Staff News

Zeljka Ravlija is often described by her colleagues as passionate, empathetic, and as a fearless champion who has made it her life’s mission to help Dallas ISD’s refugee students. 

Ravlija, who has been working for the district for approximately 20 years, coordinates the Refugee School Impact Program, a federally funded program, which sponsors refugee resettlement in the United States.

Before coming to the United States, she was a psychologist in her home country— the former Yugoslavia—and her native language is Serbo-Croatian. She said she knows first-hand the challenges students face having to learn and adapt to and navigate a new language and country, and this is why it makes her happy to play a role helping refugee families in the district. 

In keeping with this year’s theme for Women’s History Month—Women who advocate for equity, diversity and inclusion—Ravlija said her main role is to advocate for refugee students, to ensure that they are treated fairly and that they have access to educational and extracurricular opportunities as any other student in the district. 

What drew you to the field of education?

Before entering education, I worked in my home city as a psychologist. Coming here as a refugee myself and seeing how challenging the adjustment to a new culture and new social environment was for my own family, I wanted to assist other refugee students and their families to make their transition a bit easier.

In your years in the district, what change has impacted you the most?

What I have gotten to witness as the most positive and widely-reaching impact has been through the establishment of new schools in the Vickery Meadow area. 

These schools of the Emmett J. Conrad High School feeder pattern embrace the diversity of our refugee student population and support their cultural and religious norms, as an integral part of the surrounding refugee communities. Many Dallas ID schools are working collaboratively with the community and faith-based organizations to provide a full spectrum of social services to provide resources for healthy families and a safe community. 

What accomplishments are you proudest of?

I like to think that I have played a role in connecting with the different district departments and outside agencies to advocate for refugee students and assisting  them to access all needed services. Refugee students come here from war-torn countries or living in refugee camps for quite some time, and might have negative experiences, lack of education, or an interrupted education. Once here, they experience a new set of challenges: new language, new cultural environment, often poverty, and negative stereotypes. 

They need a lot of assistance in transitioning into the U.S. educational system. Their needs require a comprehensive approach and collaborative work from different departments in the district, as well as community agencies outside of the district. One person alone cannot meet all the needs of these students and their families. It’s a collaborative effort with the school, students, and families. 

What advice or words of encouragement would you give someone who is following in your footsteps?

This is greatly rewarding work and our role shouldn’t be seen as a contribution that sees refugees as a bundle of needs to be met. While many need help, it should not be forgotten that they are people with personal resources and talents, capable of rebuilding their lives and contributing to the society in which they have settled. 

Refugee students are a remarkable group who offer many assets to the classroom. Typically, refugee students and their families place great importance on education. Often refugee parents will make great sacrifices so their children can excel in the United States. Such high aspirations are a good starting point for refugee students. Our role is to provide guidance and attention to the needs of refugee students to help foster their successful adjustment. 

I try to stay focused and productive in both good and bad times. Depending on the number and nature of job-related requests, I prioritize them and also reach out to other agencies. I am always looking to expand my professional network. 

What is your favorite memory at Dallas ISD?

I have many great memories, but I would merge them all into one: the opportunity to learn about and from people of different cultural backgrounds from all over the world. I really appreciate that I have the opportunity to work with the different departments in our district, particularly my department–the Dual Language ESL Department–a group of such smart and talented people.

At the recent Winner’s Circle Celebration, the district announced the 10 teachers and seven principals nominated for the 2023-2024 Teacher and Principal of the Year titles. The winners will be announced during the State of the District event April 4. The finalists and winners will receive generous prizes ranging from $1,500 to $5,000.  Here are the finalists.

Teacher of the Year finalists:

• Rosamaria Alvarado-Jimenez, F.P. Caillet Elementary School
• Antonio Barnes, Martin Weiss Elementary School
• Virdetra Chappell, Seagoville Elementary School
• Chantrelle Lovett-Andrews, Umphrey Lee Elementary School
• Nehemie Dorce, L.V. Stockard Middle School
• Cristian Gallardo, Sam Tasby Middle School
• Briana Harry, Skyline High School
• Amanda Ashmead, School of Science and Engineering at Yvonne A. Ewell Townview Center
• Saraid Driskell, Solar Preparatory School for Boys at John F. Kennedy Learning Center
• Mykel Estes, Henry W. Longfellow Career Exploration Academy

Principal of the Year finalists:

• Alicia Iwasko, Annie Webb Blanton Elementary School
• Lakisha Merritt, Martin Weiss Elementary School
• Umoja Turner, Eddie Bernice Johnson STEM Academy
• Chandra Hooper-Barnett, Woodrow Wilson High School
• David Lee, Hector P. Garcia Middle School
• Derek Thomas, Solar Preparatory School for Boys at John F. Kennedy Learning Center
• Tamika Whitney, Dallas Environmental Science Academy

Alexandria M. Cervantes, a lead MTSS Reading Interventionists, was born and raised in what she likes to call the heart of Dallas, Oak Cliff. Alexandria proudly identifies herself as a product of Dallas ISD. Having attended L.P. Cowart Elementary, W.E. Greiner Exploratory Arts Academy, and Skyline High School’s Magnet Program, she represents the district’s spirit and values. 

