Staff News

When it comes to transforming student lives, Shari Harrington and Grace Barber, teachers at the School of Health Professions at Yvonne A. Ewell Townview Center, are the embodiment of Core 4.

When last September one of their colleagues had to go on extended medical leave, they both stepped in to teach her classes—medical microbiology, medical lab and medical terminology—so those students could get the same experiences in the important foundational courses as other students.

“We decided we needed to make sure these kids have something going for them so they can keep up,” Harrington said.

In these classes, students learn terms and skills that are essential for success in their junior and senior years, and substitutes often don’t have the skill set to teach them, said Harrington, who took over the practical and lab classes. Both Barber and Harrington have experience working in the medical field in addition to teaching.

“It was not fair to them that their teacher was out, plus the past two years have been so hard for them already,” said Barber, who is a graduate of Bryan Adams High School. “Some of these students hadn’t been in school since eighth grade!” 

Harrington agreed that not being able to learn by practicing would have been an added burden the students didn’t need on top of readjusting to the expectations of being in school.

While coming back from a year of mostly virtual instruction actually helped them cover the extra classes because both had recorded lessons the students in combination with teaching during some of their planning periods.

“Every day, I would go down and make sure I posted a lecture in Google classroom,” Barber said. “I got models, charts and diagrams from the storage, and once a month, when we were reviewing systems before an exam, I set up activities to have them come up here to my classroom.”

Thanks to their perseverance and the substitutes, the students had learned what they needed by the time their teacher returned earlier this spring. Both teachers are confident the students are well prepared for next year’s challenges.

“It’s been a very trying year for teachers and students, but we needed to make sure our kids were learning what they needed to be successful,” Harrington said.

May 2-6 is National Teacher Appreciation Week. Do you know #Core4Teacher who has gone above and beyond this year? Share their story on social media using #Core4Teacher and tagging @TeamDallasISD or send us their story through a Core 4 Champion Shoutout.

Training for central staff leaders is back in person and open to any central employee. The trainings are offered by Human Capital Management Leadership Development and target specific areas in the four domains in the performance rubric.

Registration for each session closes the day before, and once participants are registered, they will receive information about the location of the session, which will take place in person in the administration building. All sessions take place from 9:30-11 a.m. Click on the session title below to register on Cornerstone for your preferred date.

Mindset in the Workplace 

• Monday, April 25 at 9400 NCX, 3rd Floor, Room 300

Keys to Influencing Others 

• Wednesday, May 4 at 9400 NCX, 2nd Floor, Room 205
• Wednesday, May 11 at 9400 NCX, 2nd Floor, Room 205

The 5 Languages of Workplace Appreciation 

• Tuesday, May 17 at 9400 NCX, 3rd Floor, Room 300
• Tuesday, May 24 at 9400 NCX, 2nd Floor, Room 207

Thanks to a five-year, $8-million strategic partnership with the Holdsworth Center, Dallas ISD has begun the process of transforming the district’s culture of leadership.

This innovative program at The Holdsworth Center—a nonprofit organization founded by H-E-B Chairman Charles Butt—is just getting started with monthly sessions at the center in Lake Austin. While there, the district’s leadership team are working on developing skills to empower others and contemplate the definition of leadership, the vision of an effective classroom and the portrait of a successful graduate.

District leadership will receive focused training for two years, and a cohort of campus leaders will join them on year two. A second campus cohort will join in year three, followed by a third and fourth cohort in year four. Ultimately, 50 schools will participate in The Holdsworth Center’s two-year training program, examining specific school-based problems of practice to cultivate a culture of success. 

The Holdsworth Center has helped top Dallas ISD administrators hone in on three core outcomes: building personal leadership to initiate change, creating a sustainable pool of ready leaders who reflect student diversity and forging an engaged culture that enables all community members to see themselves as leaders. The goal, according to Deputy Superintendent Susana Cordova, who is participating in the leadership training, is to produce “excellent and equitable student outcomes.”

“It’s truly about developing sustainable systems to make sure that we have the ability to identify and develop future leaders, that we are deeply engaging with staff members,” Cordova said. “We know that research shows when team members are more engaged, they produce higher results.”

The leadership team is in the process of finalizing Dallas ISD’s leadership definition, the vision of a classroom and the portrait of a graduate. The Holdsworth Center has conducted several surveys and focus groups to ensure that those key definitions are based on open, honest feedback and diverse community perspectives from campus leaders and teachers across the district. Once the definitions are finalized, those three documents will become the “foundational place for all professional development” and provide the district with a framework to talk about leadership and student support. 

