Staff News

We all remember having to slap on the sunscreen as kids, but lots of adults can be lax about sun protection. Overexposure to UV rays is a major risk factor for melanoma, a cancer that kills two Americans every hour.

There are lots of benefits to protecting yourself from the sun beyond skin cancer prevention. By using sun protection wisely, you can avoid the discomfort of sunburn, and keep your skin healthy and youthful by preventing premature wrinkles, broken capillaries, and sunspots.

Here are some ways to be vigilant in avoiding skin cancer.

Check the UV rating daily. The risk of sunburn is associated with UV exposure, which can’t be seen or felt. When the UV level is higher than 3, your risk of burning kicks in, so make a habit of checking the UV rating along with the weather for the day. It can easily be higher than 3 in the autumn and spring, even if the weather is cool or cloudy. The UV index also increases with altitude, so if you’re going to be hiking or skiing, it’s especially important to protect yourself.

Avoid direct sun, especially during the hottest part of the day. Stay in the shade whenever possible, but especially from 10 a.m. to 3 p.m. If you’re going to the beach or a park, bring an umbrella in case there’s no shade.

Use SPF 30 or higher, and reapply regularly. Make sure you buy SPF 30+ for everyday wear, or 50+ for heavier exposure. Reapplying every two hours—or more often if you’ve been exercising or swimming—is essential to keep the protection level high. Sunscreen is only good for a year, so buy a new bottle each year to make sure that you will be protected. Many people miss putting sunscreen on the tops of bare feet and the front of their chest—make sure that all exposed skin is covered.

Choose collared shirts and cover up. To protect the back of your neck and shoulders, wear a collared shirt if you know you’re going to be out in the sun. If you’ll be sitting in the sun in a park or at the beach, use a towel or sarong to protect exposed skin.

Wear a broad brimmed hat. Hats with a tightly woven fabric (i.e., no gaps or holes) are important for protecting the back of the neck, ears, forehead, nose, and the top of your head. Skin cancer can appear on your scalp, too.

Wear UV blocking sunglasses. Your eyes can also be damaged by the sun. It can cause cataracts, as well as damage the skin around your eyes. Your eyelids are also thin and sensitive so they are at risk for getting skin cancers. In addition to protecting your eyes from sun damage, UV sunglasses also lessen the risk of macular degeneration in the long term.

Be aware of reflected UV. If you’re on the water or snow, UV can be reflected back at you, so even if you’re wearing protective clothing while on a boat or skiing, make sure any exposed skin is protected with sunscreen. Also be sure to wear sunscreen on cloudy days. Putting on sunscreen each day should be a part of your morning routine if you plan to be outdoors at all, regardless of the weather.

Get tinted car windows. Your car’s windows are allowed to be tinted up to a certain darkness level in order to prevent UV light coming through. This darkness level can be slightly different in different states, so make sure that your car is compliant and that you’re getting the maximum tint allowed.

Use fake tan. If you prefer a tanned look, opt for a fake tan rather than sunbathing or using a sunbed, as it’s a far safer choice.

Get a skin check every year. Don’t forget to book your yearly skin check by a dermatologist. It’s a good idea to book the next one when you’re getting checked so that you’ve got something in the calendar, even if you have to move it when you get closer to the time.

For additional questions, employees may contact the Human Capital Management Benefits Department at 972-925-4300, email benefits@dallasisd.org, or click here for information on the Benefits Website.

Source: LifeWorks

Concentration, excitement and camaraderie mix in what, after four years, has become one of the most popular extracurricular student activities in Dallas ISD: esports.

Student Activities wanted to launch a pilot of the activity in 2019 with 20 campuses, but when the department asked secondary schools if they would be interested, the response was overwhelmingly positive—62 campuses wanted to participate. The new extracurricular activity launched at those campuses with 800 students in sixth through 12th grades participating in district tournaments that year. 

“We got such a great response, and then we had to look at the budget because we hadn’t budgeted for so many schools,” said Angie Nuno, manager in Student Activities over the esports program. “We did our best to provide the necessary equipment to get them started.”