Reflecting on her educational path, she shares, “I completed my student teaching with the district in 2014 and was immediately welcomed aboard at that time.” Currently serving as a Lead MTSS Reading Interventionist at Paul L. Dunbar Learning Center, Cervantes provides support to struggling readers in grades 3-5. She also plays a key role in creating, facilitating, and delivering professional development to MTSS Reading Interventionists, administrators, and teachers across the district.

Recently, Cervantes received the prestigious William H. Cotton Scholarship, awarded to one Dallas ISD educator or administrator seeking to pursue post-baccalaureate education. 

“This scholarship truly means the world to me. It is providing a life-changing opportunity that I would have never been able to have without it.” Cervantes said. 

The decision to apply for the scholarship was not taken without a lot of consideration. Cervantes recalls the internal conflict she had, split between her desire to continue with her studies and the challenges it required. However, after reading about the William H. Cotton Scholarships in The Beat and with constant support from colleagues and family members, she found the confidence to take the risk. She asked herself, “what do I have to lose?, as she pursued the opportunity.

Cervantes aspires to establish a facility catering to individuals with reading difficulties in low socioeconomic areas, ensuring equal access to educational resources.

“I believe winning this scholarship will allow me to further my career and continue to impact students’ lives on an even greater scale,” Cervantes said.

Her advice to other educators considering applying for scholarships is simple, “Take a chance! Bet on yourself! What do you have to lose but a little time in exchange for a potentially life-changing opportunity?”

Cervantes will utilize the scholarship funds to pursue an advanced degree, which will ultimately lead her to her biggest goal of a doctoral degree, and advocate for all individuals to have the right to read and write. 

Alexandria lives by the mantra from Marian Wright Edelman, “Education is for improving the lives of others and for leaving your community and world better than you found it.” As an educator, that is my aspiration, to help improve the lives of others and leave the world a little bit better than when I found it, she mentioned.

Grateful for the support extended by the Credit Union of Texas and its board of directors, Alexandria pledges to honor William H. Cotton Legacy by making a meaningful difference in the lives of others.

Naeaidria Callihan, a choir teacher at Wilmer-Hutchins High School, has a remarkable journey filled with inspiration, diversity, and a love for music. She began her career with Dallas ISD at Seagoville Middle School, where she spent two years teaching Modern Band.

Callihan’s musical journey started at a young age pretending to be a teacher, with teddy bears and dolls as audience. 

She recalls, “I would line my teddy bears and dolls up along the wall and give them the lesson and then ‘direct’ them as they were singing! It seems so silly now, but as I grew up and was a part of some spectacular choral programs, it solidified that creating the space for kids to love making music together was what I wanted to do.”

Her involvement in choral programs and her relation to the Black church greatly influenced her musical identity.

“Now, I have a formal classical music education, but I grew up in the Black church—Missionary Baptists, to be exact. There I learned gusto, projection, passion, and a deeper connection to our audience or congregation,” she said.

Callihan is passionate about ensuring that everyone can experience the joy of music in a safe and personally meaningful environment. She focuses on creating strong relationships and empowering her students to take ownership of their musical journey.

“I always make sure to put my students in positions where they win. Because then I don’t have to do much convincing—they feel it,” she said.

Diversity and inclusivity are essential to Callihan’s teaching philosophy.

“I do my best to study all methods, genres, styles, languages, and religious observances. Is it perfect? No. But I do believe it also incorporates acceptance in my kids,” she explains. By highlighting the similarities among different cultures and celebrating their unique expressions, she builds a sense of unity among her students.

Recognizing the historical contributions of Black musicians is a vital aspect of Callihan’s curriculum. She introduces her students to the incredible talents of artists such as the Aeolians, Moses Hogan Chorale, Leontyne Price, and Mahalia Jackson, creating opportunities for students of color to feel represented in the world of classical choral music.

One of Callihan’s most memorable experiences occurred during a difficult first year at a new campus. Even though the students initially resisted the choir, she managed to inspire them and turn their disinterest into enthusiasm.

“The Winter Program was the icing on the cake—hearing parents sniffling, clapping, and overjoyed with their students’ work was amazing! And now, my students will not stop asking me when the next performance will be!”

However, the path is not without its challenges. Callihan points out the differences in resources among school districts, affecting the students’ overall experience.

