Staff News

This year, annual enrollment for benefits for the 2024-2025 school has begun and runs through Aug. 16. Make sure you log into the enrollment portal during this time to review current benefits and make any desired changes. Annual Enrollment elections will be effective Sept. 1.

The deadline for negotiations between Baylor Scott & White and Blue Cross and Blue Shield of Texas has been extended to Oct. 1. In the meantime, Dallas ISD team members can continue to access BSW doctors and facilities through Sept. 30, as negotiations continue. 

The two groups are currently in negotiations to come to an agreement in which Baylor Scott & White physicians and providers remain in-network for TRS-ActiveCare Plans. If no agreement is reached, Baylor Scott & White intends to leave the BCBSTX networks. This negotiation affects many BCBSTX health plans—not just TRS-ActiveCare. 

For assistance with enrollment, call the Benefits Department at 972-925-4300 to set up an appointment.  Team members will be available Monday through Thursday from 7 a.m. to 5 p.m. through the end of July and then Monday through Friday for the month of August. We can meet with you over the phone, in-person, or virtually to assist employees with their questions or concerns.

As always, check with your care provider to make sure they are in-network with your TRS-ActiveCare medical plan or you may use the provider search tool at www.bcbstx.com/trsactivecare/doctors-and-hospitals for a complete listing of providers.

Hundreds of parents, students, educators and community members recently gathered at the Naomi Bruton Theater for the Arts to show their support for students participating in “Hip Hop Broadway: The Musical,” based on some of Broadway’s most popular show tunes.

The performance was the culmination of the 40th Annual Summer Youth Arts Institute, a collaboration between The Black Academy of Arts and Letters and Dallas ISD’s Summer Enrichment Extended Learning. 

For three weeks, 400 students ages 10-18 took courses in music, dance, theater, costume design, make-up, lighting, stage management, photography and film/video. Team members from Dallas ISD’s Extended Learning Opportunities Department partnered with TBAAL and provided the funding for students to participate in the institute. Students who were not from Dallas ISD, either had to pay tuition or received scholarships from private funding to be part of the program.

The students’ repertoire included Broadway hits from musicals such as Chicago, Purlie, Dream Girls, MJ The Musical, The Wiz, and others. Click on the links to view a clip of students performing with a live orchestra to the famed Michael Jackson song “Thriller” as well as the closing number. 

In years past, many Dallas ISD graduates have participated in the Summer Youth Arts Institute and have gone on to find fame in their musical careers. They include: Erykah Badu; Roy Hargrove; Regina Taylor; Skye Turner, who played young Tina Turner on Broadway and young Aretha Franklin in the Aretha Franklin movie; and Broadway star Rachel Webb. 

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

For more information on The Summer Youth Institute and other opportunities available through the Extended Learning Opportunities Department, click here. For more information about the Summer Youth Arts Institute, visit https://www.tbaal.org/education/.

The Future Doctors Summer Camp program, a collaboration between Dallas ISD and Texas A&M University, offers high school students an opportunity to get their feet wet in the healthcare field. Two educators, Ania Henderson and Lawanna Evans shared their insights on the program’s impact on students and the community.

Ania Henderson, a biology teacher at Moisés E.Molina High School, has been with Dallas ISD for three years. Henderson’s journey into education was inspired by her father, a longtime  biology teacher in the district. After earning her bachelor’s degree in biology/pre-med from the University of Oklahoma, she decided to follow in her father’s footsteps.

“The accomplishment I am most proud of is being awarded the Teacher of Promise for Molina High School during the 2022-2023 school year,” Henderson said. “This award showed me that my teaching styles, relationship building, and hard work are making a real impact on my students and our school.” 

Henderson’s experience with Future Doctors summer camp program has been transformative. She believes the program plays a crucial role in inspiring the next generation of medical professionals by providing students with real-world experience and guidance from current Texas A&M medical students.

“Texas A&M collaboration provides personalization to the Future Doctors program. Current medical students can share recent experiences with high school students who seek a similar educational path. Texas A&M has a rich history of educating students, and Dallas ISD is appreciative of this partnership,” Henderson said.

Henderson highlights the importance of skills developed during the camp, including a deeper understanding of human anatomy, physiology, and pathology. Students gain hands-on experience and insight into various healthcare careers, which Henderson believes is vital in encouraging higher-level learning and future success in the medical field.

