Staff News

Diedrae Bell-Hunter is described by her colleagues as a leader, a visionary and someone who is innovative and supportive. So it was no surprise when Employee Benefit News (EBN) recently recognized Bell-Hunter, executive director for Benefits in HCM, with one of its Excellence in Benefits Awards for 2022. 

In her role with the district’s Human Capital Management Department she leads teams which support health benefits, leaves, wellness programs, employee relations and other resources as well such as policy and compliance. She has led her team through many challenges. None like the pandemic. 

“What benefits departments hopefully have become on the other side of the pandemic is a people servicing department,” said Bell-Hunter, who has worked in HCM for 17 years and in Benefits for 6. “For us, it’s how we responded to the needs of the employees of this district. We are much more people-focused, and there’s much more concern for the condition of the employee and how we can help the employee and their families.” 

The Benefits Department’s 11 staff who serve approximately 23,000 employees had to quickly adapt and respond to changing circumstances due to the pandemic and find not only new ways to offer the usual services and resources, but creative ways in which to deal with new challenges, such as serving employees working remotely. 

Her leadership was recognized by EBN, a prestigious online publication that serves over 300,000 leaders in the areas of employee benefits, human resources and workplace culture. Although Bell Hunter is grateful for the award,  she attributes her success and this notable recognition to her team. 

“I would not have been able to have been recognized without the work that they do,” she said. “We made sure we put the health and wellness of staff and students first in the district. They came through, they listened, they worked hard 24-hours a day, seven days a week. There was never a time when they said no, or that it was too much.” 

Not only is Bell-Hunter the only African American woman to be recognized with this award—something she hopes will change in the future—but Dallas ISD is the only school district in the country to receive the Excellence in Benefits Award. Her wish is that the district leads other school districts in doing this work. 

“That’s our goal–to make Dallas ISD shine,” she said. “I would like to see us be the number one school district in the country for teaching people self-care, health and wellness, wellness programs, benefits and rewards that we offer to our employees.”

Dallas ISD Superintendent Stephanie Elizalde will hold two virtual meetings on Wednesday, Nov. 30—one for central staff at noon and one for campus staff at 4:30 p.m.—to discuss the results of her entry plan survey and to have an opportunity to connect with staff and answer their questions. Each virtual meeting is scheduled to last about 30 minutes. If you have questions you would like to share ahead of time, please use this form. To participate in the talks, please register for the one of the two meetings:

Central Staff: https://dallasisd.zoom.us/webinar/register/WN_jEVtu2XMTzyQypPM5nl1Lg

Campus Staff: https://dallasisd.zoom.us/webinar/register/WN_NV1PrWtETp-fVwYvFN9lOQ

If you would like to send in questions ahead of the Talks with the Superintendent sessions, please share them below.

Central staff session • Noon • Nov. 30

Campus staff session • 4:30 p.m. • Nov. 30

Share your question

Don’t miss out on this opportunity to connect with Superintendent Elizalde. We look forward to seeing staff at their respective virtual meetings!

Every time Tracy Palmer, a specialist with Dallas ISD’s American Indian Education Program, sees a Native student graduate, she is glad she chose a career where she can help transform the lives of students like her.

Growing up in Oklahoma, Palmer remembers not being able to read or write because she did not have American Indian educational support, so seeing Native students graduate is “one of the greatest moments,” she said.

“Once I knew who I was and where I was, I felt like I had a big moment in life—that ‘ah ha’ moment,” said Palmer, who has been with the district since 2008. “I can actually say my dream came true, so I always tell our graduating students, ‘I’m so proud of you. You made it.’ And they will say, ‘Thank you for helping me. Thank you for caring. And thank you for what you do. You’ve changed my life.’ Those are memories that can never be forgotten.” 

Palmer started her career in Oklahoma as a proud second generation college graduate, earning first her associate’s degree from Haskell Indian Junior College and bachelor’s degree in fine arts from the University of Tulsa and then her master’s degree from Oklahoma City University thanks to a grant-funded scholarship written by Stuart Tonemah of the Kiowa tribe. The scholarship enabled a small group of American Indian educators across the country to pursue a master’s degree specifically in gifted education for Native American students. 

“I initially thought I wanted to be a full-time artist, but then a teacher got a hold of me and said, ‘Why are you here? You need to be an educator,’” Palmer said. “That was it. I applied for the American Indian Research and Development Inc. scholarship.” 