Next year, 12 schools will enter the first cohort. In the first half of the two-year training, The Holdsworth Center will focus on principals plus a partner from the school; in the second half, the training will include the principal as well as a small campus team. These groups will work on their personal development and collectively design new solutions to specific problems of practice to hit their student achievement goals.

Cordova believes The Holdsworth Center’s partnership will provide deeper insights into how the district can identify strong candidates and create a pipeline of future leaders to mitigate the staffing vacancies that may appear each year. The training program is based on the ideas that a strong leadership team is essential to the entire community’s success and that personal and professional leadership are “two sides of the same coin.” As Dallas ISD dives deeper into the five-year partnership, leadership teams across the district will emerge with higher levels of honesty, an eagerness to collaborate and a renewed commitment to goals. 

“I’ve had the good fortune to participate in many different national learning cohorts, and I will tell you that the work that we’ve engaged in since August of this school year—this is by far some of the best and most intensive leadership development that I’ve experienced,” Cordova said. 

The Holdsworth Center is working with several public school districts in Texas, including Cedar Hill and Garland, which entered the five-year partnership at the same time as Dallas ISD. By 2028, the nonprofit is projected to reach 4,500 district leaders with an overarching goal to help teachers thrive and students excel. Learn more about their statewide leadership programs by visiting https://holdsworthcenter.org/. 

The mental health and well-being of Dallas ISD employees is our top priority, and the Employee Assistance Program—free to all employees—is available to provide assistance 24 hours a day, seven days a week through a variety of channels. The Benefits Department is offering a series of webinars for employees that will highlight the free resources offered through the EAP and answer questions.

The EAP provides much more than mental health resources. It also offers counseling services to district employees and their families for numerous situations, including but not limited to stress, anxiety, trauma, grief, family counseling, adoption assistance, will preparation, addiction counseling, and other confidential matters. The program also includes other perks like a discount program.

During May—Dallas ISD’s Mental Health Month—the Benefits Department will offer resources to assist employees with their mental and emotional well-being and weekly mental health and wellness live webinars that will feature a panel of mental health experts such as LifeWorks EAP representatives, HCM Benefits, and Mental Health Services to discuss the benefits of counseling services and how to leverage resources offered through the EAP.  The webinar will also provide employees with techniques and strategies they can use to decrease stress and anxiety on a daily basis.

Register for any of the weekly webinars by clicking on the date and time and they are offered.

• May 3 • 12-1 p.m.
• May 3 • 5-6 p.m.
• May 10 • 5-6 p.m.
• May 17 • 5-6 p.m.
• May 24 • 12-1 p.m.
• May 24 • 5-6 p.m.
• May 31 • 5-6 p.m. 

For additional questions, employees may contact the Human Capital Management Benefits Department at benefits@dallasisd.org or call 972-925-4300.

Dallas ISD celebrates teaching excellence by recognizing outstanding educators who are making a difference in the lives of students every day. Meet 2021-2022 Principal of the Year finalists. From the finalists, one principal will be selected from each category to represent Dallas ISD as Principal of the Year. Winners will be announced at the inaugural 2021-2022 Dallas ISD Educator of the Year Awards presented in partnership with the Dallas Education Foundation and Reliant on May 10, 2022.

Elementary Finalists

Antonio Verduzco

Antonio Verduzco is completing his fourth year as Principal at B.H. Macon Elementary School and his 18th year in Dallas ISD. He began his career as a bilingual teacher at Margaret B. Henderson Elementary in 2001. Honored as a Reading Academy Laureate in 2003 and after obtaining his Master of Bilingual Education from Southern Methodist University in 2004, he was recognized as a Campus Teacher of the Year in 2006. Following his participation in the Urban Collaborative for Educational Leadership (UCEL) from 2006-2007 at the University of Texas at Arlington, he served as assistant principal at Fred F. Florence Middle School and Kleberg Elementary School. In August of 2009, he was Julius Dorsey Elementary School principal.

Verduzco is a first-generation Mexican American who was raised in Oak Cliff by an immigrant grandmother and aunt. After receiving his Bachelor of Arts in History with a minor in Spanish from Texas A&M University in 1998, he returned to Dallas to begin his teaching career with Dallas ISD. Dallas ISD is home for him as a graduate of Skyline High School and now a proud parent of two Dallas ISD students. Currently, he is pursuing his doctorate in Educational Leadership from Southern Methodist University.

