Central Staff News

When families from other countries come to Dallas ISD to register their children for school, the first place they visit is the Margaret and Gilbert Herrera Welcome Center, known informally as the intake center. When families walk in the door, some of the first faces they see are team members Teresa Gonzalez and Herlinda Godoy. 

As administrative assistants both wear many hats, performing duties such as checking documents and making sure the families have everything they need to enroll in the district—from making IDs for the students, to making sure they are placed in the correct school. Often working through language barriers, they show families how to use a cell phone or how to send an email. They use resources such as the district’s Translation Services team and online tools to communicate with parents, when they speak languages other than English and Spanish.

They, like other administrative professionals, often perform many tasks that help students and other team members be successful. Their contributions and talents will be celebrated nationally on April 24 for Administrative Professionals Day. 

Gonzalez and Godoy also help with different needs by getting other departments involved, such as when receiving students who require special services or working with the nurse who helps make sure the students have all of their immunizations in order to begin their journey in the district.

The two administrative assistants shared that the main thing they keep in mind is to have the heart to listen, to be patient and to have a heart of service to help people. They are resourceful and embrace the Core 4 tenets. 

Having worked together for 10 years, they know when to step in and help each other out without skipping a beat. Godoy has been working for the district for 29 years and Gonzalez has worked for the district for 27 years. 

 

What is an accomplishment that you’re proud of?

Godoy: I’m proud of what I am right now because I was once a newcomer. I remember when I registered my daughter when she was in pre-K. I didn’t know any English, so it was very hard for me to fill out the documents and forms, and I was doing it by myself. So being here and helping families makes me proud to be here. When we see three or four families living in one apartment it takes me back to when I first arrived from my native country of Mexico, because I was living through similar circumstances. 

Gonzalez: I started school here since kindergarten, but my dad came first to the United States from Mexico. And with seven kids, I think what he accomplished is what newcomers are trying to do. He was fortunate to be taken under someone’s wing who helped him and guided him. All seven of us siblings have had the chance to be here in Dallas ISD as students, and we’ve had a good life. And whenever I help people, I think about my mom. My mom really never learned English. I think about this, and all of these things make me feel good. 

 

What drew you to  the education field?

Gonzalez: When my son was in pre-K, he didn’t want to school. So I got involved with being in the PTA and being a volunteer. Team members at Edward Titche Elementary School, where I was volunteering, would ask me to translate, and that’s when the principal asked me to get more involved. 

Godoy: When I was in Mexico, I was a pre-K teacher. From the time I was a kid I wanted to be a teacher, because I had great teachers in my life. When my parents moved to Jalisco, I attended a school for teachers there, and I started teaching the little ones. So when I came here to the United States with no English, my daughter was in second grade and her teacher told me I needed to become a teacher there because she saw the way I worked with the students as a volunteer. I went and talked to the principal who said they needed bilingual team members and I started as a teacher assistant. 

 

Do you have a favorite memory of working for the district?

Gonzalez: When I was at Casa View Elementary School, I was a teacher assistant and what really stands out with me is the principal would call me over the intercom and would pull me to interpret for families. That’s how I met the principal there and we’ve become very good friends over the last 24 years. In fact, she’s my daughter’s godmother. I know that I needed to expand my Spanish, especially when I was asked to interpret for parents during Admission Review and Dismissal meetings. That’s what stands out for me, where I was needed. And working there gave me the foundation to work here.

Godoy: I was a TA but I became a community liaison at a school and I remember in my first year there I wanted to do something big. So that year we were invited to go to a circus. I took the whole school with 17 buses and the circus came for us at the school, and we were following them in a caravan. From the school in East Dallas, we went to Reunion Arena where the circus was taking place. It was so fun and the kids were so happy. When we came back, they were so impressed with that. I always remember that experience because everyone expressed such joy. I will never forget that moment.

 

At N.W. Harllee Early Childhood Center kindergarten students are looking to the future. When kindergarten teacher Zaria Wynn was teaching her students about what is recyclable, the students started wondering about why stuff was being thrown away instead of being recycled.

This discussion led Wynn to team up with Michelle Touchet, the school’s library media specialist, to start a recycling  program with the students. Touchet had worked on the green team and recycling program in a previous campus, so the two began to work collectively on this project after spring break.

This relatively new endeavor at the school has already turned into a schoolwide collaboration. Once Wynn and Touchet took on the task, Touchet reached out to her local city council representative to get a blue recycling bin through the city of Dallas. The school received one the next day.