That was when Palmer—a registered member of the Muscogee Creek Nation Tribe of Oklahoma, who is a quarter Creek, a quarter Seminole, a quarter Cherokee and a quarter Irish—found her true calling. She went on to be a field worker and project coordinator for several Oklahoma public schools, specializing in youth advocacy and American Indian education, before finding her way to Texas as a cultural consultant and tutor for Fort Worth ISD. 

From there, she joined the Urban Inter-Tribal Center of Texas as a job developer with employment and training, which further equipped her with more of the skills and contacts needed to thrive at Dallas ISD. 

“We did outreach for so many avenues beyond the regular services, and those relationships were crucial,” Palmer said. “It was a great job that gave me four and a half years to learn about the Native population here, who came for everything from clinical and mental health support to outreach services and our food pantry. Then I got the opportunity to transition to Dallas ISD. This is the largest district in the United States that I have ever worked for.”

Now, Palmer takes great pride in her work with Dallas ISD’s American Indian Education Program, which provides Native students with cultural enrichment programs, college and career preparation, truancy and retention support, culturally competent counseling, representative book clubs and more. She also has a vision of providing STEM enrichment opportunities to Native American students in the DFW area by collaborating with another American Indian Education Program in Fort Worth. 

After three decades of service to American Indian education across Oklahoma and Texas, Palmer said it has been an “honor” to practice her culture and remind Native families that they have “the legal right, the civil right and the cultural right of preservation and understanding of who we are as traditional people indigenous to this continent in pursuing an education.”

But none of this work has been an individual effort, Palmer said. She is glad to have spent so many years working alongside talented, passionate people who are dedicated to providing opportunities and support to Native students, and she is looking forward to the work still to come. 

“I really believe in servant leadership,” Palmer said. “As a Native woman, I can say being a servant leader in education has been a privilege. To see our Native people, our students of Dallas ISD, walk across that graduation stage, I know that no matter what their career, vocation or dream is, I was just a small part of that. That is why I am here.”

You have only a few more days to complete the policy acknowledgement and compliance training before the Monday, Nov. 14 deadline. 

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 in 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 child abuse awareness, educators’ code of ethics, copyright and licensing, dress code standards, employment concerns and employee rights, staff safety protocols, FERPA, sexual harassment, and workplace bullying. Training for campus staff will also include anaphylaxis and auto-Injectors, bloodborne pathogens, 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.

Training for substitute staff only: Both the policy acknowledgement and compliance training are available in the Compliance Learning Portal. Substitute staff 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.

Dallas ISD is celebrating National Educational Support Professionals Day on Nov. 16 to recognize the bus drivers, office staff, cafeteria crews and more who make it possible to educate all students for success. 

CDL bus driver Brenda McAfee is one of about 800 CDL drivers and 100 MPV drivers who contribute to Dallas ISD’s overarching mission. She has been in the district for the past nine years and said she “would not trade it for anything.” 

McAfee, a proud Dallas ISD graduate, worked in bank administration before finding her way behind the wheel of a school bus, and it did not take her long to fall in love with the work. She picks up and drops off about 23 students a day, often starting her morning at 6 a.m. and working through 6 p.m. 

Her responsibilities keep her busy, but McAfee always goes above and beyond to communicate with parents and keep her students safe. As a mother of four and a grandmother of eight, she understands the importance of being focused, fast, flexible and friendly to keep each family on track, and the feedback she receives from parents speaks volumes. 

“Mrs. McAfee does such a good job caring for my autistic son,” one parent said. “He is one of the many amazing kiddos in her route, and I am so blessed to be connected with such a wonderful person. She has a heart of gold and goes beyond to make sure the kiddos are well taken care of. Thank you so much, Mrs. McAfee.” 

Another said, “She is an awesome bus driver. My son loves her, and she takes my 3-year-old son to the bathroom while he waits for his teacher to come and get him. Sometimes, it’s the little things that count. She is a great asset to Dallas ISD.” 

Bus drivers across the district are critical to student learning and acceleration. As they carry students from various neighborhoods to their classrooms, they are among the extraordinary educational support professionals who make Dallas ISD home. 

“Through the assistance of Transportation Services, our students are able to participate in some of the most rigorous classes, which would not have been possible several years ago,” Student Transportation Services Executive Director Jaime Sandoval said. “Transportation Services has increased the level of participation at our choice and innovation schools, thereby impacting the overall achievement of our students districtwide, and our bus drivers make this happen every day.” 