This year, more than 2,000 students in 94 secondary schools and almost 1,400 in 117 elementary schools have participated in the five tournaments hosted by Student Activities during the school year. These numbers don’t include all the students who participate in esports at the school level; tournament participation is capped due to limited space and resources. 

“Extracurricular activities help students develop the many skills that allow them to be successful in academics and life,” Sharla Hudspeth, executive director of Extracurricular and Extended Learning. “We are excited that schools and students have so enthusiastically embraced esports because we want to offer options that give all students an opportunity to participate in something they are passionate about.”

Last year, esports opened to fourth- and fifth-grade students at the elementary level, Nuno said. At the elementary level, students compete in Smash, Mario Kart and Rocket League. The same games are available at the secondary level in addition to Fornite. 

Student Activities also provides equipment such as Nintendo switches, games, gaming laptops, webcams, microphones and green screens because esports is not just about competing, Nuno said. It also allows students to gain skills in casting, broadcasting and other areas of online gaming. 

Schools that want to offer esports start with a parent meeting to make them aware of what it entails and dispel any misconceptions about online gaming, Nuno said. Even though esports is not a UIL activity, the district follows the same participation requirements about attendance and grades. 

“Parents are very supportive, and it’s one of the activities where we have the most parents coming to see their kids compete,” she said.  

As the popularity of esports grows, the department is looking at establishing a district league. Growing the activity benefits students, especially those who might not participate in UIL activities, such as traditional sports, she said.

“Esports is all about communication, team collaboration, and strategic planning because you need to have a clear plan in everything you do. It also develops leadership skills, discipline, sportsmanship, and respect, a lot of core values that are essential in life,” Nuno said. “Students gain motivation and skills that can lead to new career paths like game design, coding, and communications.”

Nuno has also seen esports be inclusive in ways other activities might not be for students who have movement limitations and who don’t have a command of English but do speak the language of gaming.

As more colleges and universities, like the University of North Texas, offer the sport and scholarships, they are recruiting Dallas ISD students. 

“Esports makes a difference in students’ lives,” Nuno said. “A couple of years ago a coach shared with me that one of the students who skipped class all the time wanted to be in the esports team. Because attendance is a requirement, he started coming to class. It changed him for the better.”

Dallas ISD’s Maintenance and Facilities teams are Core 4 to the core, and they demonstrated this recently when they sprung into action after the May thunderstorms—which left more than 800,000 without power and caused significant damage to trees and structures—to make district facilities safe.

According to Christopher Bayer, executive director of Maintenance and Facility Services, when the storms came in on May 28, each custodian assigned to every school or central site quickly gave the department a report back to indicate any interior or exterior damage and the status of the power. 

Whenever a  storm or some sort of natural disaster affects the district, the department starts a tracking sheet internally, said Bayer. Things such as blown out windows, downed trees, power outages or any damage is reported and tracked. Bayer said that the priority was initially targeting the 12 sites that had summer programs in place that were beginning last Tuesday. 

“Our folks were quick to respond. They’re thorough in their response and they’re extremely dedicated to respond any hour of any day,  to make sure that those learning environments were ready,” Bayer said. 

His team made sure that the facilities were safe for students and team members to be there. Those who normally mow the grass, do concrete work, or do any heavy equipment work went to the sites and started working on tree removal. Maintenance and facilities team members had to remove several large downed trees safely and carefully as part of the campus cleanup efforts.

According to Bayer, approximately 90 sites experienced power outages. As Oncor was working to restore power in affected areas, Dallas ISD electricians were onsite to monitor the campuses to make sure the power came back on, and to ensure the district’s systems came back online. 

Bayer said this process included securing the campuses, for example, by making sure windows that were broken were secured with boards or plexiglass until replacements were ordered. They were able to work with the time crunch and got the 12 sites ready on time to receive students the following day. 

According to Bayer, the team did not rest until they knew the schools were ready. Then, they went without rest until they got the 106 summer school sites ready. 

To achieve this, Maintenance and Facilities teams continued working day and evening  through the weekend to get the 106 summer school sites ready by June 3. Teams continued to clear up trees as well as monitor the sites to make sure the power and HVAC systems came back on. 