“The idea about getting the blue residential rolling cart on campus was so we could teach our little ones how to use the city’s recycling system so they can hopefully teach their parents,” Touchet said. 

The students started out with paper only. Students and teachers began to place the leftover paper in the blue bin located in the main hallway downstairs.The students also began to notice that there was an opportunity to recycle materials in the cafeteria.

“There’s quite a bit of plastic that’s generated in some of those prepared meals,” Touchet said. “And so the kiddos have noticed things that  have a triangle on it, and they put it in a pile and make sure it’s clean.” 

One of the goals of the program is to start a compost project in the future once the logistics are worked out, Touchet said.

This semester Touchet and Wynn, along with their colleagues, are working on teaching the students about what can be put into the recycling bin, as well as what you can do with the items before you put it in the recycling bin. Students are learning the concept of reduce, reuse, and recycle.

The work that Touchet and Wynn are doing is the kind of action encouraged during Earth Day, which celebrates the planet and highlights ways of protecting health and the environment. This year, Earth Day falls on Monday, April 22. 

“The 5-year-olds in Wynn’s class have done some projects with categories and had to determine what could be reduced, reused or recycled, and she’s really done a great job in her classroom of setting up this kind of environmental mode,” Touchet said.

According to Touchet, they are  working on trying to get a consistent receptacle system in the classroom, so it’s easier for the students to take charge of it. At the end of the day, they pick up the bins and boxes from the classrooms and dump them into the blue rolling cart from the city. Touchet described it as a campus collaboration in its nascent stages. She also added that the facilities manager and a community member are helping out with these efforts. 

Because it’s a residential  recycling bin, they can’t put it out in front of the school, so a neighbor that lives right across the street is allowing the school to put the blue bin in front of his house on recycling day. 

“Our motto here at Harllee is ‘where greatness starts early,’  and I think that the great citizens of the planet contributing to keep things clean and protecting our environment is, at best, greatness,” Touchet said.  

 

By special contributor Anne Howell, demonstration teacher at Dan D. Rogers Elementary School

 

For bus driver Tamara Franklin, creating a welcoming and cheerful atmosphere in her vehicle is all in a day’s work, which for the past two years, has meant adorning her special education bus to match seasonal holidays and special events.

 

“I started last Halloween,” Franklin said. “I decorate my home, and I saw that some drivers put stickers around, so I thought ‘I’m going to decorate the whole bus!’”

 

That year, students entered the bus the next morning to find spider webs, skulls and a ghost inside.

 

“They were so excited,” she said. “They got to look around–their eyes lit up. And their parents got to see and they thought it was the neatest thing that their kids got to experience this.” 

 

Hundreds of bus drivers like Franklin in Dallas ISD make a difference in students’ lives every day as they ensure they get to school and back home safely. Their work and efforts are celebrated on April 23 during Bus Driver Appreciation Day. 

 

Franklin’s Halloween decorating was such a hit that she has expanded to also decorate for Christmas, Valentine’s Day, St. Patrick’s Day, Easter, and spring, and, this year, she welcomed students back to school by decorating for the first day of class. 

 

“Now I decorate my bus more than I decorate my house. Even the high school students want them,” Franklin said. “They say the bus looks plain without them.”

 

In addition to the holiday decorations, Franklin highlights student work. 

 

“I had a high school student who loved to draw,” she said. “You could tell him anything and he would draw it. I put up his drawings. The whole top of the bus was pasted with his drawings. You could see it made him feel good that someone appreciated his work.”

 

Her decorations have inspired other bus drivers to decorate as well. 

 

“Now we have a little friendly competition between a couple of friendly coworkers,” Franklin said. “Sometimes we would sneak on to the other person’s bus so we could see what she did and then outdo it.”

 

“I started posting videos because a coworker inspired me to make it public and let people see what my bus looks like,” Franklin said. “At first it was just simple, and now it has turned into a lot more.” 

 

Franklin has been a driver for over 20 years. Originally from Germany, she joined the U.S. Army at 18, and after marrying, she moved to Dallas, her husband’s hometown. Because she loves to drive and wanted to drive big vehicles, she started a career driving for DART. After a while, she tried an office job, but returned to her passion—driving. She wanted to do something more fulfilling, so she decided to join Dallas ISD as a CDL bus driver. 