For McAfee, serving Dallas ISD as a bus driver is defined not only by contributing to student success but also by joy.

“My students just touch my heart,” McAfee said. “When I drive up, they are so excited and happy to go to school. I really love it, so as long as Dallas ISD will honor me to work for them, I will be a bus driver for the rest of my years.”

America Recycles Day has been celebrated for 22 years, and Dallas ISD is doing its part by promoting recycling on Nov. 15 and every day in all of the district’s schools and facilities. 

In the last five years, the district has made significant gains in recycling. According to Bryant Shaw, manager of the district’s Energy and Sustainability Department, recycling has increased from 12 percent to 17.1 percent. That’s approximately 23,000 tons of materials recycled every year. Nationally, according to the Environmental Protection Agency, the recycling rate has increased from less than 7 percent  in general in 1960 to the current rate of 32 percent. 

Since 2017, the district has also had a 52% decrease in trash going to the landfill.  That’s 48,654.13 tons in 2016-2017, compared to 15,576 tons in 2021-2022. 

One of the departments committed to recycling is Food and Child Nutrition Services. In 2015, Dallas ISD replaced the polystyrene trays with compostable plates in the cafeterias. According to Shaw, the district hopes to add compostable trash bags and utensils by 2027. 

FCNS has promoted recycling beyond the district.  

“We currently make trimmings (and other scraps which are appropriate) for composting available at no cost to schools which have gardens or which compost,” said Yetzel Meza, spokesperson for FCNS. “We support efforts at the district, city and county level which would support community-wide recycling efforts. We advocate for the use of recyclable materials in food service packaging,” 

Schools have played an integral part in this success. Staff members, students and families have become more informed throughout the years.  

“In some cases, some schools have a second generation of families participating—the parents participated in recycling when they were in school and taught their children about recycling. Now their kids are practicing this in the schools,” Shaw said. 

Rufus C. Burleson Elementary School is one of the schools dedicated to recycling. Teacher Bobby Adams, known as “the Earth man” by his colleagues, leads the school’s recycling club. According to Jessica De Paz, a parent instructor, the school used to use empty recycled boxes. Each teacher would fill the box up with recyclable items, and every Friday, Adams and the fifth grade recycling club members would pick up the boxes and empty them. 

Thanks to second grade bilingual teacher Lidice Martinez, the school now uses recycling bins donated through the city of Dallas’ Water Conservation Division. 

“I feel that teachers such as Adams and Martinez are planting a seed that will influence the students when they are in middle school, high school, college and beyond. They have planted a seed of mindfulness and environmental awareness that will impact and help the students for the rest of their lives,” said De Paz. 

For resources and activities for America Recycles Day, the EPA has created a webpage for educators at: https://www.epa.gov/recycle/reduce-reuse-recycle-resources-students-and-educators. 

Dallas ISD Superintendent Stephanie Elizalde joined other Dallas ISD officials and members of the North Texas Congressional delegation this week for the announcement by the Environmental Protection Agency that Dallas ISD will be getting a $7.1 million rebate to purchase 25 new electric buses and the funds to build the infrastructure to charge them.

It will be some time before the zero-emission buses are added to the fleet of school buses, replacing old ones powered by diesel, but the excitement at the prospect of what they will mean for the environment and children’s health was palpable at the news conference.

“I can’t wait to see the new buses rolling down our streets, probably being quite a bit quieter than diesel, picking up our students with zero emissions and making the air even around where they wait for buses cleaner and more breathable immediately as well as for the future,” Elizalde said. 

Someone else who is excited is U.S. Rep. Colin Allred, who used to ride the diesel school buses when he was a student in Dallas ISD. Allred is a member of the House Transportation Committee and worked on the Bipartisan Infrastructure Law that provides the funding for the Clean School Bus Rebate. Allred attended Dallas ISD through his graduation from Hillcrest High School, and his mother was a teacher with the district for 20 years.

“I know what it’s like to ride in a [school] bus, and back when I was doing it, they were loud, stinky and didn’t have air conditioning,” he said. “As someone who played a lot of sports, you would roll down the window and try to get a little bit of relief and you have diesel fumes coming at your face; it’s not so nice. I think it’s amazing that kids are going to get to go to games on these buses.”

Region 6 EPA Administrator Earthea Nance shared that the intent behind the competitive rebate—and the investment through the Bipartisan Infrastructure Law—is to reduce greenhouse gases as well as to protect children’s health by replacing heavily polluting buses with clean running ones. Dallas ISD is one of 13 urban and rural districts in Texas to receive a rebate.

