Staff News

As a first-generation college student from a multiethnic family, Felecia Resendez understands the importance of prioritizing a college- and career-ready education. 

The specialist in Postsecondary Partnerships And Programs said she remembers being in high school and not knowing she was going to college until her senior year.

“It was never something that was a goal or that was ingrained in me, and I didn’t have any resources,” Resendez said. “It was a struggle because I didn’t know how to enroll. I didn’t know how to fill out my FAFSA. I didn’t know how to manage loans. I didn’t know anything.”

But she did go to college, where she discovered her passion for education. Then she earned her master’s degree in American history and curriculum and instruction. Having recently completed her 10th year as a teacher, she said she is more motivated than ever to help students realize how far they can go in life. 

“I come from the exact same background as most of my students,” Resendez said. “When I mentor other teachers, I tell them never to assume anything. The students that the early college model serves are at risk, and nine times out of 10, they are not being defiant. There is an underlying issue, so I approach them and ask, ‘What’s going on? What can I do? How can we get past this together?’”

That mindset has paid off time and time again. Resendez said she has seen countless student success stories in her decade in the classroom as they become better citizens and contribute not only to their own future success but also to society. 

“I always tell students my goal as an educator is not to create history teachers,” she said. “My wish is for every single one of these students to have an appreciation for history and how it shapes today’s news. So many of our younger generations and our minority generations are not aware of the impact they could have and what they can do to change the world around them.”

Resendez’s passion for education and commitment to student success are clear to those around her, from her peers to her students.

Teacher Gio Macías said, “Felecia is an amazing educator who always fights for what is fair! A lot of times doing the right thing is forgone in favor of the ‘quick fix.’ Felecia is a role model who advocates for every child and challenges leaders with clever solutions, all while maintaining steadfast dedication to her values.”

Ultimately, Resendez said she has loved working alongside such exemplary team members as a teacher and is looking forward to contributing to student success as a specialist.

“I really, truly believe in what we’re doing in Dallas ISD,” she said. “Because the kids are going to be able to take what we’re giving them here and be successful in college and beyond. Education is challenging, but it’s worth it. And I love doing it every day. I couldn’t see myself doing anything else.”

Dallas ISD is encouraging all families returning for the 2023-2024 school year to register for class and team members will be there to help during the Back to School Registration Event this Saturday. 

Visit Ellis Davis Field House from 9 a.m. to 2 p.m. on Saturday, Aug. 5, to receive in-person assistance with registration for students enrolling in prekindergarten through 12th grade. Students registering onsite for kindergarten-12th grade will receive school supplies, backpacks and other services at no cost while supplies last. Ellis Davis Field House is located at 9191 S. Polk St.

The following documents will be needed to register students during the event:

• Birth certificate (new students)
• Parent/guardian photo ID
• Proof of address
• Immunization record
• Social Security card (optional)

Parents registering students for prekindergarten will need to bring additional documents to determine eligibility for pre-K (as applicable):

• Proof of income
• Medicaid/SNAP/TANF benefits letter
• Foster care paperwork
• Military paperwork
• Star of Texas paperwork

Did you know there is a new dental option for the coming year or that there is a change in the pharmacy providers under TRS? Information on these and other topics is explained by Benefits team members during the two Annual Benefits Enrollment webinars still available. Annual Benefits Enrollment for 2023-2024 runs through Aug. 17.   

To register for the two remaining webinars before the enrollment deadline, click on the link for the date that is most convenient to you. Both webinars start at 5 p.m., and participants will have the opportunity to review information and ask questions.

Tuesday, Aug. 8

Tuesday, Aug. 15

 For more information about this year’s benefits offerings, you can also look through the

Benefits Overview Guide, which has details on the benefits you’ll be able to choose from. You can find the guide here. You can also visit the Benefits page at dallasisd.org/benefits.

If you need additional help or have any questions about your benefits, please book an appointment with a Benefits Department team member by clicking here. You can also call the Benefits Call Center at (972) 925-4000 where English- and Spanish-speaking representatives can assist you on weekdays from 7:30 a.m. to 5:30 p.m.