Lawanna Evans, a former dance educator and current health teacher at Franklin D. Roosevelt High School of Innovation, is transitioning to Dr. Fredrick Douglass Todd Sr. Middle School next year. A graduate of Skyline Career Development Center, her love for teaching began early, helping her mother pay for dance tuition by teaching classes at the age of 12. After graduating from Texas Woman’s University with a degree in Arts and a minor in English, Evans realized that she was more comfortable and happier when teaching children.

“One of my greatest accomplishments is being able to teach in the neighborhood where I grew up. Seeing my students create, think outside the box, and succeed is the highlight of my career,” Evans said.

Evans’s involvement in the Future Doctors Summer Camp program stems from her curiosity and desire to get a deeper understanding of health education and health science. Her favorite memory in Dallas ISD revolves around this summer camp, where she developed a newfound respect for doctors and witnessed the students’ eagerness to learn.

“The goal of the Future Doctors Summer Camp is to provide high school students with information about how to join the field of medicine and obtain hands-on experience in healthcare-related activities,” Evans said. 

Both Henderson and Evans agree that the summer camp is a pivotal step in inspiring future medical professionals. 

“Expose our children to every opportunity available to spark a desire to learn more. Who knows what flames we can ignite,” Evans said. 

Melita Carlton has worked for Dallas ISD for 19 years and is a supervisor in the Dyslexia Services Department.  

What attracted you to education?

During my graduate studies in 2004, a trusted classmate gave me a heartfelt compliment, suggesting that I had a natural aptitude for teaching and should consider pursuing a career in education. This encouragement planted the seed for my journey as a Special Education teacher. Over the years, although my professional role has changed within our organization, my love for working with students and families has remained constant. I am continually inspired by the opportunity to make a positive impact on students’ lives, helping them overcome challenges and achieve their full potential. Furthermore, the collaborative environment with colleagues and the chance to contribute to a supportive community fuels my dedication to the profession to this very day!

What do you do for the district and how long have you been doing it?

I currently serve as one of the four Dyslexia Services supervisors, collaborating to support 191 dyslexia interventionists across the district. Together, we ensure that students receive the necessary Dyslexia Services and resources to thrive academically. My journey with Dyslexia Services began in March 2010 as a lead dyslexia evaluator. I advanced to the role of dyslexia coordinator in December 2016 and was promoted to dyslexia supervisor in November 2018. Throughout these roles, I have dedicated myself to enhancing the support system for students with dyslexia, fostering both their educational success and the success of our staff. 

Why do you think the district’s culture tenets are important? 

The district’s culture tenets are essential as they define the standards for our organization. Intentionally leading daily with a Fast, Friendly, Flexible, and Focused approach helps to ensure positive behaviors, attitudes, and interactions within our organization occur authentically. These tenets are crucial for creating an overall positive work environment, influencing every aspect of our day-to-day responsibilities, regardless of one’s role in the district.  

Is there a time when one of the Core 4 tenets made a difference for you or someone else?

Yes, there was a time when Flexible made a significant difference for a campus and students in need of Dyslexia services. In my current role, I ensure students receive their dyslexia programming services. When campuses have a vacancy, to prevent disruption to student services, we temporarily assign another dyslexia interventionist to assist until the position is filled. This flexibility greatly supports student success with no delay to their academic interventions.

What is your go-to Core 4 tenet and why?

Honestly, it’s hard for me to choose a single tenet because, depending on the situation, being Fast, Friendly, Flexible, or Focused could each be the most relevant. However, for the sake of the question, I will choose Friendly as my go-to tenet. Being friendly is an authentic quality that aligns with my personality. A friendly atmosphere promotes mutual respect and collaboration among students, staff, and parents. In my opinion, we can accomplish much more if we maintain a friendly and welcoming tone and demeanor throughout our day-to-day interactions.

Is there something your coworkers would be surprised to know about you?

My coworkers might be surprised to know that I am the unofficial photographer at family and friend events. I enjoy using my mobile phone to capture both candid and group photos, even if the host hasn’t asked me to. Often, my friends and family are busy managing the event and interacting with guests, so while it’s not expected, they know they can rely on me to capture memorable moments and share the images with them.

As temperatures rise, it’s important to be aware of the body’s responses to the increasing heat. Suffering from heat-related health problems could be dangerous because if left untreated, they can lead to death. When the body overheats or your internal temperature rises, it puts strain on the heart, affects blood pressure, and can cause symptoms such as dizziness and disorientation. 