Jennifer Atkins

More than 20 years ago, when Jennifer Atkins walked onto the campus of Edward Titche Elementary School, she found her first opportunity to impact young people’s minds. Atkins has worked on the postsecondary and secondary levels and believes in the fundamentals of education, realizing that the greatest need for student maturation and attainment must be carefully and thoroughly addressed at the primary level. 

For the past 10 years, she has considered Charles Rice Learning Center home and the best educational environment in Dallas ISD. Before becoming the school’s principal, she served as an English language arts teacher, a campus instructional coach, and assistant principal.

Atkins obtained her bachelor’s in elementary education from the University of Arkansas at Pine Bluff and her master’s in organizational management from the University of Phoenix. She received her principal certification from The University of Texas at Arlington.

Secondary Finalists

Theresa Fernandez Sigurdson

Theresa Fernandez Sigurdson is the principal of Francisco “Pancho” Medrano Junior High School. As the school’s principal for the past 12 years, Sigurdson has focused not only on individualized support for the students’ academic needs, but also on maximizing their social, emotional, and cultural growth.

During Sigurdson’s tenure, Medrano Junior High successfully integrated students from another middle schools that was destroyed by a tornado. Sigurdson has secured several grants and partnerships to provide additional supports and resources to students. She also led the restorative discipline pilot, which continues today and adds to the positive, welcoming, and productive environment on campus.

In addition to her principal certificate from the University of North Texas, Sigurdson holds a Master of Education concentrating on curriculum and instruction from the University of New Orleans, and a bachelor’s degree education from Loyola University. 

Katherine Wanserski Eska

Katherine Wanserski Eska is in her fifth year serving as principal at North Dallas High School. A graduate of the University of Notre Dame in business administration and a minor in education, Eska started her career in Dallas ISD in 2009 as a math teacher, cheerleading sponsor and department chair at H. Grady Spruce High School. 

In 2013, Eska continued her own education and earned a master’s degree in education policy and management from Harvard University. Following graduation, she served as head of school in a turnaround public charter elementary school in Lawrence, Massachusetts. Eska is currently pursuing her doctorate in The University of Texas at Austin’s Cooperative Superintendency Program. 

Passionate about Dallas ISD students, she returned in 2014 as principal of Kramer Elementary School, where she led the school to six state distinctions and through the International Baccalaureate authorization process. The campus subsequently became the first IB Primary Years Programme in Dallas ISD.  

Now at North Dallas, she has seen the campus increase academic achievement year after year, grown enrollment by over 15%, and overseen design and implementation of a $46 million bond project. Most notably, the campus became only the second comprehensive high school to achieve Choice School status and the first-ever Design Thinking campus in Dallas ISD.

Eska has a 1-year-old daughter, Lyla, and is expecting another child, Kailani, with her husband.

Choice/Magnet Finalists

Gabrelle Dickson

Gabrelle Dickson has served as principal of Young Women’s STEAM Academy at Balch Springs for five years. She began her career in 1999 as a seventh-grade English teacher in Austin ISD before joining San Antonio ISD as part of a turnaround team at Sam Houston High School.

Although being a principal is all she ever wanted to do, Dickson’s administrative journey included stops as a Title I grant manager and intervention specialist before taking a leap of faith in 2015 that landed her in the Dallas ISD’s principal fellows program. An assistant principal role at H. Grady Spruce High School soon followed.

Dickson holds a Bachelor of Arts in English from The University of Texas at Austin and a Master of Education in educational administration from Texas State University. She was named a 2018 Southeast Network Secondary Principal of the Year, a 2019 Dallas ISD Master Principal, and 2020 Single Gender Cluster Principal of the Year. She serves on multiple district advisory boards, as a Principal Impact Collaborative alumnus, and as mentor to five new campus principals.

Michael Jackson

Michael Jackson has served as the principal of Sudie L. Williams Talented and Gifted Academy for the last four years. A proud Dallas ISD graduate of Thomas Jefferson High School, he is especially proud to serve as an educator in his home community. He is an honors graduate of Texas College, where he earned a bachelor’s degree in history, and a graduate of The University of Texas at Arlington, where he earned a master’s in educational leadership and policy studies. Jackson is currently pursuing a doctorate in education at The University of Texas at Austin’s Cooperative Superintendency Program.   