According to Bayer, there wasn’t any major damage that couldn’t be fixed. Things such as a little bit of water damage from some windows that were broken, as well as damage caused by trees falling over, was repaired. 

The district also partnered with the City of Dallas to set up a relief center for the neighborhood around George W. Truett Elementary School, which was one of the hardest hit areas, according to Bayer. The center offered resources over the weekend, and custodial staff worked diligently to prepare the facility for this. 

“We need to see that our maintenance teams across the board feel very connected to the campuses and community,” Bayer said.  “Whenever we have a crisis or a weather event like this, our folks are passionate and ready to respond to make sure it’s ready to go that first day. I would definitely say there’s nobody better in the business than our team here in Dallas ISD.”

June has been designated as Pride Month to recognize the history and contributions of members of the LGBTQI+ community.

The efforts to recognize members of this community began in June 1970 on the one-year anniversary of the Stonewall Uprisings. The first pride marches were organized in several cities to commemorate the date and march for equal rights. These commemorations later evolved into a month-long celebration. President Bill Clinton became the first U.S. president to declare June as “Gay and Lesbian” Pride Month by issuing Proclamation 7203 on June 11, 1999.

Today, Pride celebrations include parades, picnics, parties, workshops, symposia, and concerts. LGBTQI+ Pride Month events attract millions of participants around the world. Memorials also are held during this month for those members of the community who have been lost to hate crimes or HIV/AIDS. The purpose of the commemorative month is to recognize the impact that LGBTQI+ individuals have had on history locally, nationally, and internationally. (Source: Library of Congress)

Dallas ISD has created a safe space for all its students, including those who identify as lesbian, gay, bisexual, transgender, queer, questioning, and other identities who often experience harassment, indifference, bullying and exclusion. 

For more information, contact supportlgbtqyouth@dallasisd.org.

Dallas ISD’s Special Services Department and Southern Methodist University teamed up to present scholarships to 16 teachers who will pursue a master’s degree in special education, specializing in bilingualism or English as a second language, and foundational literacy education or STEM.

Eight teachers received Kathryne and Gene Bishop Scholarships for master’s degrees with concentration in special education/ESL. Eight more received Simmons Scholarships for master’s degrees with concentration in special education/STEM. The educators, who currently teach in pre-k through 12th grades in the district, were awarded the scholarships at a recent event. 

“This celebration underscored the community’s support and recognition of the educators’ dedication and potential,” said Michelle Brown, director of the district’s Special Services Department. 

The scholarships were funded by a $3 million endowment from the Bishop family and Simmons School of Education at SMU. Each educator was awarded a scholarship worth $28,000, which will cover tuition and fees over the two-year program. The scholarship was created by Kathryne and the late Gene Bishop to support Dallas ISD teachers pursuing master’s degrees. The couple worked together as longtime supporters of children’s health and education, among other philanthropies.

“This initiative not only highlights the partnership’s commitment to educational excellence but also ensures that a new cohort of teachers will be recruited every other year to continue this impactful program,” Brown said. 

Starting in September 2024, the scholarship recipients will embark on specialized coursework designed to enhance their skills in addressing the unique needs of all students who receive special education services, including emergent bilingual students with special needs, said Brown. 

The three-phase selection process included an interest meeting, personal essays, instructional video submissions, principal recommendations, and comprehensive interviews. This rigorous process culminated in the selection of the 16 educators who are eager to make significant advancements in special education, according to Brown.

The scholarship recipients are:

Kathryne and Gene Bishop Scholarship recipients 

Todd C. Anthony Jr. (Zan Wesley Holmes Jr. Middle School)

Lee Brown (Hillcrest High School)

Alyse Loach (Hillcrest High School)

Mia Martinico (Chapel Hill Preparatory)

Amanda McCrum (John J. Pershing Elementary School)

Martin Mejia Rodriguez (Rosie M. Collins Sorrells School of Education and Social Services at Yvonne A. Ewell Townview Center)

Gabriela Mejia Villarreal (Jerry R. Junkins Elementary School)