Learn to recognize the initial signs and what to do to mitigate them. 

Heat cramps. When someone is exerting themselves in the heat, muscle pains and spasms are more likely. While not dangerous in themselves, cramps can be the first signs that someone is having trouble with the heat. To treat heat cramps, get the person into a relaxed position in a cooler place, gently massage the affected muscle, and give the person cool water, juice, or a sports drink.

Heat exhaustion. Heat exhaustion is usually caused by exercising heavily or working in high heat and humidity. It occurs when the body loses too much fluid through sweating, which causes decreased blood flow. Mild shock is the result. Without treatment, heat stroke may follow. Signs of heat exhaustion include: headache, nausea, dizziness, weakness, and skin that’s cool, moist, pale, ashen, or flushed. Get the person into a cooler environment if possible. Remove or loosen clothing and apply cool wet towels to the skin, or spray the skin with cool water. Put ice packs under the armpits and on the wrist or back of the neck. You can also use bags of frozen vegetables as ice packs. Elevate the legs if possible. If the person is conscious, give 4 ounces of water, juice, or a sports drink every 15 minutes. If signs of heat stroke (described below) occur, call 911 right away. If the person is not cooling down and improving rapidly after stopping exercise or seeking shelter from exposure, seek urgent medical care at once.

Heat stroke. In extreme conditions, the body loses its ability to control its temperature. The result is heat stroke, the most serious kind of heat distress. The body must be cooled quickly, as excessively high body temperature can cause brain damage and even death. Besides very high body temperature, signs of heat stroke can include red skin (dry or moist); confusion or coming in and out of consciousness; a fast, weak pulse; rapid, shallow breathing; vomiting; and seizures. Call 911 and try to lower the person’s temperature by removing excess clothes, giving them a cool bath or shower, and giving them crushed ice to eat and placing ice packs under their armpits. Ice baths are not recommended as they can cause further complications.

Vonda Pipkin, a campus coordinator at Billy Earl Dade Middle School, found her inspiration to work with children and help them grow and develop when she founded a top childcare center in Germany, where she lived with her military family. 

Once she returned to the United States, she began working as a substitute teacher and felt that it was a good career to pursue, where she could still be present for her two sons. 

“I felt my purpose in life had been revealed,” Pipkin said. She already had a degree in business management and decided to pursue her teacher certification.

“I’ve always created a classroom where students felt warm, welcomed and were in a space that was inviting,” Pipkin said. She admitted facing challenges in her new role but said that she embraced every moment of it. Pipkin has described her 20-year career at Dallas ISD as a calling and a ministry that has been a phenomenal experience. 

“I love what I get to do,” Pipkin said. “My calling has been predominantly in playing a role in transforming schools and climate and culture,” she said.

At Dade Middle School, Pipkin played different roles, including Professional Learning Community (PLC) facilitator, math teacher, special education teacher, math department chair, among other things. She first came to Dade when it transitioned to an ACE campus. 

One of the hats that Pipkin has worn at Dade was serving as the site coordinator for Summer Breeze this summer break. 

“It was a breeze even though it was work for me,” she said. “It was an amazing time, and I enjoyed being part of a program that provided a safe, nurturing environment where students could find joy.” 

Some of her responsibilities included hiring teachers, monitoring the program, and implementing the district’s curriculum for the program. She said that approximately 80 students consistently showed up for the program that had themes every week and incentives for students.

Besides focusing on academics, such as reading and math, students enjoyed fun and safe activities like yoga, water play, ice cream making, crafts, and many others. Word about Summer Breeze at Dade got around, and students began to bring along their friends, Pipkin said. 

In the fall, Pipkin will be transitioning to Lincoln High School and Humanities/Communications Magnet, but says her 10 years at Dade have been life changing. She credits the team for transforming a struggling school by reinstating effective systems and engaging parents.

“I was excited to have been part of amazing things such as student achievement and climate and culture, as well as the wonderful staff and community,” Pipkin said. “It was phenomenal, the things we’ve been able to do at Dade, and I’m so excited to have had an opportunity to be part of that.”

She credits leaders such as her former principals Tracie Washington and Rockell Stewart for helping her grow as an educator and providing mentorship and opportunities for leadership. 

