joined the Early Learning team this summer and considers it her “goal in life right now” to help teachers be successful so they can help their students in turn.

“I remember my first couple of years in the classroom, I had teachers come in from down the hall. If I was struggling, we would do practices after school, and we would run through the next day so I would be ready. It meant so much to me,” Vessel said. “At this point where there’s a mass exodus from this profession, I want to be someone who can help at least one teacher decide, ‘I want to stick it out and give education a chance.’” 

But first, she took a short detour back to the classroom. Due to the national teacher shortage, the district’s Teaching and Learning department identified certified central staff members who could fill in the gaps and ensure that students in almost 100 classrooms could have a certified instructor at the beginning of the year while the district worked to fill those vacancies. 

Vessel was briefly dispatched to two schools at the beginning of the 2022-2023 school year before receiving a third dispatch to serve as a kindergarten teacher at Ebby Halliday Elementary School. She worked with students there for about a month and is currently transitioning back into her role as an instructional specialist in Early Learning. 

“It was beneficial for me to be in that teaching position temporarily, because when they did hire that teacher, I was able to coach them so the students didn’t miss a step,” Vessel said. “I was aware of how their classroom was set up and how their routines operated, and I helped their teacher jump right in.” 

Vessel is looking forward to embracing her new responsibilities as an instructional specialist, as well as completing her master’s degree in the spring. She plans to incorporate those skills into her Early Learning position to continue making a difference in the district. After all, she understands how difficult teaching can be, but she believes in each and every one of Dallas ISD’s phenomenal teachers. 

“Teaching during this season has been hard. However, we can do hard things,” Vessel said. “We can do it—we’ve done it. The pandemic started two years ago, and we’re still rocking and rolling. The most important thing is, don’t forget about self-care. You can’t show up for students if you can’t show up.”  

The Dallas Cowboys and Reliant are excited to kick off the third year of the Cowboys Class Acts Program, which honors teachers who constantly encourage, lead and strive for excellence in the classroom. 

This year, the Dallas Cowboys and Reliant will recognize a teacher in the DFW area each month through February to highlight their phenomenal work empowering students. 

The teachers recognized as Class Acts teachers of the month will each receive a $4,000 grant. The Dallas Cowboys and Reliant hope that these funds will allow teachers to continue to impact their students and further their mission of education. 

All Dallas ISD staff are encouraged to nominate a deserving teacher by clicking here. The application period is open and will close on Jan. 31, 2023.

Dallas ISD’s Special Services Department receives thousands of referrals annually, and each one needs to be evaluated to determine how to best support the student. When the COVID-19 pandemic began and prevented in-person evaluations from taking place, a referral backlog built up, leaving 2,100 referrals to be assessed in 2021. 

Fortunately, the Special Services team was able to bridge those gaps with the help of federal dollars from the Elementary and Secondary School Emergency Relief (ESSER) fund. Deputy Chief of Teaching and Learning Derek Little and the executive directors of Special Services, Michelle Brown and Anabel Meyer, said $500,000 went to clearing up the backlog during the 2021-2022 school year, a task that has since been completed. 

In addition to working through the backlogged referrals, Special Services assessed referrals from the 2021-2022 school year to prevent a new backlog. Their efforts paid off, both in terms of numbers and setting themselves up for success this school year. Their team completed close to 6,000 evaluations—including the entire backlog—in just 14 months. 

“We are seeing much better systems in place within the team now,” Little said. “We are better able to know how many referrals we have at any given point in time and where they are in the process. Our tracking systems and our follow-up systems are much more sophisticated and robust.” 

This efficiency was made possible by the ESSER funds. The federal dollars provided more staff time and contractor support, as there are now 55 contracted LSSPs and diagnosticians across the district, and everyone in Special Services is working together to stay on track. 

“Previously, people felt like they were on islands, and they didn’t have that support,” Meyer said. “Now, because we are looking at each referral every step of the way, we are able to proactively provide support when an evaluator gets in a bind or they are overwhelmed.” 

ESSER funding for this particular task has been completed as the backlog has been cleared, but Special Services will continue to receive funding in other ESSER categories to mitigate the learning disruptions caused by the pandemic.

“We want to first and foremost ensure that our students are being provided with timely services, and that means getting them the evaluations in a timely manner,” Meyer said. “In order for that to happen, we need staff and evaluators, so we will continue to use the ESSER funding as long as we can to prevent any future backlog.”

To learn more about how Dallas ISD is investing ESSER funds to bolster learning recovery and acceleration, equitable access and healthy students, visit https://www.dallasisd.org/esser.  