Elizalde credited the Dallas ISD Board of Trustees for having the vision to move the district toward a greener, cleaner future with the unanimous approval of the Environment and Climate Resolution in 2020. Pursuing funding for the 25 electric buses is part of the goals set forth by the resolution.

Carolyn Jones, a Call Center specialist, understands what it means to practice the Core 4 culture tenets in everything she does. 

She responds to anywhere from 80 to 220 calls a day depending on the season, assisting with payroll concerns, parent questions, emergencies and more. While some simple requests can be resolved quickly, they all require patience and Jones’ favorite technique. 

“When you do customer service, you have to be compassionate,” she said. “I learned a long time ago that when you smile over the phone, it brings a caller ease. Even though they can’t see you, your voice dictates how the interaction will go. So whether I’m on the phone or in person at the welcome center, being friendly makes a big difference.”

Her favorite memory of working at the Call Center comes from what could have turned into a disaster. A parent called in who did not know where her daughter was, and the parent was “frantic,” Jones said.  After getting all the information she could, Jones remained calm and started making calls, staying after hours to retrace the student’s footsteps until she and the parent realized the student had gotten off the bus and gone to a friend’s home instead of her own. The parent was so grateful for Jones’ support that she emailed Jones’ manager to express her gratitude. 

“That’s just a part of my job,” Jones said. “It’s about going over and beyond when you feel the need, especially when someone is upset. Because what would I want? If I was going through that, what would I want someone to do for me? Take the time to say, ‘Let me see what I can do.’ And that’s what I did for that parent.” 

That was not the first time Jones has been praised for her exemplary customer service and it certainly won’t be the last. She first came to Dallas ISD as a temporary employee in 2013 and worked in a variety of departments on her journey to her current position, all of which she said she loved. 

Jones did not expect to end up in the Call Center. In fact, she said she “always thought I wasn’t customer service material,” but she has been passionate about helping people ever since she was a child, so when the opportunity arose a few years ago, she took a chance. Now, she says, “I’m glad I did, because if I hadn’t, I wouldn’t have known that I’m cut out for it.” 

Being focused, fast, flexible and friendly requires commitment and passion, both of which Jones has in spades. She said she believes in the significance of her work and in Dallas ISD’s mission to educate all students for success. 

“Any communication is life to a person,” Jones said. “I grew up always wanting to help people, and here I am. I don’t need any accolades. I just want to come here every day to do my job. Any positive feedback makes me humble, but I’m just being me.”

National STEM/STEAM Day is celebrated every Nov. 8 to highlight the fields of science, technology, engineering, art and mathematics, and to encourage people to pursue them. At the heart of these efforts are the district’s STEM and STEAM teachers, including Jesus Monsivais Flores, a sixth-grade math teacher at L.V. Stockard Middle School. 

Monsivais Flores is a proud graduate of Dallas ISD. Growing up, he said he was often told that he would drop out of school, but his teachers encouraged him to pursue his dream of graduating early and attending The University of Texas at Dallas. Now, his passion for math and his determination to transform student lives are serving him well as he pursues his second year in the classroom. 

“I always wanted to give back to where I came from,” Monsivais Flores said. “My teachers never gave up on me, and I want to be that support system for my students. I want them to know that they have it in their possession to do great things.”  

While math can be challenging, Monsivais Flores believes it is a universal language that anyone can learn. Last year, one of his students was struggling because he was learning English, so Monsivais Flores stepped up to build a stronger connection with him. 

“At first, he was confused by what we were doing and was scared and nervous, but then I shared my story with him,” Monsivais Flores said. “I am under the program of Dreamers [Deferred Action for Childhood Arrivals], so I am here with a work permit teaching in Dallas ISD. When I shared my story with that student, he started feeling more comfortable and began asking for help when he didn’t understand something.”

Monsivais Flores taught the student key words and encouraged him in tutoring sessions, and the student went from scoring low on his Assessment of Course Performance in the fall to acing tests in the spring and earning “meets grade level” on his State of Texas Assessments of Academic Readiness test. 

“I was so excited for him that I called his mom and told them as soon as I found out his score,” Monsivais Flores said. “His story always motivates me not only to teach my students math, but also to show them that I’m here for them. I’m not just their teacher—I’m also their backbone, their support system.” 