Inspired by his own teachers, the 22-year veteran educator has served as a teacher, a teacher mentor, basketball coach, grade-level chair, campus instructional coach, AVID coordinator, assistant principal, and principal  at the elementary and secondary levels—all in Dallas ISD.

He has been recognized as a Campus Teacher of the Year, Magnet School Principal of the Year and has earned a Master Principal designation. He has also served on the Chief of Schools’ Focus Group and the Superintendent’s Principals Group.

Under his leadership, Sudie L. Williams TAG Academy has been recognized by U.S. News and World Report as the #6 ranked elementary school in the state of Texas. Jackson’s two favorite mottos are: “Give the people light, and they will find their way” and “It’s nice to be important, but it’s more important to be nice.”  

Teachers who are interested in joining an innovative group of educators working to reimagine how Dallas ISD educates children, can now apply for the Innovation in Teaching Fellowship.

The Innovation in Teaching Fellowship is a nine-month teaching fellowship rooted in user-centered design to re-imagine how we educate every student in Dallas ISD. Over the next school year, fellows will draw from research, best practices, and their own ingenuity to design and test blended learning, project-based learning, and design thinking models in their classrooms. Fellows will have access to workshops, pop-up (on demand) professional development sessions, internal and external site visits, and coaching from the Dallas ISD personalized learning team. At the conclusion of the nine months, fellows will have an opportunity to share their insights and ideas at Dallas ISD’s annual Innovation Showcase event.

The application is due no later than Tuesday, May 3, at 11:59 p.m. If you have any questions, reach out to the Personalized Learning Department at personalizedlearning@dallasisd.org.

School librarians are the epitome of making memorable moments and striving for the yes when it comes to accelerating learning, and Dallas ISD has been celebrating their work with students at all levels during April—School Library Month. 

Even before the COVID-19 pandemic, library media specialists around the district were providing critical support to students and staff by promoting reading fluency, creating safe places for students and planning enrichment events to accelerate learning. Then the pandemic began, and they went above and beyond to help their communities overcome challenges no one could have imagined before. 

“Librarians are helping people. They want to help, they want to serve,” said Gay White Patrick, the director of Library & Media Services. “That’s one thing that librarians are really good at—coming up with ways to engage the child more effectively in education.”

Librarians work on targeting the areas where students need the most support. Whether they work at elementary, middle or high schools, they are transforming student lives every day. The following stories explore just a few of the ways school librarians have positively affected Dallas ISD. 

Marcie Verastiqui—L.L. Hotchkiss Elementary School

Marcie Verastiqui has spent four years concentrating on her community at Hotchkiss Elementary. Prior to her current role, she served as a bilingual teacher, so she understands how important access is to academic success.

“We’re one of the few employees in the school who actually get to teach all the students, from the lowest grade to the highest grade,” she said. “We also have a vast amount of knowledge. I always say I don’t know everything, but I can find everything for you.”

During her first year at Hotchkiss, she received an opportunity to do just that. A third-grader entered her library who had recently arrived in Dallas and spoke a French dialect. While the student could read in French, she could not use any of the English language books yet, so Verastiqui made it her mission to contact schools around the district to acquire French language books. 

“When I brought them to her, her eyes were just wide open, like, ‘Oh my gosh, I can read this, I know what this is,’” Verastiqui said. “They were very simple books because they came mostly from high school libraries where they were taking beginner French, but she was so appreciative. Cut to now, and she’s pretty much fluent in English and French. She’s amazing.” 

Moments like that have made Verastiqui’s time as a school librarian so fulfilling, she said.

Lea Birmingham—T.W. Browne Middle School 

This may be Lea Birmingham’s first year at Dallas ISD, but she is no stranger to the power of school libraries after previously serving as a library media specialist in Fort Worth ISD for 11 years. In her eyes, one of her most important roles at T.W. Browne Middle School is creating specialized learning materials and lesson plans to explore the subjects that teachers want to share, but do not have the time or bandwidth to cover. 

Sometimes, this looks like organizing spelling bees or science and history fairs; other times, it looks like bringing in a sign language interpreter to demonstrate the importance of diversity and inclusion. Recently, Birmingham asked an ASL interpreter to teach a choir class Tevin Campbell’s “Can We Talk?” She was worried that the students would not have enough time to learn the material, but they were signing the lyrics and their names by the end of the class period. They also discussed what it would feel like to be unable to communicate with their peers and examined why other languages are important. Even better, those lessons stayed with them beyond that school day.

