Staff News

Dallas ISD’s Special Services Department and Southern Methodist University teamed up to present scholarships to 16 teachers who will pursue a master’s degree in special education, specializing in bilingualism or English as a second language, and foundational literacy education or STEM.

Eight teachers received Kathryne and Gene Bishop Scholarships for master’s degrees with concentration in special education/ESL. Eight more received Simmons Scholarships for master’s degrees with concentration in special education/STEM. The educators, who currently teach in pre-k through 12th grades in the district, were awarded the scholarships at a recent event. 

“This celebration underscored the community’s support and recognition of the educators’ dedication and potential,” said Michelle Brown, director of the district’s Special Services Department. 

The scholarships were funded by a $3 million endowment from the Bishop family and Simmons School of Education at SMU. Each educator was awarded a scholarship worth $28,000, which will cover tuition and fees over the two-year program. The scholarship was created by Kathryne and the late Gene Bishop to support Dallas ISD teachers pursuing master’s degrees. The couple worked together as longtime supporters of children’s health and education, among other philanthropies.

“This initiative not only highlights the partnership’s commitment to educational excellence but also ensures that a new cohort of teachers will be recruited every other year to continue this impactful program,” Brown said. 

Starting in September 2024, the scholarship recipients will embark on specialized coursework designed to enhance their skills in addressing the unique needs of all students who receive special education services, including emergent bilingual students with special needs, said Brown. 

The three-phase selection process included an interest meeting, personal essays, instructional video submissions, principal recommendations, and comprehensive interviews. This rigorous process culminated in the selection of the 16 educators who are eager to make significant advancements in special education, according to Brown.

The scholarship recipients are:

Kathryne and Gene Bishop Scholarship recipients 

Todd C. Anthony Jr. (Zan Wesley Holmes Jr. Middle School)

Lee Brown (Hillcrest High School)

Alyse Loach (Hillcrest High School)

Mia Martinico (Chapel Hill Preparatory)

Amanda McCrum (John J. Pershing Elementary School)

Martin Mejia Rodriguez (Rosie M. Collins Sorrells School of Education and Social Services at Yvonne A. Ewell Townview Center)

Gabriela Mejia Villarreal (Jerry R. Junkins Elementary School)

Kashma Thompson (Lee A. McShan Jr. Elementary School)

Simmons Scholarship recipients

Matina Chavez Briones (Eduardo Mata Montessori)

Patrick Desso (Young Men’s Leadership Academy at Fred F. Florence Middle School)

Ieasha Lee (Judge Louis A. Bedford, Jr. Law Magnet)

Val Lister (L.V. Stockard Middle School)

Mariana Lujan (pre-K partnership center)

Tomilayo Olatunde (L.V. Stockard Middle School)

Jeaneth Sagales (Gilbert Cuellar Sr. Elementary School)

Danayka Wong (George H.W. Bush Elementary School)

A random stop at a job fair years ago led to Enrique Villegas finding his passion as a teacher in Dallas ISD and has resulted in 18 years of inspiring young minds and making a significant impact on the entire educational community. 

“I just stopped for a minute, without knowing much about it, and voila! I fell in love with the craft and have been ever since,” said the third grade bilingual teacher.

Villegas—originally from San Luis Potosi, Mexico—moved to Dallas in 2006 and became part of the district’s Alternative Certification Program. He started his career at Herbert Marcus Elementary School and has had the opportunity to teach at various schools since then, each one contributing to his growth and experience. He spent three years as a Campus Instructional Coach before deciding to go back to the classroom. He has now found his place at James Bowie Elementary School, where he continues to make a difference. 

“It is amazing how their little minds, with the right stimuli, can grow and become these brilliant minds,” said Villegas, who sees his students become critical thinkers as his greatest accomplishment.

A tradition Enrique started with his students involves conducting research projects on different countries. For example, together, they create piñatas from scratch and decorate them with the colors of the countries they researched. 

“On the last day of school, they do a presentation to the class, then we go outside and break the piñatas,” Villegas said. These activities not only make learning fun but also create a love for knowledge and cultural awareness.

Villegas is a member of the Texas Education Agency’s committee for the development of the STAAR test. Invited to participate by Pearsons and TEA, Villegas was the only representative from Dallas ISD for his area of expertise on the committee, working alongside other teachers from Texas. As part of his responsibilities, he evaluates rubrics and questions, providing valuable feedback on the assessment’s level of difficulty and expectations. His participation is a tribute to his commitment to education and fair assessment practices.

“It was a very open panel, with all parties giving their expert opinions,” he said. 

Villegas, whose guiding mantra is “One who saves a soul, saves the world,” finds profound meaning in this principle, which also reflects his dedication to making a difference in his students’ lives.