Dallas ISD wants everyone to know what bullying is and how students, parents, teachers and staff can create positive change and emphasize respect and inclusion across the district. During October—National Bullying Prevention Month—learn how to help prevent and respond to acts of bullying, intimidation, violence and other disruptive behavior to keep our communities safe.   

 Though it can take many forms, bullying is usually: 

• Verbal: Hurtful name-calling, teasing, gossiping, making threats, making rude noises or spreading hurtful rumors.
• Nonverbal: Posturing, making gang signs, leering, staring, stalking, destroying property, using graffiti or graphic images or exhibiting inappropriate and/or threatening gestures or actions.
• Physical: Hitting, punching, pushing, shoving, poking, kicking, tripping, strangling, hair pulling, fighting, beating, biting, spitting or destroying property.
• Emotional (psychological): Rejecting, terrorizing, extorting, defaming, intimidating, humiliating, blackmailing, manipulating friendships, isolating, ostracizing, using peer pressure or rating or ranking personal characteristics.

Reports of bullying should be made as soon as possible after the alleged act or knowledge of the alleged act. 

Encourage any student who believes that he or she has experienced bullying or believes that another student has experienced bullying to immediately report the alleged acts to a teacher, counselor, principal or other district employee. A report may be made orally or in writing. 

To report after hours, staff, parents and students can contact the Office of Professional Responsibility Hotline at 1-800-530-1608, which is staffed 24 hours a day. Any district employee who receives notice that a student has or may have experienced bullying shall immediately make a report on the district’s Student Discipline System.

We all play a role in keeping our communities safe, and together, we can improve the well-being of students, staff and families across the district. 

To learn more about the district’s bullying policy, visit https://www.dallasisd.org/bullying. 

Dallas ISD is working on preparing the calendars for the next two school years and would like input from staff on how the winter break for December 2023 and January 2024 should be structured. Two options are available for review. Staff, parents and students have through midnight on Oct. 16 to provide input on their preferred option.

While developing the calendars for the following two school years, Dallas ISD is working to ensure that students and staff get:

• The required number of instruction and professional development days
• A full week for the Thanksgiving holiday
• A week at spring break
• Elementary and secondary fair days
• Labor Day, Martin Luther King Jr. Day, Memorial Day, Juneteenth
• Inclement weather make-up days

While a decision has not yet been made about having Intersession and School Day Redesign calendars for 2023-2024 and 2024-2025 school years, holidays and breaks would not be affected.

You can access the 2023-2024 winter break options survey at https://www.surveymonkey.com/r/2324wintercalsurvey. 

Several Dallas ISD schools will be polling sites for the Nov. 8 general midterm election. Because community members will be allowed to enter the schools to vote, the Board of Trustees approved establishing Nov. 8 as a professional development day for teachers and a student holiday.

This measure will ensure the safety and wellbeing of students and staff while the campuses are open to the public for the election. Custodians will be at the schools on Election Day; however, teachers and other campus-based staff and Student Transportation staff will conduct assigned professional development. The district’s administrative offices will remain open and central staff will work a regular day.

Dallas ISD Votes!

District staff who haven’t registered to vote or have changed addresses are encouraged to register before the Oct. 11 deadline to vote in the upcoming election. For more information on how and where to register, visit www.marchtothepolls.org or www.vote411.org. 

Early voting begins Oct. 24 and ends Nov. 4. Staff who vote early and show their “I Voted” sticker to their supervisor can wear jeans every Tuesday of early voting through Election Day. Those who wait to vote on Nov. 8 will be able to wear jeans that day or on Friday, Nov. 11 (for those who wait until after the work day to vote). They, too, must show their voter sticker to their supervisor.

Be a role model

Voting is one of the rights and privileges afforded to U.S. citizens, and it is the way that every citizen is given a voice in choosing a representative government at the local, state and national levels. Show students the importance of voting by sharing your photo with your “I Voted” sticker on social media and using the hashtag #DallasISDVotes. If you are sharing on Twitter, tag us @TeamDallasISD.

Dallas ISD is committed to finding highly qualified teachers to accelerate student achievement across the district, and Human Capital Management is searching the world over for the best teachers. On World Teachers’ Day on Oct. 5, we celebrated their recruitment efforts and the international teachers currently in our classrooms.

The district has been designated by the United States Department of State and the Texas Education Agency to sponsor H-1B and J-1 visas for eligible candidates. In the past few months alone, over 40 international teachers have come to call Dallas ISD home, and more are soon to follow thanks to HCM’s upcoming recruitment events. 

In an effort to find highly qualified candidates in critical shortage areas for Dallas ISD, the Recruitment and Selection Department will travel to Monterrey, Mexico, and Bogotá, Colombia, to identify and recruit teachers for the 2023-2024 school year. 