In compliance with state and federal laws, Dallas ISD requires that all employees complete the policy acknowledgement and compliance training at the beginning of every school year. This year, the training must be completed by Friday, Sept. 29.

Step 1: Complete Policy Acknowledgement

Using their email address and password, employees will log into the policy acknowledgement website at https://PolicyAcknowledgement.dallasisd.org to acknowledge the Employee Handbook, Annual Employee Notification of District Policies, Family Relationship Disclosure, and Confidentiality Requirements.

Step 2: Complete Compliance Training (Cornerstone)

Employees will use their email address and password to log into Cornerstone at https://dallasisd.csod.com. The compliance training assignment will be in the “My Assigned Training” section located on the “Welcome” page or on the “Learning” tab under “View Your Transcript.”

Training includes the following: Child Abuse Awareness, Educators’ Code of Ethics, Copyright and Licensing, Dress Code Standards, Employment Concerns and Employee Rights, FERPA, Sexual Harassment, and Workplace Bullying. Training for campus staff will also include Anaphylaxis and Auto-Injectors, Bloodborne Pathogens, What is Bullying, and Section 504.

For assistance with technical issues in Cornerstone, go to the Live User Support tab in Cornerstone to access the live support team.

Substitutes only

Both the policy acknowledgement and compliance training are available in the Compliance Learning Portal. Substitute employees will use their employee ID, last name (as listed in Oracle), and date of birth to log into the portal.

Links to the policy acknowledgement, Cornerstone, and the substitute portal can also be accessed on the Policy and Compliance website at https://www.dallasisd.org/hcmpolicy.

For additional questions or assistance, please contact Human Capital Management’s Policy and Compliance team at HCMcompliance@dallasisd.org.

Recently, more than 1,000 parents, students, educators and community members filled the Naomi Bruton Theater for the Arts in downtown Dallas to experience the results of a summer artistic collaboration with The Black Academy of Arts and Letters, Inc, that led to a standing ovation.

Approximately 300 Dallas ISD students—ranging in ages from 10 to 18—participated in “Stevie:The Musical,” a co-production between The Black Academy of Arts and Letters, and Dallas ISD that was part of its Summer Youth Arts Institute. 

Team members from Dallas ISD’s Extended Learning Opportunities Department were instrumental in making this happen. They partnered with TBAAL and provided the funding for students to participate in the institute. Students who were not from Dallas ISD, either had to pay tuition or received scholarships from private funding to be part of the program.

“Students need to be exposed to the arts,” said Merrill Devenshire, director of Extended Learning Opportunities. “Programs such as the TBAAL Summer Youth Arts Institute not only allow students to learn a craft, but engages students and allows them to learn many other valuable skills such as leadership, teamwork, and the importance of physical, mental, and emotional health.”

The Summer Youth Arts Institute included theater, music, dance, art, photography, and film. Students rehearsed and worked on the production, both behind the scenes and onstage for three weeks, in preparation to present “Stevie: The Musical,” based on the life and music of Stevie Wonder. Performances took place in June. 

The live performances, which included a full orchestra, showcased song and dance performances by students such as “Isn’t She Lovely,” “Sir Duke,” “Ribbon In The Sky,” “I Just Called To Say I Love You,” “Superstition,” “As,” and “Don’t You Worry ‘Bout A Thing,” to name of few. 

The performance culminated in a standing ovation from audience members when Curtis King, founder of TBAAL, called all the  students onstage for the curtain call. To catch a glimpse of the show finale, click here.

Numerous famous Dallas ISD graduates have participated in the Summer Youth Arts Institute in years past. Devonshire says among the famous former students are: Erykah Badu; Roy Hargrove; Regina Taylor; Skye Turner, who played young Tina Turner on Broadway and young Aretha Franklin in the Aretha Franklin movie; and Rachel Webb, currently on Broadway in a lead role. 

This partnership between TBAAL and Dallas ISD has existed for 30 years, starting with the Christmas/Kwanzaa concert, Devenshire said. 

For more information on The Summer Youth Institute and other opportunities available through the Extended Learning Opportunities Department, click here.  

More than 70 activities funded with the Elementary and Secondary School Emergency Relief fund last year have made a difference in how students and schools are recovering from the learning interruptions caused by the COVID-19 pandemic.