“We might never become rich, but the rewards we see every day with our students pay us off,” he said.

When Eric Ferrell accepted his groundskeeper job at the Dallas ISD Environmental Education Center 10 years ago, he never imagined the connection he would make with nature and with the animals housed at the center. It was a complete surprise to him to see this new perspective of the world reveal itself before him. 

The Environmental Education Center, which Ferrell described as a hidden gem in the district, is surrounded by trees and what he calls “peace and serenity” away from the hectic life of the city. Ferrell’s work makes it possible for thousands of district students who visit the center every year to experience the natural science in a practical way.

The EEC, a 500-acre district facility located in Seagoville, includes more than four miles of nature trails; a 26,000-square-foot facility with interactive exhibits; a 70-seat ecology theater; four science laboratories; a live animals laboratory; outdoor classrooms; a fossil pavilion; a working barn with a variety of livestock; vegetable, flower, and herb gardens; and a recently added astronomical observatory.

Turkeys, hens and a rooster greet visitors to the center as soon as they park. The center is also home to cows, a donkey, a mule, goats, numerous reptiles and exotic fish, as well as other animals.  

“When they sense that I’m coming to them, they just get up and put their faces out there to see me,” Ferrell said. A sense of trust has developed between them, so the animals know he is going to feed them. He described the connection as an unexpected bond that he wouldn’t have experienced otherwise. 

“I am originally a city guy, but the relationship that I have with these animals here, I would never in my life thought that I’d have,” Ferrell said. “Over the years, we’ve lost certain animals because they get old and they pass and it pricks me in my heart, and I’ve shed tears.” 

Ferrell remembered a longhorn that they affectionately called Big Boy, who would sit in the pasture, and when he would see Ferrell coming would rise up and would go to the other cows and nudge them to start making their way to the barn. 

Ferrell said Big Boy was the leader and made his life easier. Every now and then, Big Boy would come up behind him and place his head on his shoulder. 

“I would see him, and I’d say, ‘Okay, Big Boy,’” Ferrell said. When Big Boy passed about six years ago, it was devastating. The center currently has another longhorn Ferrell calls Snowflake.

Ferrell said he’s even developed a heightened sense through the years and can tell when an animal is having trouble or is distressed just by the sounds they make. For example, he heard a baby goat making an unusual sound, and he went to go check on it, he found it stuck in the fence. He was able to get the baby goat safely out one horn at a time.  

Ferrell described the animals as smart, and said that Sarah, one of the cows housed in the barn, will have her stubborn days and decide to stop walking into the pasture, when Ferrell is not looking. He will tap her on her side, she will turn around and look at him, and keep walking. 

It’s Ferrell’s hands-on learning experience about animal science through this work that has allowed him to make these connections and establish trust.

In addition to watching over and taking care of the animals, as well as reporting any maintenance issues, Ferrell’s duties include working collaboratively with the teachers and other team members when the center receives students for field trips year-round. Ferrell said he also does his part to pick up trash along the trails, which include The Post Oak Preserve Trails, The Ponds and Prairie Trail, and The Oil Field Trails. 

The EEC’s  instructional programs are led by experienced teachers and naturalists, and Ferrell works with them to ensure the environment is conducive to learning and to fulfilling the center’s mission of providing teachers and students with opportunities to connect with nature while learning important science content and skills. 

During the Summer Science Enrichment Program that is currently underway at EEC, students have the opportunity to feed the animals, Ferrell said. The students are sometimes scared at first, but once they get the hang of it, they are happy to have this experience. For more information about the different services offered by the  EEC, visit their website here. 

All in all, Ferrell said he wouldn’t trade this opportunity to spend time in nature working with his animal friends and colleagues for the world. 

As Dallas ISD prepares to close out the 2023-2024 fiscal year, please make sure to review all of the department’s open purchase orders and encumbrances and enter receivers in Oracle as soon as possible for all goods and services that have been received for this school year.

Additionally, please note the following:

• All goods or services received by June 30 must have a receiver in Oracle by the close of business on Monday, July 15.
• All purchase orders for general operating and school nutrition will have a final close on July 30.
• Email a copy of the invoice to Accounts Payable at acctpayable@dallasisd.org.

If you have any questions regarding this information, please contact Sherri Williams at SHEWILLI@dallasisd.org or Budget Service at budgetservices@dallasisd.org.

Dealing with cancer is a personal journey, just like the process of overcoming it. National Cancer Survivors Day honors the strength, optimism, and determination of cancer survivors.

Cancer survivors’ journeys demonstrate the progress made in science, the commitment of healthcare professionals, and the support of loved ones. Survivorship is a major accomplishment, signifying the conclusion of a challenging period and the beginning of a new phase of care. Every survivor’s story is a source of inspiration for individuals currently battling cancer, showing that it is possible to overcome it.