There, they will provide candidates with information on how to become a Dallas ISD teacher through the district’s two visa programs: the three- to five-year cultural exchange program called the J-1 visa or the six-year temporary work permit called the H-1B visa. 

The first international recruitment event will take place October 28-29 at the Hilton Garden Inn Monterrey Obispado, located at Avenida Constitucion 2050, Monterrey, NLE, 64000, Mexico. 

The second event will take place November 10-12 at the Residence Inn Bogotá Colombia, located at Calle 90 No 16-30, Bogotá, Colombia. 

Do you know teachers in those areas who might be interested in coming to Dallas? Help us spread the word about these upcoming recruitment events so interested prospective teachers and experienced educators can attend in-person information sessions as well as interviews.

Candidates seeking to take advantage of these events, may begin registration by visiting www.dallasisd.org/hcmjobfair. To learn more about the district’s visa program and requirements, visit www.dallasisd.org/visa.

Meet one of the district’s international teachers: 

Ana Perez Garcia

Arlington Park Early Childhood Center

Pre-K 3 Bilingual

Years as a teacher: 11

Years in Dallas ISD: 5

How did you end up in Dallas ISD? 

I am from Mexico. I ended up in Dallas ISD because a friend of mine shared a post from Dallas ISD Recruitment on Facebook, and I saw it. I have to say that at first I wasn’t sure of taking that big step because I was going to have to move to another country, all by myself, far away from my family, but then I thought, “Why not? This is what you’ve always wanted. Let’s do this.” So, here I am. Five years in the district, and it’s the best decision I’ve ever made.

What led you to become a teacher?

I want to make a difference in the lives of as many students as I can. I want to help my students along this path and play a part in shaping the person they will ultimately become. As a teacher, we are more than an educator. We are a mentor, a confidant and a friend. Becoming a teacher lets us impart life lessons our students will never forget and puts us in a position to influence their behaviors, strengths, weaknesses and imagination, especially at the grade level I teach.

What is your favorite part of being an international teacher?

My favorite thing about being an international teacher is having the opportunity to share my customs, beliefs, ways of teaching, experiences and more. I also appreciate having the opportunity to learn from peers, parents and students.

Do you have any favorite student success stories? 

I would say that every day I have a success story to tell. I teach pre-K 3, so it is their first year in school. They come to me with limited experiences, so they are learning something new every day. Seeing how they achieve something, no matter how small it is, or how they learn a new word in a new language, makes me feel proud of them. I encourage them to feel proud of themselves by making a big deal out of it. Seeing their happy faces is priceless!

Why should other international teachers consider making the move to Dallas ISD? 

Other international teachers should consider moving to Dallas ISD because of the diversity they will find in the district. Most importantly, they will get to help a lot of students and their families who come from similar cultures and experiences but also families who are interested in having their child learn a second language and culture. The positive impact they will make on their students and families will be something that will give them a great sense of gratification.

National Customer Service Week is celebrated annually in October to highlight the crucial work professionals do to make customer service happen every day. Dallas ISD is home to countless Core 4 champions who practice being fast, focused, flexible and friendly every day, and all staff are encouraged to show appreciation for their colleagues who are going above and beyond. 

Tamara Handy, an executive assistant in School Leadership, understands what it means to practice the Core 4 culture tenets in everything she does. She has worn many hats in her 15 years at Dallas ISD, starting out as an elementary teacher’s assistant and becoming an office manager, administrative assistant and executive assistant. 

“I have had the pleasure of welcoming students and families new to our country and to Dallas ISD, supporting bus duty, chaperoning students on field trips, mentoring students and working with various community partners to support special events and campus-wide incentives,” she said. “The journey has been awesome, a true blessing. I love the work that I do and embrace  all the opportunities I have to serve and support in all capacities. It brings me so much joy and appreciation to know that I can make a difference while building memorable moments, but I will never forget how I started.” 

The proud product of Dallas ISD grew up and graduated in West Dallas and credits Willie B. Curry, her 11th-grade business teacher and mentor at L.G. Pinkston High School, with inspiring her to pursue a career in education and service. 

“I’ll never forget, I went on a job interview trip with Mrs. Curry and some other students,” Handy said. “I was just planning to offer support to my peers, which I did, but believe it or not, I was called in by the executive director of the program, and she asked to interview me. I got the job, and throughout high school and college, I excelled there on so many different levels personally and professionally. Mrs. Curry gave me that foundation and encouraged me to stay grounded, be humble and always listen to and be open to feedback.” 

By the time Handy began working as an office manager in Dallas ISD, she met Principal Dayanna Kelly—who is now an executive director—and gained yet another priceless perspective on customer service. 