 

“I knew I wanted to work with kids,” she said. “They are so joyful, fun, and carefree. There are so many children that don’t get the kind of love and attention they should, and I want to do that for them. I hope that the little things I do for them let them know there’s someone out there that cares for them.” 

 

Special education Monitor Kamesha Carter also contributes to the decorations on Franklin’s bus. 

 

“We should make them feel welcome,” Carter said. 

 

Franklin agrees: “The bus is the first thing they see in the morning and the last thing they see before they get home. The decorations just make a happy feeling on the bus.”

 

Students confirm the decorations make a difference. 

 

“When I see the decorations, my happiness goes up,” said fourth-grader Lenny P. “Then my day is better.”

 

Fourth grade student Kaycee J. finds the decorations inspiring: “When I see them I feel like I should be kind because others are kind to me to do this [decorate] for me.”

 

For Franklin, going the extra mile for students is no problem.

 

“I love my job. I really do,” she said.

When Myles Bennett, a first-grade teacher at Dan D. Rogers Elementary School, told her mother how wonderful it would be to someday teach at her school, she never imagined that it would come true.

“We used to think about what it would be like to be at the same school, and we laughed about how there’d be two Miss Bennetts,” said Sandra Bennett, Myles’ mom and a fourth-grade teacher at Dan D. Rogers. The two English as a second language teachers are known as “Bennett fourth” and “Bennett first” according to the grades they teach. 

Both recently were recognized by the district in the annual Winners Circle event, one as the school’s Campus Teacher of the Year and the other as a Teacher of Promise. 

“We didn’t realize that significance until we were both invited to the ceremony. So, we thought ‘I would have taken you anyway,’ and she would have taken me anyway,” Sandra said. 

“I was really excited for my mom,” Myles said. “It’s been a long time coming, and I think, honestly, I’m just so proud of her and proud to be her daughter.” 

Attending the ceremony with them was their principal, Marissa Limon, who has been a colleague of Sandra for years and who has known Myles since she was in middle school. 

Myles, who is in her third year of teaching, is a product of Dallas ISD, having attended Mockingbird Elementary and Henry W. Longfellow Career Exploration Academy and graduated from Booker T. Washington High School for the Performing Arts. 

“I grew up volunteering at Dan D. Rogers, and would come and help out in events, such as the fall carnival and the wax museum—a project that my mom does in her class,” Myles said. “I was very familiar with the community here, and with my mom being a teacher, I saw the impact that one can have on the lives of the students, and it really inspired me to become a teacher.” 

Her mom, Sandra, who has worked for the district for 25 years—15 of those at Dan D. Rogers— has seen the impact a teacher can have on students. A few years ago, some former students found her on social media and about 16 of them took her out to dinner.

“It’s about the relationships that you build,” Sandra said. “I’m getting to see what Myles is looking forward to.”

There’s students in Myles’ class who are in first-grade and who have siblings in fourth grade. Sometimes a fourth-grade sibling might come up to her and mention something that they heard they were working on, such as learning about the colonies. 

“It’s cool to see just how connected we can be in that way,” Myles said.  “It’s nice to share families, while we share [our own] family,” she said, referring to her mom. 

Myles and Sandra often find moments to connect during the day. They describe themselves as “early birds,” arriving at the school early every morning. Sandra brings yogurt or something similar for Myles’ breakfast, and they both get to FaceTime with Sandra’s other daughter, who is studying in England. The time zone difference and that space before the day begins is perfect for the two siblings and mother to have a few moments before the students enter the building and the school day begins. 

Besides being co-workers, this dynamic mother-daughter duo worked on the curriculum for a chapter book, for students in first grade through fifth grade. The book is titled “Closet of Dreams,” and it just came out a couple of weeks ago. They also wrote a teacher’s guide for the book that has suggested activities for teachers to do with their students, Sandra said. Sandra focused on the content, while Myles focused on the technical aspects of it, such as making it aesthetically pleasing and easy to access. 

Through this work, both Myles and Sandra continue to be inspired by the families and students that they serve in their school, which they describe as the best in the district.

“I think about the general impact, and I kind of zoom out and think about how I am somebody who is showing up for these kids every day,” Sandra said. “I work with the kids to help them realize their potential and their confidence in themselves, just as I am as well.”

On Monday, April 8—a regular work day for Dallas ISD schools and offices—a total solar eclipse will sweep across Texas and be observed in the Dallas-Fort Worth area. In an effort to provide students with a safe opportunity to view the eclipse, The Perot Museum of Nature and Science has provided all Dallas ISD students and campus team members with a free pair of solar viewing glasses. 