“A couple days later, I saw one of the students in the hall, and we signed to each other,” Birmingham said. “So I knew they didn’t just get it that day. They clearly still understand it, and they’re still practicing it. That was one of my proudest moments.”

For Birmingham, being a school librarian is all about providing opportunities for academic and social and emotional growth and exploration. 

“We are the in-person Googles. We find the resources. We are also the wonderland for students—we help fuel that imagination,” she said. “Reading will take you places that you may not ever be able to go in real life. Reading is a mirror to not only your soul, but to the soul of others. Reading opens up the doors to other cultures, other places, other ideas.”

The message she has for the Dallas ISD community is that school librarians do so much more than checking books in and out. They are “instructional supports” and “information centers,” and they guide students and teachers alike to the resources they need to succeed. 

“When I walk in, I don’t see books, I see information,” Birmingham said. “I see ideas, and I see adventures. And I don’t think just anyone can come in there and make children see that. I have to get up and ask students, ‘What’s your favorite thing?’”

Then, of course, she helps them find it between the library stacks and the online databases. 

Nina Canales—Hillcrest High School

Nina Canales taught elementary school students for 16 years before making her transition to school libraries. Her ultimate goal ever since has been to turn her library into a welcoming, safe space for students to catch their breath and get their work done. 

“It’s just this hub for them to come to, and they’re never turned away,” she said. “They come in and it’s, ‘How can I help you?’ right away, and they’re just so appreciative of that.” 

When the pandemic began and Dallas ISD went virtual, Canales found her own way to provide for her community. She was new to Hillcrest at the time, so while she set up a website with resources and made sure students and staff had access to ebooks like so many other librarians, she wanted to take her efforts a step further. So she turned to social media. She first tried her hand at YouTube tutorials, and then she took on Instagram and TikTok. 

Once she got started, she realized she had stumbled upon something great. Last year, she even won the Texas Association of School Librarians’ MVP—Most Virtual Presence—award for her informative, fun and personally relatable content that allows her students to connect with her and library resources.

“They know everything about my dogs and my cats, but at the same time, they know I’m going to be doing book talks, and I’m going to be talking about the new things we have in the library,” Canales said. “They’re going through so much stress right now that no other teenager has gone through, so I tell them you need to find joy in things that make you happy.”

Canales is a good role model when it comes to finding joy and focusing on the positive. Her advice for her students is simple, and she lives out the message every day: “You be you, and you put yourself out there. You’re going to learn so many new things.” 

All in a day’s work for this library media specialist. 

School Library Month is dedicated to recognizing the role librarians play in supporting their communities and transforming student lives, and Dallas ISD is grateful for each and every one of them. 

“It’s not about students accomplishing something for us; it’s about what we accomplish for them,” Patrick said. 

Remember to thank the school librarians near you this month and beyond. You can also visit https://sites.google.com/dallasisd.org/librarian-achievements/home to nominate a librarian for going above and beyond for Dallas ISD. 

Dallas ISD recruiters are working hard to ensure that every classroom has a highly qualified teacher for the 2022-2023 school year.  To overcome a national and state teacher shortage that has been made worse by the pandemic and to help recruit the best teachers to the district, Dallas ISD just announced two incentives: a $2,000 new teacher hiring incentive and a reimbursement payment for alternative certification program fees of up to $4000 for eligible new teachers.

“This new teacher hiring incentive will help ensure that we have the applicant pool we will need to fill expected vacancies for the 2022-2023 school year so we can continue to support the efforts to accelerate learning, recover from the challenges caused by the pandemic and ensure we have a great teacher in every classroom,” Chief of Human Capital Management Robert Abel.

The $2,000 hiring incentive will be available for both experienced and novice teachers who are onboarded to Dallas ISD as a teacher for the 2022-2023 school year.  This strategic approach will serve as an opportunity to encourage teachers to join Dallas ISD and applies to all certification areas as long as the candidate meets the minimum requirements to be hired as a teacher.

The hiring incentive is stackable, which means that it would be added to other applicable incentives such as—$3,000 for secondary math and science, $3,000 for identified special education teachers, $5,000 for elementary bilingual education teachers, and $3,000 for teachers of languages other than English.