Kashma Thompson (Lee A. McShan Jr. Elementary School)

Simmons Scholarship recipients

Matina Chavez Briones (Eduardo Mata Montessori)

Patrick Desso (Young Men’s Leadership Academy at Fred F. Florence Middle School)

Ieasha Lee (Judge Louis A. Bedford, Jr. Law Magnet)

Val Lister (L.V. Stockard Middle School)

Mariana Lujan (pre-K partnership center)

Tomilayo Olatunde (L.V. Stockard Middle School)

Jeaneth Sagales (Gilbert Cuellar Sr. Elementary School)

Danayka Wong (George H.W. Bush Elementary School)

A random stop at a job fair years ago led to Enrique Villegas finding his passion as a teacher in Dallas ISD and has resulted in 18 years of inspiring young minds and making a significant impact on the entire educational community. 

“I just stopped for a minute, without knowing much about it, and voila! I fell in love with the craft and have been ever since,” said the third grade bilingual teacher.

Villegas—originally from San Luis Potosi, Mexico—moved to Dallas in 2006 and became part of the district’s Alternative Certification Program. He started his career at Herbert Marcus Elementary School and has had the opportunity to teach at various schools since then, each one contributing to his growth and experience. He spent three years as a Campus Instructional Coach before deciding to go back to the classroom. He has now found his place at James Bowie Elementary School, where he continues to make a difference. 

“It is amazing how their little minds, with the right stimuli, can grow and become these brilliant minds,” said Villegas, who sees his students become critical thinkers as his greatest accomplishment.

A tradition Enrique started with his students involves conducting research projects on different countries. For example, together, they create piñatas from scratch and decorate them with the colors of the countries they researched. 

“On the last day of school, they do a presentation to the class, then we go outside and break the piñatas,” Villegas said. These activities not only make learning fun but also create a love for knowledge and cultural awareness.

Villegas is a member of the Texas Education Agency’s committee for the development of the STAAR test. Invited to participate by Pearsons and TEA, Villegas was the only representative from Dallas ISD for his area of expertise on the committee, working alongside other teachers from Texas. As part of his responsibilities, he evaluates rubrics and questions, providing valuable feedback on the assessment’s level of difficulty and expectations. His participation is a tribute to his commitment to education and fair assessment practices.

“It was a very open panel, with all parties giving their expert opinions,” he said. 

Villegas, whose guiding mantra is “One who saves a soul, saves the world,” finds profound meaning in this principle, which also reflects his dedication to making a difference in his students’ lives.

“We might never become rich, but the rewards we see every day with our students pay us off,” he said.

When Eric Ferrell accepted his groundskeeper job at the Dallas ISD Environmental Education Center 10 years ago, he never imagined the connection he would make with nature and with the animals housed at the center. It was a complete surprise to him to see this new perspective of the world reveal itself before him. 

The Environmental Education Center, which Ferrell described as a hidden gem in the district, is surrounded by trees and what he calls “peace and serenity” away from the hectic life of the city. Ferrell’s work makes it possible for thousands of district students who visit the center every year to experience the natural science in a practical way.

The EEC, a 500-acre district facility located in Seagoville, includes more than four miles of nature trails; a 26,000-square-foot facility with interactive exhibits; a 70-seat ecology theater; four science laboratories; a live animals laboratory; outdoor classrooms; a fossil pavilion; a working barn with a variety of livestock; vegetable, flower, and herb gardens; and a recently added astronomical observatory.

Turkeys, hens and a rooster greet visitors to the center as soon as they park. The center is also home to cows, a donkey, a mule, goats, numerous reptiles and exotic fish, as well as other animals.  

“When they sense that I’m coming to them, they just get up and put their faces out there to see me,” Ferrell said. A sense of trust has developed between them, so the animals know he is going to feed them. He described the connection as an unexpected bond that he wouldn’t have experienced otherwise. 

“I am originally a city guy, but the relationship that I have with these animals here, I would never in my life thought that I’d have,” Ferrell said. “Over the years, we’ve lost certain animals because they get old and they pass and it pricks me in my heart, and I’ve shed tears.” 

