Staff News

Now that annual enrollment is officially underway through Aug. 15, Dallas ISD employees can review, update, and select benefits for the upcoming year. To make the enrollment experience easy and informative, the Dallas ISD Benefits Department is offering several support options.

Join an annual enrollment webinar 

The Benefits Department is hosting a series of virtual annual enrollment webinars on Teams that provide an overview of benefit options and feature a live Q&A session with the Benefits team.

Annual Enrollment Webinar Schedule:

• Noon on Wednesday, July 23
• Noon on Wednesday, July 30
• 5 p.m. on Tuesday, Aug. 5
• Noon on Wednesday, Aug. 6
• 5 p.m. on Thursday, Aug. 7
• 5 p.m. on Tuesday, Aug. 12
• Noon on Wednesday, Aug. 13
• Noon on Thursday, Aug. 14 

 Click here to register for a webinar.

One-on-one appointments 

Prefer a more personalized experience? Schedule a one-on-one appointment with a Benefits team member for tailored support. These sessions are available in person, virtually via Microsoft Teams, or by phone.

Get assistance with:

• Reviewing current benefits
• Making confident selections for the upcoming plan year
• Navigating the enrollment portal

 Click here to schedule your appointment

Use the MyDallasISD Benefits mobile app

Team members can use the MyDallasISD Benefits App, a go-to tool for managing benefits right from their phone, to do this year’s benefits enrollment.

With the app, they can:

• Review current benefits
• Compare plan options
• Enroll directly during the annual enrollment period
• Get real-time updates and reminders

When launching the app for the first time, be sure to allow notifications to never miss an important message.

Download the App:

• iOS: Download on the App Store
• Android: Download on Google Play

Benefits is here to help!

• The Benefits Department is available Monday–Friday, 8 a.m.-5 p.m. by phone or in person.
• For extended hours, contact the Dallas ISD Contact Center at 972-925-4000 (Option 1), open Monday-Friday, 7:30 a.m.-7 p.m.

Email: benefits@dallasisd.org
Website: www.dallasisd.org/benefits

Do not delay in exploring the upcoming year’s benefits options, get questions answered, and enroll with confidence.

Principals and other campus team members jumped into action for the new school year during the Principal Summit that took place this week at Thomas Jefferson High School. With the theme “Elevate: Reaching Heights of Excellence,” the event was marked by conviviality, sing-offs, and dancing, and the auditorium buzzed with animated conversation.

When Superintendent Stephanie Elizalde took to the stage, the excitement became palpable.

Elizalde began by acknowledging new principals, saying, “You didn’t sign up for easy. You wouldn’t have wanted the job if it was easy. You’re special.”

Principals are the foundation of everything that happens at a school, Elizalde said, pointing to district successes such the increased student enrollment and closed achievement gaps.

“Let’s collaborate with each other, and let’s compete the hell out of all the other school districts,” she said.

Reworking a favorite maxim from former Superintendent Michael Hinojosa—effort is good, but results are better—Elizalde said: “Effort is good, but results are required because we don’t get to tell students and their families, ‘We tried hard. Sorry, we’re a failing school, but we tried really hard for you.’ Does that change anything for that student? No. Yes, we absolutely must make an effort, but if we also truly believe in that effort, we also know that it’s the right effort.” 

Elizalde noted that the district is projected to have more compressive A-rated campuses than ever before, spread across different locations in the district. She recognized the collective effort of principals and their staff to rapidly turn struggling schools around. Schools that are projected to receive a high rating include John Q. Adams Elementary School, South Oak Cliff High School, Larry G. Smith Elementary High School, and W. H. Adamson High School.

“We are not going to give up on our kids,” she said.

Then touching on economic disadvantage, Elizalde said we do not resemble the state demographically. The district is 90 percent economically disadvantaged compared to 62 percent statewide.

“No one knows that better than principals in Dallas ISD that the biggest correlating factor to academic achievement is economics,” she said.

Yet, despite the economic disadvantages, Dallas ISD has surpassed the state in academic metrics. For instance, in 80 percent of the tested categories, Dallas ISD showed larger increases than the state. Similarly, Black, emergent bilingual, and economically disadvantaged students outperformed their state peers in the “all subject and grades” category.