Even when COVID hit, Pipkin said they were able to maintain a positive climate and culture and found ways that were intentional in keeping team members encouraged and motivated, as well as providing parents with the support that they needed.   

When she first began her journey as a teacher, she noticed that many of her students needed resources and were unable to focus on their learning because they lacked basic necessities. She began partnering with organizations that could provide haircuts, personal hygiene items, uniforms, mental health resources such as counseling, and other services. She said she found fulfillment in helping students with challenges by prioritizing their needs in the classroom. Pipkin said her calling continues, leading her to new challenges.

“I love our South Dallas schools and I have spent my career serving families and students in the southern sector. I’m happy to do so because I see the impact as I see my former students working in the community and see them pursue careers and become productive citizens,” Pipkin said. 

Get ready to apply for grants from the Dallas Retired Teachers Association. This fall, four Dallas ISD teachers will be awarded $750 each in grant money from the organization’s Classroom Assistance Grants. The grants are awarded to Dallas ISD teachers who, on a daily basis, demonstrate commitment to public education and students through the creation of programs, events, or other learning platforms.

The application period will be open Monday, Aug. 26, and close on Friday, Oct. 23. Applications received after the deadline will not be considered.

Applicants may apply individually, as a group/team, or as a school. Those who apply as a group/team or as a school, should designate someone to lead the grant application process and serve as the contact person to receive any related correspondence from the Dallas Retired Teachers Association.

Classroom Assistance Grant Eligibility:

• Applicants must be Dallas ISD school teachers for the 2024-2025 school year.
• All applications must include a handwritten signature of the school principal expressing approval of the project.

How to apply:

• Email dallasretiredteachers@gmail.com and request an application.
• Complete and submit the application by U.S. Mail. to:

Rosa L. Brooks

5335 Drane Drive

Dallas, TX 75209-5501

• The application and required documents must be received no later than 5 p.m. on Friday, Oct. 25, 2024.

The Dallas Retired Teachers Association Grant Review Committee will review all grant applications. The four grant recipients will be announced on Nov. 15 via email. Recipients may be asked to participate in a survey or video after receiving the grant money. If you have any questions, contact Rosa Brooks at rosalb97@sbcglobal.net.

It was a typical early morning at Dallas ISD’s Transportation Services depot. It was around 6 a.m. and everyone was preparing to start their routes, when James Jamison, a dedicated school bus driver, experienced a life-threatening heart attack. He was getting on his bus with his morning coffee when he suddenly felt ill and collapsed to the ground. The display of teamwork, quick thinking, and determination that followed saved his life.

Eboni Ellis was the first to notice Jamison collapse, she said. Without hesitation, she rushed towards him and immediately called dispatch to report the emergency. Tam Del Bosque, who was working in dispatch at the time, quickly dialed 911, providing the paramedics with a detailed description of the situation. Trained as a medical assistant, Del Bosque was able to relay crucial information effectively. She also grabbed the Automated External Defibrillator and rushed outside in case it was needed

“We are one big family, an atypical family, but we are a family. Everybody did their part when it mattered most,” Del Bosque said. With six years in the district and a lifetime of experience driving school buses, Del Bosque’s quick actions exemplified her deep commitment to her colleagues.

As Ellis knelt beside Jamison, Regina Jackson witnessed the scene and quickly joined to help. Jackson, a certified nurse aide for over 26 years, asked Ellis if she knew CPR. When Ellis indicated she did not, Jackson immediately began administering chest compressions. Normally out on her route at that time, Jackson had been waiting for a call from a parent, which happened to put her in the right place at the right time. 

“I was praying and asking God for strength to keep going and provide CPR to him and save his life,” Jackson said. Despite feeling exhausted and dizzy from the prolonged effort, she continued the lifesaving compressions.

Every moment felt agonizingly long for the team as they fought to save Jamison’s life. 

When Bibi Jordan, another bus driver, saw the commotion, she rushed over to help. Jordan had recently renewed her CPR certification and was ready to step in. She and Jackson took turns performing CPR for about eight to 10 minutes, ensuring that Jamison received uninterrupted care. 

“I am glad I was trained and able to keep a cool head,” Jordan said. “As I was giving CPR, I was praying and calling Jesus.”

Applying CPR for the first time, Jackson and Jordan fearlessly utilized their knowledge to save the life of one of their teammates. 