“Principal Kelly was not just a principal but a mom at school to so many students,” Handy said.  “She was a true mentor and an overall courageous leader with so much passion. Working alongside her gave me that vision and light to want to do more and serve more—believing there is no limit when you desire to make a difference.” 

To Handy, practicing the Core 4 culture tenets looks like learning from leaders around her and bringing passion, dedication and determination to her job to transform lives and strive for greatness no matter what hurdles she may face.  

That mindset has paid off in the way she has inspired countless colleagues to embrace outstanding Core 4 service as well.

“Tamara Handy is one of the hardest working and most thoughtful people you could ever meet,” said Executive Administrator Lisa Phillips, who worked under Handy for four years. “She has always gone above and beyond and stays late or comes in early to accomplish tasks. She celebrates everyone, and she has encouraged me to be the best person I could be. She deserves the best because she is the best!” 

Handy now proudly serves in School Leadership, supporting Deputy Chief Roshonda Clayton-Brown, and she said she is honored to be a part of such an amazing team that “stands ready to excel in excellence” through the Core 4. 

The Core 4 culture tenets define the Dallas ISD experience and make every encounter feel like home. Take some time to thank a customer service professional today who has transformed lives in the district and made memorable moments with everyone around them.

“I’ve always been a behind-the-scenes kind of person,” Handy said. “I do what comes to heart and feels right, but as my grandmother would say, ‘Don’t be afraid to be great or to let others see that you can be great—because you are great.’” 

Dallas ISD is celebrating National Coaches Day today, Oct. 6, to recognize the highly-qualified teachers who are transforming student lives by instilling important attitudes and practices that will help them succeed for years to come. 

Athletic coordinator and PE teacher Melinda Foglesong has dedicated 14 years to building relationships with students at Sam Tasby Middle School. She also serves as the volleyball coach at Emmett J. Conrad High School, and she loves the lasting connections she has made. 

One of her all-time favorite stories is that of a student she first met when the student was in seventh grade. The two of them did not get along at first, but they slowly formed a bond that has lasted a decade. Foglesong attended the student’s high school graduation and even moved her into her college dorm room; they still meet for dinner once or twice a month. 

“She calls me her mom; she’s my daughter,” Foglesong said. “She is truly part of the family. It’s incredible, because if you would have looked at this student on paper in seventh grade, she wouldn’t have been the one that you would assume would go to A&M, graduate and work for an architectural firm here in Dallas.”  

Shelly Thibodaux, Robert T. Hill Middle School’s athletic coordinator, has called Dallas ISD home for 37 years, but she has been teaching for 42 years. She was inspired to become a teacher and a coach by her high school athletic director, who lived across the street from her family in their small town. When one of their star athletes broke his ankle, Thibodaux ended up joining their athletic director to check in on the student at home. 

“It was a very small, poor farming area, and they had a one-room house,” Thibodaux said. “There were holes in the walls and the ceiling, yet he treated the athlete as if he were his own son. I saw the care that he had for students and their families, and I’ve wanted to be in the trenches with students ever since. That’s where I feel like I am needed the most, and that’s also where I can give students the most opportunities.” 

Working as a teacher and a coach is no small task. Athletic coordinators like Foglesong and Thibodaux arrive early to do paperwork, follow up on injuries or behavioral concerns and communicate with parents. They teach through the afternoon, only to turn around and coach their various teams until 5:30 p.m. Not to mention, they attend as many evening sporting events as they can. 

“It’s so important to have and support quality athletic programs in Dallas ISD,” Foglesong said. “Sports keep a lot of students in school and keep them performing and behaving well. Athletes aren’t perfect, but through the relationships we build and the high expectations we have, a quality athletics program can truly change a campus or the entire district.” 

Students often return the favor, sometimes in the most unexpected ways. When Thibodaux’s mom passed away in 2013, her team of 12- and 13-year-old students had just made the city championships. 

“It was the same weekend my mom died, and these kids—it had been cloudy and the sun started shining—and they said, ‘Look, that’s Ms. Thibodaux’s mom shining down on us,’” Thibodaux said. “It’s not about being the greatest athlete. Academics and athletics matter, but it’s the lifetime memories that bring everyone together. Those are the things I will take with me forever.” 

Foglesong and Thibodaux are proud of what they have accomplished as teachers and coaches at Dallas ISD and of the many incredible relationships they have built over the years. 

“The fact that a middle school coach stays in their mind all of these years—that they know they can still come back to us for help and are so excited to see us years later—it’s amazing,” Foglesong said. “It really is an extended family with the athletes and their families.”