“Our students don’t have costumes, practice rooms, or even an auditorium that is equipped for a performance. It truly sets our students up to have a less than favorable experience at state and district competitions.”

To address these challenges, Callihan advocates for a more inclusive approach to music education. She emphasizes the importance of supporting the community and modifying the curriculum according to the students’ interests and strengths.

In Callihan’s view, choir programs play an important role in creating a sense of belonging and providing a space for communal expression.

“Music is the communication of the soul; it is healing, refreshing, expressive, rejuvenating, and the list could go on and on! We need that in our world.”

To celebrate Black History Month, Callihan integrates the celebration of African Americans and the arts into her lessons. She believes it is essential for students to understand the impact Black musicians have had on the music industry and the world as a whole.

In the field of choir education, Callihan envisions a future where inclusivity, diverse studies, and a variety musical selections create an environment where students of color feel represented and inspired.

“This is not a one-size-fits-all situation.” As she keeps on growing her passion for teaching, Callihan is not only guiding musicians but also promoting an inclusive community where everyone’s voice can be heard.

Dallas ISD and the Dallas Urban Debate Alliance collaborate to offer debate opportunities to secondary students and provide resources to debate coaches, including curriculum, alumni visits, and workshops.

Neri Sandoval, debate coach at the School for the Talented and Gifted at Yvonne A. Ewell Townview Center, has seen his students benefit from this collaboration and resources with their  recent qualification for the UIL State CX Debate Meet.

TAG and four other high schools advanced to the UIL State CX Debate Meet, which will be held at The University of Texas in Austin on March 15-16. Additionally, four schools have qualified for the Texas Forensic Association State Tournament in Houston, taking place from March 6-10.

Sandoval thinks that participation in debate has improved his students’ chances of maximizing the benefits from the forensic experience, such as scholarships, networking opportunities, and academic skills that are essential for completing college.

“Our students are strong competitors due to the invaluable support and intricate debate strategies provided by DUDA and Dallas ISD,” Sandoval said.

Evan Gilbert, the Program Director for DUDA and an alumnus of Dallas ISD, conducts campus visits throughout the year to support students and coaches in enhancing their skills.

“Campus visits with experienced individuals can be highly effective in helping Dallas ISD students connect to larger events outside of DUDA, as well as gain a better understanding of debate and its impact,” Gilbert said.

Michelle Read, Student Activities coordinator, said having access to the necessary support makes a significant difference for debaters.

“Debate coaches and their teams receive the level of assistance they need to excel, and as a result, students are being recognized and rewarded for their hard work,” she said.

Dallas ISD has 109 debate coaches from 66 campuses who work with debaters in middle and high schools to engage them in real-time, real-world issues while preparing them for competitions.

Since 2019, Student Activities has observed a 14% increase in the number of secondary students participating in debate. More than 1,100 secondary students are currently participating in Dallas ISD debate programs, making it the second-largest debate program in the United States, according to the National Alliance of Urban Debate Leagues.

Read said because of the increase in support, the district is witnessing more students qualifying for state and national-level competitions compared to previous years.

In addition to receiving accolades from the University Interscholastic League and the Texas Forensic Association, DUDA organized six local tournaments and conducted two debate workshops for secondary debate programs. These events were held in preparation for the City Championship in December. The top-performing schools were recognized and awarded in three debate categories: Policy, World Schools, and Community Action Debate.

Future opportunities for scholarship and national-level competitions are on the horizon.

In April, the National Alliance of Urban Debate Leagues Championship takes place at Northwestern University in Chicago. In May, Dallas ISD will host the annual Parrish Scholarship Debate, in which participants become eligible to receive funding for college. To date, Dallas ISD debaters have received $81,000 from the Parrish Charitable Foundation. Finally, in June, Des Moines, Iowa, will host the National Speech and Debate Association National Tournament for middle and high school debaters who qualify.

CX Debate Teams Advancing to UI State Meet in Austin:

• Sunset High School
• Thomas Jefferson High School
• W.W. Samuell High School
• Judge Barefoot Sanders Law Magnet
• School for the Talented and Gifted

Policy & World Schools Debate Teams Qualifying for TFA State in Houston:

• North Dallas High School
• Irma Lerma Rangel Young Women’s Leadership School
• Judge Barefoot Sanders Law Magnet
• North Lake Early College High School

DUDA Fall High School Community Action Debate Champions:

• Moisés E. Molina High School
• Barack Obama Male Leadership Academy

DUDA Fall High School World Schools Debate Champions:

• North Dallas High School (Novice)
• Irma Rangel YWLS (Novice)
• Seagoville High School (Novice)
• Judge Barefoot Sanders Law Magnet (Varsity)
• Irma Rangel YWLS (Varsity)

DUDA Fall Policy Debate Champions:

• North Lake ECHS
• North Dallas High School
• Sunset High School

DUDA Fall Middle School Community Action Debate Champions:

• George Bannerman Dealey Montessori Academy
• Solar Prep for Boys

 DUDA Fall Middle School World Schools Debate Champions:

• Billy Earl Dade Middle School
• Solar Prep for Girls
• Irma Rangel YWLS

 DUDA Fall Middle School Policy Debate Champions:

• Dallas Environmental Science Academy
• William B. Travis Academy
• Dealey Montessori

To encourage more families to take advantage of the healthy choices available with school breakfast, Dallas ISD schools will celebrate School Breakfast Week (SBW) during March 4-8, 2024. 