STEM and STEAM lessons prepare students for real-world success, something Monsivais Flores has experienced firsthand. One of his favorite units focuses on financial literacy, and he said he loves helping his students compare different career salaries or understand how scholarships can put them through college. 

Ultimately, Monsivais Flores’ goal is to transform student lives by delivering excellent content and forming personal connections with them so he can encourage them on their journeys, and his efforts appear to be paying off. One of his students moved to a new school, and he recently reached out to Monsivais Flores with a simple message.

“His exact words were, ‘Thank you so much,’” Monsivais Flores said. “And I asked, ‘For what?’ And he said, ‘For never giving up on me and for always helping me.’ That is what teaching means to me. Even if my students are at a different school, they can always count on me for anything.” 

STEAM innovation across the district 

These real-world lessons will benefit even more students at six Dallas ISD schools as they enjoy classroom upgrades focused on providing a high-quality STEAM education, thanks to the TEXAS YES Project. Representatives from the awarded schools recently received over $50,000 in educational grants, which will allow those campuses to get equipment to bolster their STEAM programs or help update classrooms and facilities.

The six campuses are N.W. Harllee Early Childhood Center, Clara Oliver Elementary School, Leslie A. Stemmons Elementary School, Stephen C. Foster Elementary School, Seagoville High School and the STEM Environmental Education Center. 

“These grants will open opportunities for students of all ages to really apply what they’re learning in their science and math classrooms and turn that into something real,” said Michael Ruiz, executive director of STEM in Dallas ISD. 

While during November—Native American Heritage Month—Dallas ISD celebrates the 574 federally recognized tribes in the United States, their heritage, history and contributions are celebrated and supported year round through the American Indian Education Program.

This program was designed to address the unique educational and culturally-related academic needs of American Indian and Alaska Native students from pre-K through 12th grade. Students who identify as American Indian can apply for the program, which provides cultural events and enrichment programs, college and career preparation, truancy and retention support, culturally competent counseling, representative book clubs and more. 

“Our ultimate goal is to have our Native American students walk across that stage equal to every other population,” said Tracy Palmer, an American Indian Education Program specialist and a registered member of the Muscogee Creek Nation Tribe of Oklahoma. “We are here to serve, and join hand in hand with Dallas ISD’s mission to educate all students for success. I am honored to say that our Native students have been high achievers.” 

The program’s success can be seen in families like that of Sonia L. Pahcheka, now celebrating three generations and counting of Dallas ISD graduates. 

Pahcheka and all three of her sons graduated from Sunset High School, and now her 11 grandchildren are following in their footsteps. Two of her grandchildren, Arthur “AJ” Pahcheka Ybarra and Christina Pahcheka Ybarra (pictured), currently attend W.E. Greiner Middle School and Sunset High School and have been in the American Indian Education Program since they were preschoolers. 

“It has really taught them a lot,” Pahcheka said. “We are Comanche, and all we do is Comanche, but they got to make friends with [those from] other tribes at the program’s summer camp. When they see those friends now, they run up and hug each other. It’s lifelong.” 

Her grandchildren have also learned to be more outgoing, and now Pahcheka said they are “all excelling” in school while being aware of their “own personal Native pride.” 

“I have known AJ since he was a baby,” Palmer added. “Their family has been one of our greatest success stories, and I have enjoyed watching them grow and enrich so they can see the beauty of our culture and learn about themselves, while also exploring the program’s parallels in science, math, cultural reading, Native history and social studies.” 

Palmer said she hopes the Dallas ISD community will not only spread awareness about the district’s American Indian Education Program, but will also take advantage of the resources available during Native American Heritage Month in November and beyond. 

For example, teachers, librarians and campus administrators can request the American Indian Education Program’s grant-funded book club books, which include some of Palmer’s current favorites: “Fry Bread,” “Do All Indians Live in Tipis?” and “A Native American Thought of It: Amazing Inventions and Innovations.” 

“We have some beautiful books that are identifiably Native with appropriate images and writing and that support the curriculum already at hand,” Palmer said. “Our students are gifted those books through our grant, but they can also go to any classroom, library or program that wants to teach students about American Indians.”

To learn more about Dallas ISD’s American Indian Education Program and the resources available to students and staff, visit https://www.dallasisd.org/Page/22033 or call (972) 925-8076. 

“It’s a powerful program, and people need to know that we are here supporting our Native students,” Palmer said. “I am proud and honored as a Native American when they walk across that stage. I know then that they can compete to be able to work or continue on to a higher educational institution after graduation—and find their own destiny in our country.”