In addition to the incentives, Dallas ISD will reimburse newly hired teachers up to $4,000 for their alternative certification program fees from any Texas accredited alternative certification program. This payment will be applicable to teachers of record who are hired for the 2022-2023 school year. Eligible candidates will need to have their intern certificate posted no earlier than 2022 through an eligible alternative certification program accredited by the Texas Education Agency.

Those interested in teaching at Dallas ISD and taking advantage of the hiring incentive and alternative certification reimbursement can participate in the upcoming Dallas ISD job fair from 9 a.m. to noon on Saturday, April 23, at Emmett J. Conrad High School, 7502 Fair Oaks Ave. Applications are also being accepted at www.dallasisd.org/teach.

The district will absorb the costs of the hiring incentive and the AC reimbursement by utilizing existing Elementary and Secondary School Emergency Relief funds. Payments are available for employees hired by September 1, 2022. For any questions, please contact Chele Andreason at candreason@dallasisd.org. 

While the hiring incentives apply to new teachers, existing Dallas ISD employees will benefit from an employee retention incentive that will be paid in three installments during the 2022-2023 school year.  Based on eligibility, the retention incentive will range from $2,500 to $3,500 for most employees.  This retention incentive is part of the district’s efforts to minimize teacher and other vacancies so it can continue to provide the best learning environment for Dallas students, Abel said. Employees who will benefit from the retention incentive must have been hired by the district no later than May 1, 2022.

Dallas ISD students continue to excel at regional and global competitions.

Six Dallas ISD teams representing elementary and secondary schools will be competing in May at the Destination Imagination Global Finals after they finished at the top of their challenges at the state competition held recently at The University of Texas at Arlington. Some teams were made up of several schools. The finals will include thousands of teams from around the globe meeting in Kansas City, Mo.

The schools represented are:

• Henry B. Gonzalez Personalized Learning Academy
• Casa View Elementary School
• Lakewood Elementary School
• Booker T. Washington High School for the Performing and Visual Arts
• School of Science and Engineering at Yvonne A. Ewell Townview Center
• Woodrow Wilson High School
• School for the Talented and Gifted at Yvonne A. Ewell Townview Center

Dallas ISD students from 14 schools will be representing the district at the regional level in the University Interscholastic League (UIL) Regional Competition scheduled for April 22-23 in various locations.

The students going to regionals were among the more than 300 who competed in more than 20 competitive academic events ranging from speaking to STEM to writing contests in the Dallas ISD UIL Spring Academic meets held in March.

To be eligible for UIL Regionals, students had to place first, second or third in their respective contests. School that will have students competing at regionals are:

• ​​W.H. Adamson High School
• Sunset High School
• Wilmer-Hutchins High School
• H. Grady Spruce High School
• School for the Talented and Gifted at Yvonne A. Ewell Townview Center
• School for Science and Engineering at Yvonne A. Ewell Townview Center
• Judge Barefoot Sanders Law Magnet
• Marvin E. Robinson School of Business and Management at Yvonne A. Ewell Townview Center
• North Dallas High School
• Barack Obama Male Leadership Academy at A. Maceo Smith
• Emmett J. Conrad High School
• Innovation, Design, Entrepreneurship Academy at James W. Fannin
• Moisés E. Molina High School 
• Dr. Wright L. Lassiter Jr. Early College High School at El Centro College
• Hillcrest High School 
• Irma Lerma Rangel Young Women’s Leadership Academy

Dallas ISD employees who plan to retire this year can still participate in the Retirement Service Award thanks to a deadline extension—April 29 is the last day to notify Human Capital Management of intent to retire.

Employees who enter their intended retirement date in Oracle Self-Service can get cash for their unused local days through the district’s Retirement Service Award. The more days remaining, the higher the payout.

The Retirement Service Awards pays employees a flat daily rate of pay for any unused local days accrued by July 31. The exact rate to be paid will be determined upon calculation of the total of all participants’ remaining local days (calculated by July 31). There is no cap to the number of local days paid. There is no time-in-service requirement.

If employees complete the separation process in Oracle by April 29 and work the remainder of the year, they will continue to have pay and benefits through Aug. 31.

Those who do not enter their separation date in Oracle Self-Service by the extended deadline of April 29 will not be eligible for the award.

For additional questions, employees may contact the HCM Benefits Department at 972-925-4300 or email Retirement@dallasisd.org.