Dealing with a cancer diagnosis and treatment is not easy. It often involves support from friends and family or even strangers. Regularly engaging with other survivors can help maintain well-being throughout the recovery journey. Listening to the stories and experiences of others can offer valuable insights and perspectives. Your health care can provide you with information about support groups or resources in your area. 

Here are a few resources from the American Cancer Society for cancer survivors and their families: 

• Preparing for life after cancer treatment
• Tools for cancer survivors and caregivers

Stay safe online this summer with these essential cybersecurity tips.

• Routinely transfer teaching curriculum to the cloud (OneDrive or Google Drive)
• Avoid accessing district resources on publicly available WiFi like at Starbucks. Connect to the district’s VPN for a secure connection 
• Refrain from using the same password for personal and work accounts
• Don’t leave devices unattended in public and lock your device before walking away from it
• Occasionally restart your device and check for system updates to ensure optimal performance and security

This summer, Dallas ISD is dedicated  to ensuring that no child goes hungry by offering free, nutritious meals to students across the district. The Summer Food Service Program—a U.S. Department of Agriculture initiative—provides healthy meals to children 18 and younger, as well as enrolled students up to 21 years old with disabilities.

“Because we are committed to the health and well-being of all Dallas ISD students, healthy ‘no-cost’ meals will be available to all young people across our community,” said Debi Rowley, executive director of Food and Child Nutrition Services. “Our meals meet or exceed every USDA health requirement, and feature items like lean proteins, whole grains, multiple fruits and vegetables, and milk.” 

To kick off this year’s summer program, Food and Child Nutrition Services will host an event at H.S. Thompson Elementary School from 10 a.m. to 2 p.m. on June 5. Families can join the event for a day filled with fun activities, food, giveaways, community spirit and much more. It’s the perfect way to start the summer and learn about the nutritious meals available to all children. Visit www.dallasisd.org/FCNS for more information. Families are encouraged to use the following tools to find a meal site near them:
●  Visit www.DallasISD.org/FCNS for an interactive site locator map
●  Call 2-1-1 to speak to a live operator
●  Text “Food” to 304-304

Team members at Young Women’s STEAM Academy at Balch Springs Middle School are gearing up to receive the first freshman class next school year and are making all the preparations. 

Recently, the school had its first signing day where the future ninth graders, many of whom are already students there, committed to attending the district’s second secondary all-girls high school. Students received swag and were happy to be able to stay in the school where they have completed middle school, said principal Rubinna Sanchez.

“The community and the girls are excited about it,” Sanchez said. “So the dream that started when the school first opened in 2016 is now actually coming to fruition.” 

Not only is the surrounding Southeast Dallas community excited about the school adding the high school component, so are the team members, parents, and students. Sanchez said she and her team have been planning and working on a master schedule, and students have been eager to give their feedback.

“Since they are the first freshman class, it’s helping us go back and say maybe we should add or tweak or do something. It’s so exciting to be able to start the high school component of it and expand, and to just see the girls excited about it. Many are asking about it every day,” Sanchez said. 

Assistant principal Sasha Hampton describes the transformation as a whole rebranding and a cultural shift for the campus. 

“We are retraining [employees] and getting them in the mindset of what this vision is and what it means to be a six through 12 campus,” Hampton said. In the summer, when teachers return to campus, there will be a separate onboarding process to really help shift that mindset on what these scholars now will look like and how they will matriculate, she said.

Principal Sanchez described this as a great opportunity within the community because a lot of the students are expected to be first-generation college students. She added that she herself was a first-generation college student and her parents needed support with the college readiness process and things such as how to fill out financial aid applications and the FAFSA. 

The school partners with the Young Women’s Preparatory Network, which Sanchez said comes with a lot of resources that parents are eager to explore. The knowledge and resources will help close gaps for them. 

A parent recently stopped by the school to learn more about the expansion and asked for assistance with the application, Sanchez said.

One of the available resources is having a college success advisor who will not only guide the girls, but provide families with tools such as parent workshops so they’ll know what to do, instead of guessing. 

“It will really help build that first generation,” Sanchez said. 

This new opportunity also will help to prepare the sixth through eighth graders, so they can start to look in a different direction by offering some different courses, said assistant principal Lea Hempstead. 

Most students will be on the engineering track and will have the opportunity to take classes like introduction to engineering design. However, in addition to engineering, STEAM careers include anything in science, technology, arts, and mathematics and are open to those who want to pursue careers in any of those fields. 

“The resources that the Young Women’s Network brings and the dollars that this partnership brings are very important. The investment in our students will open new opportunities for them,” Hampton said.

Hampton added that sometimes students need a little guidance after they transition to high school, but having a program here and inspiring girls to actually dive into those areas is what she’s most excited about. 