The solar eclipse glasses were distributed thanks to the efforts of Katie Gagne of the Perot Museum and STEM Environmental Education Center Director Mark Broughton, who also worked together to coordinate astronomers from the Carnegie Institute of Science to visit 40 campuses to teach students about the eclipse and the science behind it. The glasses are critical to prevent retinal harm while viewing the eclipse. The total solar eclipse start and end times will be as follows:

Total Solar Eclipse Start & End Times                         

Start of Partial Eclipse	12:24 p.m.
Start of Total Solar Eclipse	1:41 p.m.
End of Total Solar Eclipse	1:44 p.m.
End of Partial Eclipse	3:02 p.m.

Here are some required safety guidelines to follow during a total solar eclipse:

• View the sun through eclipse glasses or a handheld solar viewer during the partial eclipse phases before and after totality.
• Younger students may require a practice round of how to properly wear the glasses before the actual eclipse occurs. It will be important to show them how to observe the eclipse safely, and remind them of the importance of wearing the glasses before and throughout the eclipse. The glasses may be folded to fit smaller faces.
• Keeping your skin safe is also important. Even during a partial or annular eclipse, or during the partial phases of a total eclipse, the Sun will still be very bright. If you are watching an entire eclipse, you may be in direct sunlight for hours. Remember to wear sunscreen, a hat, and protective clothing to prevent skin damage.

 

The spring semester can get busy for school district employees, and with many responsibilities comes stress. But while stress affects almost everyone, it doesn’t have to affect your life. And sometimes, it can be a good thing because it can give us the energy we need to meet challenges. How can you tell if the stress in your life is becoming a problem?

The common symptoms of stress include difficulty sleeping, headaches, neck and back aches, stomach pain, irritability, depression, and mood swings. Some people also may begin to abuse alcohol, illegal drugs, or prescription drugs during periods of extreme stress. You need to get the opinion of a medical professional or counselor if any of these symptoms feel familiar. If you have recently experienced these, you could be under stress.

There are things you can do to help alleviate some of the common causes and symptoms of stress in your daily life. Here are five tips that can help.

Tip number one:

Try to identify the source of your stress and find a practical way to resolve it. If you’re worried that your manager is concerned about your performance, ask them if they have any feedback for you and if there is anything you can do to improve your work. If your to-do list is out of control, you can review it and then block out time to tackle it. Often addressing the source of your stress will minimize the impact it has on your life.

 

Tip number two:

Accept that some problems and challenges can’t be solved directly. Instead, you may need time to come to terms with them. Some sources of stress—such as caring for an older relative—require us to make an attitude change rather than fix an external problem. Reaching out to a mental health professional will help you gain perspective.

 

Tip number three:

Stop overscheduling. Feeling constantly stretched is a major stressor. Make a plan for a calm morning and make sleep a priority in the evening. By slowing down, you can tune in to what your body needs and build resilience for the challenges you have to face.

 

Tip number four:

Take care of yourself. Eating a healthy diet will help you find the energy you need to cope with stress. Exercising regularly can also help keep it under control. This is because exercising for as little as 20 minutes a day can rev up your endorphins, which are natural feel-good chemicals in the brain that help to reduce stress. Practicing mindfulness and relaxation techniques might help you ease the tension in your life. You can find resources on both by searching the Support and Resources section of the assistance programme website.

Tip number five:
Make time for family and friends. Research shows that having strong ties to others has a positive effect on a person’s ability to cope with stress.

These five tips are drawn from the knowledge and first-hand experience of our well-being experts who are helping clients round the clock every day.

If you need additional support, Dallas ISD team members can take advantage of the Employee Assistance Program by LifeWorks. The confidential, secure platform has countless resources available online for free, including on-call counselors who are available seven days a week, 24 hours a day. Reach out to LifeWorks at (972) 925-4000, or visit www.dallasisd.org/benefits and click on Benefits Resources to access online EAP information. 

 

Source: LifeWorks

Dallas ISD students who don’t have film programs at their schools are getting the opportunity to become filmmakers through a partnership with their school and a program through Pegasus Media Project, a nonprofit arts organization. 