“Dallas ISD at the Approaches Grade Level was at a 66, and the state was at a 72. We had a two-point increase at approaches,” Elizalde explained. “In terms of the Meets Grade Level, we used to have a seven-point gap with the state, and now we have a five-point gap. At the Masters Grade Level, the highest level, we used to have a five-point gap, but now we have a three-point gap. If we continue that trajectory, in three years we will be at or above the state.”

Though Elizalde assured principals that the district will not “become a test prep mill,” her team is developing a five-year strategic plan to monitor academic growth and improve test scores, especially at the seventh-grade level.  

Regarding the STAAR, Elizalde said Gov. Greg Abbot called a special legislative session to discuss, among other things, House Bill 4. While Elizalde is hopeful about potential changes, she said that if “all [the state] is going to do is replace STAAR with something that’s still like STAAR, I am not going to support it.”

“I’d rather leave it where it is, because we know what we’re dealing with,” she continued.

Elizalde concluded with the three Cs of leadership: confidence, compassion, and courage. Confidence, she said, is not arrogance; compassion is expecting no more of others than one would of oneself; and, finally, courage, she remarked, requires us to be bold but never to be bullies.

“Conflict is inevitable, but combat is optional,” she said. “There’s no shortcut to student academic achievement: it’s great instruction, great relationships, and high expectations. It’s that simple—and yet it is that hard.”

For more than three decades, Harry Monroe has been a familiar figure on the trails of Dallas ISD’s Environmental Education Center, inspiring students with an endless sense of wonder and connecting them with nature. Now, after 51 years in education, Monroe is retiring, leaving behind a legacy rooted in hands-on learning and a deep love for the environment. 

“When I first came to Dallas ISD, there were learning centers across the district, class sizes were limited to 18, and teachers made home visits,” Monroe said. “It was about building a very personal relationship with your students and their families.”

Monroe started as an English teacher. He later followed his passion for science, teaching the subject to sixth graders. Eventually, that path led him to the EEC. Monroe said he was reluctant at first, but everything changed the moment he led his first group of third graders down the center’s trails.

“At that moment, I realized, this is where I’m meant to be,” he said.

Nestled on 500 acres in Seagoville, the EEC is more than just a school field trip destination; it’s a living, breathing classroom. Students explore nature trails, conduct experiments in science labs, visit a fossil pavilion, and study the stars from an on-site observatory.

“I think that a city school district deserves to have an escape away from the skyline. It’s awesome that this little heaven exists within Dallas,” he said. 

Monroe’s favorite program was limnology, the study of freshwater ecosystems. 

“The biotic side, that’s the fun part,” he said. “Students put on chest waders, step into the pond beside me, and use nets to collect samples. You’d be surprised how many kids have never even touched a fish before.”

His connection to the outdoors runs deep. Raised in the small town of Kingfisher, Okla., Monroe grew up fishing, hunting, and exploring nature. That early love became a lifelong calling.

“One of the things I always tell my students is, ‘Eventually, you’ll have to take care of this planet. And how can you protect something if you don’t understand it,’” he said.

Monroe is retiring due to a heart condition called transthyretin amyloidosis, or ATTR.

“I probably could’ve kept going, but I just can’t be the same person out here anymore,” he said. 

Monroe’s impact is far-reaching. Many former students, now teachers at Dallas ISD, return with stories of their own time at the EEC. One of them, Sara Ramirez, now works alongside him. Monroe taught her when she was in eighth grade. 

“He’s a great teacher,” Ramirez said. “I feel like I’ve known him forever.”

With a warm laugh, he adds, “I consider myself the last of the dinosaurs.”

Monroe leaves behind a lasting legacy of curiosity and exploration and said he hopes the EEC will continue to thrive long after he’s gone because he believes hands-on learning is the key to student success. 

He paused before sharing a quote that sums up his teaching philosophy: “I hear and I forget. I see and I remember. I do and I understand.”

Dallas ISD Procurement Services has created a new form for schools and departments to fill out when they need to purchase goods or services from a vendor that does not currently hold an awarded contract with the district for that specific category of goods or services. 

The district’s procurement policies prioritize using awarded vendors, so a strong justification is essential for any non-awarded vendor request. Schools and departments can use the form to provide that justification and request approval from Procurement. The form can be found under Procurement Services Resources.  