Jackson also administered a sternal rub to assess if Jamison would respond while the rest of the team continued with compressions. Despite their exhaustion, the team worked together seamlessly until the ambulance arrived.

Jamison was quickly taken to the hospital by paramedics, where he received the necessary medical attention. Thanks to the quick actions of his colleagues, he is making progress towards recovery and is getting ready to resume his job working with Dallas ISD students. 

Their combined efforts and quick actions ultimately saved his life, which, everyone agreed, highlights the extraordinary commitment and unity among the Dallas ISD transportation department team members. They also agreed that the event not only emphasized the importance of CPR training but also the profound impact of teamwork in times of crisis.

The City of Dallas and other organizations offer cooling centers during the summer to help people stay cool. Dallas residents seeking temporary relief from the heat are encouraged to use any of the City of Dallas public facilities, such as recreation centers and libraries, which are accessible during regular business hours. These centers offer a safe and comfortable environment to stay cool, helping to minimize the use of home electricity during the hottest summer days. Extended Cooling Centers include DART locations.  

Operation hours vary by location; please view the hours here: Dallas Public Library and Dallas Recreation Center.

Assistance for unsheltered individuals can be found through the Office of Homeless Solutions.

The Salvation Army also offers Cooling Stations in local facilities to assist as many people as possible who are in need of relief. 

Seniors can receive a free air conditioner window unit at community Missionary Baptist Church on June 22, register here. 

Heat Safety and Energy Savings Tips:

Heat exhaustion and heat stroke are very real dangers and are 100% preventable when taking precautions during the summer months, especially for the elderly, the very young, and those with chronic illnesses. If you know someone in your family or neighborhood that is vulnerable to heat-related illness, please check on them safely and often. Protect yourself, family members, and others from the effects of high heat and humidity by taking the following precautions. 

• Stay hydrated by drinking plenty of non-caffeinated, non-alcoholic beverages. 
• Whether working or playing outdoors, find shade, wear sunscreen, and take lots of breaks.
• Stay indoors, with air conditioning at 78 or higher if possible to conserve energy. Keeping blinds closed and using fans will also help conserve energy.
• Cook with a microwave or slow cooker rather than the stove/oven to reduce heat and electrical use. 
• Conserve energy by using large appliances in off peak hours or not at all. 

To learn more about summer weather preparedness, visit:

https://knowhat2do.com/severe-weather/heat-drought-wildfire/

Shafarion Romashyn, a reading interventionist teacher at Anne Frank Elementary School, has been essential in shaping the future of education in Texas by participating in the committee for the development of the State of Texas Assessments of Academic Readiness.

Romashyn’s journey with Dallas ISD started eight years ago when she joined as a teacher. Throughout her career, she has acquired valuable teaching experience at different schools within the district, she said, with each experience contributing to her growth and understanding of the diverse needs of students. She said her dedication to her students and her belief in the power of education has been at the forefront of her teaching philosophy.

“I always wanted to become an educator as a child,” Romashyn said. “I was constantly teaching others and helping them learn academic skills.” 

Romashyn is actively involved in multiple committees, including The Educator Collective, a community that empowers educators through leadership development and professional growth. TEC organizes events and workshops to create connections among educators. As a member of the TEC community, this year Romashyn won the Teacher’s Choice Award.

“TEC is changing the way educators collaborate, and it is a game changer,” Romashyn said.

In addition to looking for opportunities to collaborate with other educators, last year Romashyn became a member of the STAAR test committee. Romashyn’s role in the STAAR test involved analyzing the field-test responses for a specific grade level or course and assigning scores or ratings. This has provided opportunities to engage in various assessment programs, such as the Pearson scoring test, where educators evaluate test scores across multiple assessments.  

Teacher participation in the STAAR test committee has a significant influence in the assessment of students, as they have firsthand understanding of students’ progress and evaluation through their daily work.

Romashyn’s mantra, “Growth over everything,” resonates in her work both inside and outside the classroom.

“So many times we look at data and goals and put a number to it. But if the number isn’t met then we think we have failed. But if you look at the overall growth it is always there.” she said.

Over the years, Romashyn has witnessed a significant change in the district’s approach to education with an increased focus on online learning and virtual teaching after COVID. This change has had a profound impact on how students are engaging in the classroom.

“Being a teacher is really rewarding, and the best part is seeing the growth of your students and knowing that you contributed to their success,” Romashyn said.