Ferrell remembered a longhorn that they affectionately called Big Boy, who would sit in the pasture, and when he would see Ferrell coming would rise up and would go to the other cows and nudge them to start making their way to the barn. 

Ferrell said Big Boy was the leader and made his life easier. Every now and then, Big Boy would come up behind him and place his head on his shoulder. 

“I would see him, and I’d say, ‘Okay, Big Boy,’” Ferrell said. When Big Boy passed about six years ago, it was devastating. The center currently has another longhorn Ferrell calls Snowflake.

Ferrell said he’s even developed a heightened sense through the years and can tell when an animal is having trouble or is distressed just by the sounds they make. For example, he heard a baby goat making an unusual sound, and he went to go check on it, he found it stuck in the fence. He was able to get the baby goat safely out one horn at a time.  

Ferrell described the animals as smart, and said that Sarah, one of the cows housed in the barn, will have her stubborn days and decide to stop walking into the pasture, when Ferrell is not looking. He will tap her on her side, she will turn around and look at him, and keep walking. 

It’s Ferrell’s hands-on learning experience about animal science through this work that has allowed him to make these connections and establish trust.

In addition to watching over and taking care of the animals, as well as reporting any maintenance issues, Ferrell’s duties include working collaboratively with the teachers and other team members when the center receives students for field trips year-round. Ferrell said he also does his part to pick up trash along the trails, which include The Post Oak Preserve Trails, The Ponds and Prairie Trail, and The Oil Field Trails. 

The EEC’s  instructional programs are led by experienced teachers and naturalists, and Ferrell works with them to ensure the environment is conducive to learning and to fulfilling the center’s mission of providing teachers and students with opportunities to connect with nature while learning important science content and skills. 

During the Summer Science Enrichment Program that is currently underway at EEC, students have the opportunity to feed the animals, Ferrell said. The students are sometimes scared at first, but once they get the hang of it, they are happy to have this experience. For more information about the different services offered by the  EEC, visit their website here. 

All in all, Ferrell said he wouldn’t trade this opportunity to spend time in nature working with his animal friends and colleagues for the world. 

As Dallas ISD prepares to close out the 2023-2024 fiscal year, please make sure to review all of the department’s open purchase orders and encumbrances and enter receivers in Oracle as soon as possible for all goods and services that have been received for this school year.

Additionally, please note the following:

• All goods or services received by June 30 must have a receiver in Oracle by the close of business on Monday, July 15.
• All purchase orders for general operating and school nutrition will have a final close on July 30.
• Email a copy of the invoice to Accounts Payable at acctpayable@dallasisd.org.

If you have any questions regarding this information, please contact Sherri Williams at SHEWILLI@dallasisd.org or Budget Service at budgetservices@dallasisd.org.

Dealing with cancer is a personal journey, just like the process of overcoming it. National Cancer Survivors Day honors the strength, optimism, and determination of cancer survivors.

Cancer survivors’ journeys demonstrate the progress made in science, the commitment of healthcare professionals, and the support of loved ones. Survivorship is a major accomplishment, signifying the conclusion of a challenging period and the beginning of a new phase of care. Every survivor’s story is a source of inspiration for individuals currently battling cancer, showing that it is possible to overcome it.

Dealing with a cancer diagnosis and treatment is not easy. It often involves support from friends and family or even strangers. Regularly engaging with other survivors can help maintain well-being throughout the recovery journey. Listening to the stories and experiences of others can offer valuable insights and perspectives. Your health care can provide you with information about support groups or resources in your area. 

Here are a few resources from the American Cancer Society for cancer survivors and their families: 

• Preparing for life after cancer treatment
• Tools for cancer survivors and caregivers

Stay safe online this summer with these essential cybersecurity tips.

• Routinely transfer teaching curriculum to the cloud (OneDrive or Google Drive)
• Avoid accessing district resources on publicly available WiFi like at Starbucks. Connect to the district’s VPN for a secure connection 
• Refrain from using the same password for personal and work accounts
• Don’t leave devices unattended in public and lock your device before walking away from it
• Occasionally restart your device and check for system updates to ensure optimal performance and security