General guidelines or requesting use of a non-awarded vendor:

• Completeness: Fill out all sections of the form thoroughly. Incomplete forms will be returned, delaying your request.
• Clarity: Provide clear, concise, and specific information. Avoid jargon where possible.
• Supporting Documentation: Attach all relevant documents (e.g., quotes, specifications, comparative analyses) to support your request.
• Timeliness: Submit your request well before the goods/services are needed to allow ample time for review and approval.

Special contribution by Lennon Formaggini

For Cristina Guzman, Destination Imagination isn’t just another extracurricular activity—it’s a life-changing experience for students, one that fosters creativity, collaboration, and resilience. That is why, in addition to being a coordinator at New Tech High School at B.F. Darrell, she is also a passionate team manager who has dedicated herself to bringing the magic of DI to her school.

“DI has had a profound impact on my professional and personal life,” she said. “Coaching has allowed me to build special bonds with my students as I watch them fail, learn, grow, and succeed. Witnessing their creativity, dedication, and resilience firsthand has been one of the most rewarding experiences of my career.”

DI, where students compete at regional, state, and national levels, is one of Student Activities’ most popular programs. It inspires students to solve problems, search for creative solutions, and work cooperatively with others.

Guzman, along with her co-manager Joe Jenkins, has been the DI coach at the school for four years. When she joined New Tech, she was surprised to find that the school didn’t yet have aDI team. Without hesitation, she jumped at the opportunity to bring the program to the students. 

In 2022, she recruited a team of sophomores, naming them The Breakfast Club. What followed was nothing short of extraordinary. 

“When we first started, we had no idea how much this journey would impact us,” she said. “We came in as underdogs, and now we’ve made it to state four years in a row and to globals twice. Watching my students’ hard work and determination pay off has been incredible.” 

In this year’s state competition, Guzman led her team to yet another win, placing first in the Secondary Level Fine Arts category, which earned them another shot at Global Finals 2025. 

Looking back on that first year, Guzman reflected that it was a journey that would shape not just the team’s future, but her own as well.

“I could never have imagined the impact DI would have on their high school experience,” said Guzman, who as a coach fosters a space where creativity and teamwork thrive.

“I create an environment where students feel encouraged to take risks, collaborate, and think outside the box,” she said. “It’s essential that they feel free to express their ideas without fear of judgment, allowing them to build on each other’s creativity.” 

Guzman also integrates activities designed to bring the team closer together by strengthening trust, communication, and problem-solving skills, ensuring that teamwork becomes second nature, she said. 

“This approach has been key in developing a group of students who not only excel at DI but also form lasting bonds that extend well beyond the competition,” she said.

Each year has meant lasting experiences for the New Tech team. 

“One of the most special moments was when we were paired as a buddy team with a group from Turkey,” she said. “Beyond supporting each other’s performances, our teams shared language, culture, and even food. It was an incredible reminder that DI is not just about competition—it’s about connection.” 

However, one moment stands out above all others in Guzman’s coaching career: watching her first-ever team, The Breakfast Club, achieve its dream of making it to globals after first competing in 2022. The team competed as The Lunch Club in 2023, and in 2024 as The Dinner Club. Its final performance at globals was the culmination of hard work, perseverance, and growth, said Guzman. 

“In life, even when you put your heart into something, success isn’t always guaranteed, but that doesn’t mean you give up,” she said. “That’s a lesson they can carry far beyond the competition.”

Special contribution by junior associate Stephanie Garcia

When visitors and team members enter the Linus D. Wright Dallas ISD Administration Building, they are often greeted by bright and welcoming decorations that match the seasons. The most recent ones were a colorful ode to spring as paper butterflies and flowers made from paper plates decorated walls and the visitors center. The mastermind behind the cheerful decor is Latalawanda Webb, a call center specialist.

“At the beginning, I was just decorating the office,” said Webb, who has been with Dallas ISD for 10 years and has spent the last six years using her creativity to make the workplace more inviting with the help of her team members. “But then, I wanted to make the whole lobby more welcoming, so I extended out the decorations.” 

Whether it’s a grand holiday or a simple seasonal change, Webb collaborates with her team to transform the visitors center that also houses the district’s call center into a welcoming space. The thoughtful decorations create an inviting atmosphere that brightens everyone’s day.