Busy weekday mornings make it a challenge for many families to find time for a healthy breakfast. Fortunately, Dallas ISD schools offer nutritious school breakfasts to all students free of charge, complete with fruit and low-fat or fat-free milk, to ensure students are fueled for learning every school day. 

All week, Dallas ISD will celebrate with fun activities and serve healthy menu items to help students realize that starting the day with school breakfast will help them “ride the wave” to nutritious habits and a healthy lifestyle. Planned activities include outreach to local schools and communities, social media promotion, and a Cool Tropics Surf’s Up art contest. The Cool Tropics art contest will give Dallas ISD students the opportunity to win a variety of prizes, such as a bike, laptop, or $1,000 scholarship.

Dallas ISD provides free meals to all students, regardless of income. The free meal program includes breakfast, lunch, and after-school meals during the week, as well as breakfast and lunch on Saturdays for students participating in Saturday educational programs. Students can receive meals during winter, spring, and Thanksgiving breaks.

More information on Dallas ISD’s menu and serving times can be found at their website here: www.dallasisd.org/FCNS or by contacting your child’s school.

During the first week in March Dallas ISD and districts across the state are celebrating Texas Public Schools Week—bringing awareness to the impact that public schools have in our communities.

At the elementary level, there’s a variety of programs including pre-K, dual language, personalized learning, extracurricular activities, and much more offered at the district’s neighborhood schools.   

Each program has many benefits. For example, research shows that students who participate in pre-K are better prepared for kindergarten and more likely to graduate, according to Yesenia Cardoza Ramirez, director of the Early Learning Department. 

Research shows that 90 percent of a child’s brain development happens from the time they are born up to five-years-old, according to Cardoza Ramirez. “Not only is this age when high cognitive development begins, they are learning social and emotional skills that will prepare them beyond pre-K,” she said.

The district provides pre-K programs across 150 elementary schools, including half-day and full-day options. In addition to programs in neighborhood schools, the district also has a pre-K partnership with approximately 40 childcare facilities throughout the city. 

Pre-K registration opens on April 1. Families can register online here or they can visit their neighborhood schools, where team members on the campus will be able to assist them. They can also contact the pre-K hotline at 214-932-7735, or text PREK to 972-687-7735. Families can also send an email through Let’s Talk. 

Neighborhood schools are also home to Dual Language/English as a Second Language (ESL) programs that address the academic, linguistic, and social needs of English language learners. These programs include Dual Language, ESL/Sheltered, and the Newcomer Program. 

In the dual language classroom, students are grouped in bilingual pairs in order to foster accountability, collaboration, and empathy in students. Using technology and creativity, the hands-on and interactive lessons help keep students engaged.

Sheltered instruction targets language development with grade-level instruction for English learners, an intensive language instruction program for students in the first three years of enrollment in schools in this country. 

The Newcomer Program is part of the ESL program and is designed for recent immigrant English language learners in kindergarten through fifth grade. The program prepares students with the academic language necessary for success. For more information on any of these programs offered through the district’s Dual Language ESL Department, visit here. 

Neighborhood schools at the elementary level are no exception when it comes to student activities. You can find anything from elementary debate, academic pentathlon, Texas Math & Science Coaches Association (TMSCA), Destination Imagination, Lone Star Challenge, cheer, esports and many other activities. 

“We find that if kids are exposed to extracurricular activities beginning in elementary school, their interest grows. For example, when they get to high school–in activities like cheer–they have the skills necessary to participate in these activities,” said Leonidas Patterson, director of the Student Activities Department.

“We know if a kid is in an extracurricular activity, they tend to be more involved in their schools, and to have more ownership in their schools and communities,” he said. 

Patterson says that the district priority is that every child is involved in at least one extracurricular activity per year. He says that students are able to apply the skills they learn in the classroom and expand them with student activities, such as debate – where students need critical thinking skills, learn how to communicate effectively, and learn to work together as a team– things that Patterson says will help them in the future. 

“Student activities contribute to student success and the overall school experience,” Patterson said. For a list of all the activities, as well as the grade levels in which they are offered, visit the Student Activities Department website.

Save the date!

To learn more about what neighborhood schools offer, visit the More Choice Expo on March 23.