The program, Youth Portable Film Program, is led by local filmmaker Christopher Sonny Martinez, a Dallas ISD alum. The program currently serves students at H. Grady Spruce High School, Yvonne A. Ewell Townview Center, and the Victory Meadows Youth Center, which serves students in the Emmett J. Conrad High School feeder pattern. Martinez has been working with the students since last semester in teaching them film language, film history, and how to create their own stories using film. 

PMP was founded in 2012 by artist-educator Niloo Jalilvand, who was a teacher at Booker T. Washington High School for the Performing and Visual Arts, for 21 years. In 2015, she launched the student-led Pegasus Film Festival to inspire and empower young people to pursue their passion for filmmaking.

The Youth Portable Film Program is funded through grants such as the Texas Commission for the Arts and is free to the schools. At Spruce, Martinez has been working with the students in collaboration with Miriam Sharp, their graphic design teacher. 

“Working with Pegasus has been a fun journey because the students love taking part behind and in-front of the camera,” Sharp said. “It has taught them about themselves and their peers in an atmosphere where they can be themselves,” she said. 

Approximately 12 tenth grade students participate in the program at Spruce. 

Tamitha Curiel, from PMP, who is also a filmmaker and a Booker T. Washington alum, says the goal is to give students ideas for the way stories can be told in the visual medium, as they are already manipulating color and their own designs in their graphic design class. 

“In any job you could go into, you have the skill to tell the story with the visual,” Curiel said. “They are building on those skills and just taking that to the next level—to a moving image –and giving them tools, because those skills can be utilized in many different areas.”  

She says that even if students don’t become professional filmmakers, those skills will be useful, as there are people such as dentists, lawyers, and other professions who are making films and TikTok videos to promote their businesses. 

Curiel says that so far, students have interviewed each other, edited their own interviews, as well as filmed b-roll, which is footage that supplements main video footage. 

“In the beginning, I don’t think the students really had a good understanding of what the work entailed, but I think they were kind of excited about getting their hands on the equipment,” she said. “One of the students said something about feeling powerful during the editing process.”

The work the students have done to carve out their own stories has also led them to collaborate with other students outside of their class. They recently filmed the Spruce dance team, which performed a piece titled “My Mind.”

Curiel says that future plans include the students working on their own film—but for now they are creating their student profiles through film, highlighting some of the things they like at their school.

All of the classes take place during school hours and Curiel says that PMP wants to continue this collaboration with schools to empower students to tell their stories. 

For more information about the Youth Portable Film Program, visit https://www.pegasusmediaproject.com/about-8.

 

When Heather Houston, an eighth-grade science and astronomy teacher at Jesús Moroles Expressive Arts Vanguard, found out the solar eclipse was going to happen on a Monday, she suggested to her principal that it become a schoolwide event. 

One of the things that motivated Houston was remembering how she watched partial eclipses when she was a Dallas ISD student and thought it would be an exciting experience for the students. Houston attended Booker T. Washington High School for the Performing and Visual Arts and graduated from Sunset High School. 

“I’ve been sitting back watching the kids just take charge,” Houston said. “I’ve seen some kids that were really shy step up, and it’s been really neat to watch them turn into little teachers,” she said.

As Houston was looking for materials for her students, she remembered that one of her students wanted to be a writer, so she asked him if he was up for the challenge. Cash C., her student, wrote a book about how to safely watch the solar eclipse. It included simple facts and illustrations, and students created lesson plans around the book and models that they had created.

Houston’s students took their work outside of their classroom and taught the younger grade levels, pre-K through fifth grade, about how to watch the solar eclipse in a safe way. 

At Moroles, all grade levels will watch the solar eclipse together, with the exception of the ones whose parents signed the opt-out letters that were sent home with the students. 

Going into this, students weren’t sure exactly what to expect and wondered if they would be able to answer all the younger students’ questions or if they would behave– but they did–and the “student” teachers did an excellent job, according to Houston. 

“When students are passionate about science, I love it,” Houston said “And if I have a student that changes their mind about science throughout the year and turns out to like it, that makes my year,” she said.  

You may have already caught Houston and her students on the local news, as they have recently been featured doing this important work. 

Here’s some links to their story that ran in local news stations:

https://www.nbcdfw.com/news/local/dallas-isd-astronomy-students-teach-younger-students-about-upcoming-eclipse/3495057/

https://www.cbsnews.com/texas/news/dallas-isd-school-gets-in-spirit-for-total-solar-eclipse/

https://www.iqmediacorp.com/ClipPlayer?ClipID=6cbcb642-661e-49da-8eac-97733516262d&TE=%7B0%7D

School Librarian Appreciation Day is on April 9, and Dallas ISD is celebrating the highly trained professionals who cultivate a schoolwide culture of literacy, inquiry, and innovation that empowers students to become lifelong learners. 