The activities fall into three main categories—Learning Recovery and Acceleration; Equitable Access to Learning and Enrichment, and Healthy Students, Healthy Schools, Healthy Communities. They also fall into five different programs: Accelerating Learning (33), Operation Connectivity (8), Student Engagement and Interest Development (14), Mental Health Services (9), and Healthy School (9), which fit within the categories. 

One of the ESSER funds expires in September 2023, and the activities under this fund will be either sunsetted or moved into other available ESSER funding, which will be available through September 2024. 

A total of more than $275,170,000 is expected to be spent in activities that will continue to support the district’s three ESSER priorities during the 2023-2024. By far, the largest portion of the funds—60%—have been allocated to activities that accelerate student learning. 

For a dashboard of month-by-month expenditures and other ESSER information, visit www.dallasisd.org/esser.

Dallas ISD will welcome back all team members on Aug. 3 with a special Districtwide Welcome Back Viewing Event featuring Superintendent Stephanie Elizalde as well as a special presentation highlighting the journey of one of Dallas ISD’s most dynamic opportunities. 

Schools and departments are encouraged to select a lead to coordinate the viewing area is team members are watching as a group and to distribute the Jason’s Deli box lunches that will be delivered to each campus and department between 8 and 11 a.m. on Thursday, Aug. 3. The event starts streaming at 11:30 a.m.

A link to access the event will be posted on www.dallasisd.org/welcomeback. For questions, please contact Tunisia Wallace at tuwallace@dallasisd.org.

In Miguel Guerrero’s eyes, education is limitless. After 13 years, the bilingual teacher who became an educator through Dallas ISD’s Alternative Certification program and has enjoyed his time at John W. Runyon Elementary School, decided to take the next step in his career through the district’s Learn to Lead program. 

Through Learn to Lead, Dallas ISD partners with Southern Methodist University, Texas A&M University-Commerce, Texas Tech University, and the University of North Texas at Dallas to provide team members with tuition reimbursement so they can receive their master’s degree for less than $8,000 out of pocket. 

Aligned with the district’s needs, each university offers tailored curriculum that prepares team members to lead transformational change in Dallas ISD schools. Guerrero first heard about Learn To Lead during a departmental meeting and said he could not wait to get involved. 

He started his program in 2021 and graduated from UNT Dallas this May with a master’s degree in educational leadership. 

“I was very happy to reach this point because it was something that had always been in the back of my mind,” Guerrero said. “When this opportunity came, I jumped at it, and I was able to get into UNT Dallas. I am very happy and proud to have been able to complete it.” 

Juggling his coursework while teaching full-time was difficult, but Guerrero said the challenge paid off. He took two virtual classes each semester to reach the graduation stage in May, coming home from work to have an early dinner and focus on his studies. At every step of the way, he said he received support from the Learn to Lead program with regular check-ins that helped keep him on track.

Moving into the new school year, Guerrero will be working on earning his principal certification so he can apply for campus leadership roles. He said the program has been a great opportunity to achieve his career goals, and now he is encouraging other team members to consider taking advantage of the district resource.  

“I would say go for it,” Guerrero said. “Yes, you have to get used to the timing and the workload of it, but go for it because it’s worth it. You feel extremely proud of yourself at the end, and the people you meet along the way are incredible. Every one of my professors at UNT Dallas encouraged me to get my doctorate. I had never considered that, but now I want to pursue that as well.”

If you are interested in learning more about the Learn to Lead program or any of Dallas ISD’s other leadership pipelines, visit https://www.leaddallasisd.org/aspiring-leader-preparation. 

While it’s important to stay informed, especially during times of crisis, constantly checking the news, social media, or television for updates can have a negative impact on your mental health. 

Anxiety and fear is common during uncertain situations, but if you find yourself feeling extremely anxious, experiencing sleep issues, feeling depressed, being irritable, or having increased fatigue and headaches, it may be time to intervene for your mental health. 