The recruitment process for this first cohort of students began in January and seats are still available. To register, parents will have to complete the online registration process by visiting  https://www.dallasisd.org/enroll. 

“And so this is bringing it all together,” Sanchez said. “For the parents whose students have  been with us since sixth grade, and for the parents who are new to our campus, I’m asking them to trust us for the next four years to get their child where they want her to be.” 

Her mission is making sure that students are treated with respect and dignity. And Sherri Cleaver, a social service and community partner coordinator, is doing it every day at the school she graduated from—North Dallas High School.

Cleaver, who has been working for the district for 25 years, has been at North Dallas for the last 10 years. She started working for the district straight out of college as the community liaison at Paul Dunbar Learning Center. She later became a specialist who connected schools to community partners and resources and, after a few years, had the opportunity to go back to working at a school. 

Through Cleaver’s tenure with the district, she has seen four superintendents and various reorganizations and described her experience as happy and wonderful. 

“I want kids to see me on the other side of the desk and for them to see me no different than them,” Cleaver said. “I tell kids all the time that I am you and you are me, and so together we can be successful.” 

Currently providing access to wraparound services for families who are in a housing and food insecurity crisis, Cleaver said she feels privileged and blessed to serve the North Dallas High School community.

Her social work degree from Texas Woman’s University came in handy when she built the program from the ground up, removing  the term homeless. She said she didn’t want to perpetuate a stigma or embarrassment for any of the students or families who needed assistance.

She was hired under a Title I Priority for Schools grant to create a holistic plan to help students who were facing a housing crisis. At one point, North Dallas had the highest homeless population due to the school’s central location, as well as the proximity to city shelters, Cleaver said. 

Her program has included a parent center, food distributions, a clothes closet called the  Bulldog Boutique, a partnership with Upward Bound through SMU, a teen moms program, and 20 partnerships throughout the community like the NDHS alumni and Church of the Incarnation. 

“It’s really important to me that I expose the kids to things that are outside the community, so that they can be comfortable when they get out there in the real world,” she said.

Cleaver said that her mom taught her that people need to be able to feel comfortable when they walk in any room, and she’s taken it to heart, implementing this idea with the students.

She coordinates mentor programs because she wants the students to see themselves as leaders,she said. Mentors from corporate sponsors to religious faith organizations come in weekly to meet with the students. 

“I just don’t want them to feel any more hardship and to know that there’s a light at the end of the tunnel,” Cleaver said. She added that she wants to create a safe place for students, such as teen moms, who are already facing societal stigmas and other obstacles.

Cleaver said that it’s not only about showing students that there’s help to overcome challenges, but it’s important for the parents to know that, as well. It shows them that students have access to necessary resources and support.

By doing these seemingly simple things, Cleaver said she can walk away knowing that she has made a student, a family, a mom, or someone struggling feel better about their situation, because she always keeps in mind poet Maya Angelou’s quote that people will forget what you said, but will never forget how you made them feel.

Among the many students and families who have been able to find that light at the end of the tunnel because of her work is student Yaritza E., a teen mother who will  attend Texas Woman’s University in the fall because it has a program that accommodates students with children. To learn more about the student’s journey, click here. 

While it may seem like Cleaver is a one-woman team, she said that providing support to students is a team effort, and works in collaboration with her colleagues such as counselor Tiffany Brown, who provides students with programming during breakfast, for example. 

“It’s just the little things, but you would be amazed at just what some bacon and eggs can do to help make kids feel comfortable,” Cleaver said. “At the same time, they don’t know it, but I’m checking in with them. I’m checking to see what they need.” 

For Cleaver, her work is not only about the students receiving support and services, but also teaching them to give back to the community so that there will be other generations of North Dallas High School graduates who are helping their community.

“I just want to empower students and let them know no matter where you’re coming from or what your circumstances are you can still do it. It doesn’t define you,” Cleaver said. 

The deadline for central departments to make recommendations to hire campus-based employees is Thursday, June 27.

This deadline ensures that Dallas ISD team members have access to growth opportunities, central teams have a robust candidate pool, and the district honors its commitment to provide high-quality educators in every classroom at the start of the 2024-2025 school year.

Full processing does not have to occur by that date, but recommendations must be submitted in the Talent Management System and be received by HCM prior to June 27. Central hiring managers should collaborate with principals to obtain a reference and discuss the transition timeline.

To ensure principals have ample time to hire for any vacancies, campus-based team members who have been recommended prior to the cut off deadline can be required by the principal to stay on campus until Aug. 30. If a principal is able to find a suitable replacement before then, the principal may elect to release the employee earlier. Campus-based team members will transition to their new central roles no later than Monday, Sept. 2.