Between answering calls and other duties, Webb rarely has a moment to pause, she said. So, more often than not, she can be found decorating the area with a headset on, ready to answer incoming calls while arranging the decorations.

Making the seasons come to life is not a small task; preparation often takes around a month to ensure Webb’s vision is executed perfectly. She begins by conceptualizing the desired look for the office space, then purchases the necessary decorations and materials.. 

Then, there are times when an unexpected need for decoration comes up, such as the recent Lifetime Achievement Reception held by Human Capital Management in the administration building lobby to recognize more than 200 retirees. Webb and others from the call center jumped into action to decorate the lobby in gold and black motifs for the occasion to honor those who have given so many years in service to the district. 

“I just want to make everyone feel welcome and happy when they come to our building,” she said.

When Lisa Whitaker is struck by an idea, she jumps right into action. So when she wondered earlier this year why American Sign Language classes weren’t more common in the district, she started working toward creating more opportunities to introduce students to ASL, a visual language used by many deaf and hard-of-hearing people in the United States.  

Whitaker, director of Academic Enrichment and Support, considered how to introduce ASL to elementary school students to help them gain proficiency early on. And then it came to her: the district’s first-ever ASL summer camp for elementary school students. 

“We have a health and physical education summer camp, but we don’t offer ASL until ninth grade. That gives students only four years to learn it, limiting their proficiency,” Whitaker said. “Research tells us that children learn language best because their synapses are still developing. Their brains are very malleable.”

This is not the first time that Whitaker, whose department is over health, physical education, and world languages, has turned an idea into a long-term initiative. In recent years, she has developed, among other things, a water safety curriculum for second graders, distributed first-aid kits to 245 physical education classrooms, and started health and physical education summer camps. She is currently designing lifeguarding and outdoor summer courses for district students.  

Whitaker’s influx of ideas arises from an inquisitive mind, nurtured by a family of educators. Her maternal grandparents—a principal and an instructor in a small, segregated southern town in the 1940s—both held master’s degrees at a time when advanced education was uncommon among African Americans. Upholding the family legacy, Whitaker’s mother also earned a master’s degree and taught at both Charles Rice Learning Center and what was then James Hogg Elementary School. Whitaker attended Dallas ISD schools and graduated from David W. Carter High School. She even went a step beyond her family’s academic achievements by earning a doctorate in community health and policy from the University of North Texas.  

“If I have an idea, that is a gift that is meant to be shared,” Whitaker said. “Education has been an opportunity for my family, and it’s been the opportunity that they’ve given to me. Now it’s my turn to give that gift to someone else, and it just needs to be given in a creative way because everyone has a different entry point.”

This approach to offering different entry points is how the concept for the ASL summer camp began. Held at Harry Stone Montessori, the camp, which ran June 2-26, was combined with a multi-sports camp and split into two sections.

“All of the kids who signed up for sports would now be getting the ASL experience, and I loved it,” said Whitaker.

Whitaker said that two students have especially benefited from the program—a boy who is hard of hearing and a hearing girl whose mother is deaf.

“The joy that this child, who might be going deaf, has exuded during the program was magnificent,” Whitaker noted. “We were in his world, understanding how he learns and experiences things, rather than him being in ours and having to explain why he’s different when we’re all literally the same—he just has a different way of speaking.”

Whitaker regards life as a big opportunity to learn and to impart knowledge to others, she said. Before she transitioned to her role as a director, she taught science at D.A. Hulcy STEAM Middle School and Wilmer-Hutchins High School and later worked as a campus instructional coach at Justin F. Kimball High School.

“My gift is taking something that’s super complex and making it digestible, making it something that’s practical, and that’s what I loved doing for my students,” she said.

Working with students who struggled to pass the STAAR science test, either because they had been historically marginalized or because they were new to the country was one of her greatest accomplishments as a teacher, she said.

“Having a student who’s never passed the STAAR test come to you and thank you is one of the best feelings,” Whitaker said.  

Whitaker said she believes that educators are part of a much greater story, and that even if their legacy amounts to no more than a page, it will at least be a page that others turn to. 

“We’re part of this bigger story—we have one page in a humongous book, not a chapter. If we get our page right, there are some students who are going to benefit from that information,” she said.