To commemorate the day, Dallas ISD’s Library Media Services Department is highlighting some of the great work librarians are doing in supporting learning in their schools. 

Vernetta Lockridge, librarian at John W. Runyon Elementary School

Vernetta Lockridge is known for her collaborative approach to literacy instruction. When a second grade-teacher sought a lesson on Greek mythology, Lockridge accepted the challenge with a smile. Her can-do spirit and dedication have earned her the trust of her teachers, leading to invitations for hour-long “library on the go” lessons in their classroom. From exploring character traits to reinforcing the parts of a story, delving into math graphs, and discovering Greek mythology,  Lockridge seamlessly integrates literacy into engaging lessons that support her teachers’ Amplify curriculum.

Nicole Williams, librarian at T. G. Terry Elementary School

Nicole Williams creates an environment that is conducive to active and participatory learning. To support real-world experiences and science content,  Williams has a small aquarium with tadpoles which teachers and students visit regularly. The students use the district-purchased online resources to take their learning about amphibians a step further. Williams also provides engaging opportunities for students to use technology in the learning process. She leads the students in producing the virtual announcements for her school once a week.

Carrie Bruce, librarian at E.B. Comstock Middle School

At E.B. Comstock Middle School, students are combining literacy with innovative tech tools for more engaged learning. Carrie Bruce organized a lesson centered around fairy tales and used Strawbees—a STEAM technique that uses connectors and building straws that are placed together to build unique creations– to build representation of the stories. This approach enhances the students’ literacy skills, creativity, critical thinking, and the practice of using technological tools for learning. Puss in Boots built a chair and footstool for the King, Little Red Riding Hood built a closet for the wolf to hide in, and Cinderella built a pumpkin, her pink dress, and a magic wand. Kudos for innovative teaching taking place in the Comstock library.

LaShonda Roberson, librarian at Yvonne A. Ewell Townview Center

To support her Marvin E. Robinson School of Business and Management at Townview students, LaShonda Roberson participates in the student run entrepreneur space. The “library booth” is an opportunity for the library to circulate books, Social Emotional Learning activities, has a creative writing station, promotes the Dallas Public Library, and helps students build their personal home library with free books. The library booth is updated monthly.

For information about school libraries and happenings in the Library & Media Services Department, follow Dallas ISD Library and Media Services on X, formerly known as Twitter, at @DISD_Libraries or visit their website at https://www.dallasisd.org/librarymediaservices.

For 16 years, Armina Wrice has been an important member of Dallas ISD, influencing future generations since relocating from the Philippines in 2008 to pursue her passion in education by becoming a teacher. 

In addition to her teaching responsibilities, Wrice participates in other activities and clubs within the district. As a coach of the TMSCA since 2016, she has led Henry W. Longfellow Career Exploration Academy students to consistent success, qualifying in state championships under her guidance. 

“I really like to impart knowledge about math and real life,” Wrice said. 

Wrice lives by the mantra “The only permanent thing in this world is change,” a philosophy that drives her to constantly seek new ways to engage and inspire her students. Recently, Wrice was honored with the Dallas Retired Teachers Association Award, a recognition that came as a surprise. 

“The first time I ever heard of this award was very recently when my principal announced it,” she said. “I saw it as an opportunity to grant my students a new experience.”

Wrice’s inspiration stemmed from a desire to introduce her students to pen tablets, revolutionizing the way they interact with math assignments.

 “I wanted them to experience the ease of use and creative possibilities,” she said.

Thanks to the award funds, Wrice was able to purchase a class set of 30 pen tablets, which has increased innovation and creativity in her classroom. 

“It’s a dream come true, personally,” she said. “And professionally, it reaffirmed my belief that if there’s anything else I want to pursue for the benefit of the children, there will always be support out there.”

Wrice is thankful for the support of her principal, Michael Tatum, whose encouragement and guidance were essential in her journey to receiving the award. Wrice is so pleased with what she has been able to do with the award, she encourages her fellow educators to apply for grants. 

“Anyone else who would like to make some of their dreams come true should consider applying for awards like this,” she said. “The delight in the eyes of a child when they see how we make things more interesting and equitable for them is priceless.”