Practice the following tips to manage your emotions and cope with any potential mental health concerns during trying times and news cycles: 

• Stay connected with your loved ones and let them know how you are feeling. World events may be frightening, but you do not have to go through them alone. 
• Take breaks from the news or set time limits on how much news you are consuming. If you start experiencing strong emotions, it is probably time to take a break. 
• Set boundaries around the topics that upset you. You do not have to engage in debates or arguments that distress you, whether they are online or with a friend. 
• Don’t make assumptions. Many people skim headlines without reading all the information in a news story, but headlines are meant to be eye-catching and do not have many details. Read or watch the full story to gain a better understanding of the situation. 
• Practice self-care. When you feel overwhelmed or upset, it’s OK to step back. Go for a walk, have a board game night, or engage in something creative to relax and unwind.
• Care for your body. Remember to eat regular meals, get enough sleep, and prioritize exercise. Feeling better physically can help you feel stronger emotionally. 
• Check your sources. Social media allows for incredible connectivity, but it is not always a reliable source of information. Seek out reputable sources, and be careful not to spread misinformation.
• Balance your inputs. Bad news can sometimes feel like it takes over, but good news is always present. Seek out positive news and stories that will lift your spirits and boost your optimism. 

If you still find yourself feeling overwhelmed and anxious, help is available. Reach out to a mental health professional, get connected to a support group, and rely on your social network.

Dallas ISD’s Employee Assistance Program by LifeWorks is also available free of charge to all team members and their dependents. The confidential, secure platform has countless resources available from 24/7 on-call counselors to practical tips on subjects like managing your budget, identifying anxiety in children and coping with depression.

Reach out to LifeWorks at (972) 925-4000, or visit www.dallasisd.org/benefits and click on Benefits Resources to access online EAP information. Support is always available, so do not hesitate to ask for what you need. 

Source: LifeWorks

The Core 4 tenet of Flexible—We strive for the yes—is a necessity when it comes to working directly with students in the classroom. This is something Abigail Rufer, an instructional coach and lead teacher in the areas of English as a Second Language and algebra at Emmett J. Conrad High School, exemplifies. 

Rufer says that working with a diverse group of students at Conrad is always going to allow her to be flexible in her teaching due to the different backgrounds her students may come from. 

At Conrad, there are at least 30 languages spoken and 50 different countries represented among the student population, according to Rufer. 

“You never know what the students’ math conceptual background comes from in their home country, or if they went to school in their home country,” said Rufer. “Some kids come with no education, and some come highly schooled, and just need language support.”

Rufer believes that it is crucial that every time she interacts with her students she is flexible in teaching them in the way they learn best. 

“Meeting every kid where they are at is important to getting the buy-in and motivation that they need for them to grow,” she said. 

Rufer, who has worked for the district for the last seven years, was named the 2021-2022 campus Teacher of the Year. 

From the time she was a sociology and psychology student in her undergraduate college years, she knew she wanted to work with kids, but she didn’t know in what capacity. She went the alternative certification route after graduating with her Bachelor of Arts degree and has been at Conrad ever since. One of her favorite things about teaching is having the opportunity to teach kids from different countries. 

“I think it’s important for me to invest not only in my students but [also] in their families and community,” said Rufer. “I think that helps build the ties with our kids and helps them stay invested in the education system.”

Rufer also believes that as a teacher, it helps her stay more connected with her students. Even though there are challenges in communicating with students at times, due to language barriers, she finds ways to build a sense of trust and communication.

For example, this past school year, the school hosted a night specifically for students and families from Afghanistan, as there was a bigger population of students from this country this past school year.  

“Inviting our families to build community and to be a part of the kids’ educational process, really helps the investment from both sides. It goes miles in overcoming some of those obstacles,” Rufer said. 

One of the things that Rufer likes the most about her role is seeing her students’ reactions and how much confidence they gain in themselves when they are successful. 

On the instructional coaching side, Rufer says it’s also important for her to see that with the teachers she coaches, an equal part of her job.

Rufer says there’s a broad misconception that students from different countries who speak a different language should not be held to a high expectation, but that is not her belief.   

“Having those moments with my kids where they are not only hitting the expectations, but they are surpassing our students that already speak English, is special to see,” she said. “That builds a sense of confidence in themselves.”