Maintaining good mental health is just as important for overall health as staying fit and eating right. You can learn more about why mental health is important and how to maintain it by attending Dallas ISD’s Mental Health Matters Virtual Symposium on Saturday, May 1, from 10 a.m. to 2 p.m. The event, hosted by Mental Health Services will feature recorded presentations and a live Q&A. There will be English and Spanish presentations on topics such as parenting, bullying, depression, anxiety, substance abuse, and more. For more information or to register, please visit www.mentalhealthmattersdallas.com.
At its April meeting, the Dallas ISD Board of Trustees approved several items, including:
The Dallas ISD Board of Trustees unanimously approved waiving the use of the spring Assessment of Course Performance (ACP) as a weighted portion of the semester average for middle and high school students. Removing the ACP as an assessment will give teachers and schools more time to focus on addressing learning loss caused by the pandemic. The ACP has typically been used as an end of semester exam to measure student progress and determine instructional priorities. Instead of administering the ACP for the spring, the district will prioritize the focus on end-of-year MAP testing. Waiving the spring ACPs will also remove the penalty of a zero grade for non-testers, which could lead to a better semester grade for some students. Semester grades will now be based on the average of the two nine weeks. A student’s GPA and class rank will continue to be based on the semester grade, as has always been the case.
The consolidation of Elisha M. Pease to W.W. Bushman (non-academic reasons) with approval of Pease attendance zone changes and repurpose of Pease beginning in the 2023-2024 school year. Bushman will be renamed Albert C. Black Elementary School.
Not all learning takes place in the classroom, and just as schools pivoted to provide quality classes during the pandemic, the Student Activities Department got creative to ensure that students had access to the contests and activities that help them learn the important soft skills to be successful.
“Allowing students to participate in extracurricular activities beyond the academic day in-person or virtual continues be a primary focus for the Student Activities Department, especially now, that we know students need an outlet to have fun with their peers and to showcase their talents and skills,” said Sharla Hudspeth, executive director of Student Activities. “From the early days of the pandemic until now, students have had the opportunity to participate in dozens of competitive and enjoyable activities including chess, cheerleading, esports, debate and various academic competitions.”
Last fall, students engaged in extracurricular activities through competitions and tournaments in virtual and in-person events— practices and workshops in preparation for Fall Elementary Academic UIL Competitions, District Academic Decathlon, district supported Pre-UIL State Spirit Competitions, and debate tournaments/scrimmage.
Students started the year strong in January with the Student Activities Extracurricular Extravaganza! during which more that 1,200 participated in different events organized by the department, including UIL Cross Examination Debate, UIL Spirit State Competition, District Academic Pentathlon, Social Impact Challenge, and the districtwide Esports Showdown. In March, more than 1,800 students participated in the Esports Virtual At Home Showdown, Destination Imagination Regional Tournament, Middle School Academic UIL Spring Competition, Middle School Cheerleading Workshop and secondary debate tournaments.
These types of activities not only allow students to compete against their peers districtwide but also measure their skills at regional and state levels.
It was important for the department to maintain these activities with some degree of normalcy because they connect students to learning activities beyond the classroom, Hudspeth said. When exposed to these extracurricular opportunities, students often discover abilities they may not have known they had, which helps them grow and blossom.
“The district understands that extracurricular activities provide students with a complete school experience and improve the social and emotional well-being of students during distance learning,” Hudspeth said.
These activities were possible—whether in-person or virtual—because of the support provided by the coaches in the schools who continued to support the clubs and prepare students for competitions, she added.
As home and office space merged during the pandemic, many people said they spent more time in front of screens and developed issues such eye strain, headaches, and dry eye.
According to the American Academy of Ophthalmology, digital eye strain is a group of eye problems that can happen after staring at a screen for too long. The symptoms include blurry vision, headaches, and tired, dry eyes. These problems happen because people tend to blink less often when using screens, which means their eyes are less moisturized. Extended reading, writing or other intensive near work can also cause eye strain.
“The good news is that looking at a computer, tablet or smartphone for long periods of time will not cause permanent damage,” said Dianna Seldomridge, MD, clinical spokesperson for the American Academy of Ophthalmology. “As we’ve all experienced, staring at a screen for too long can cause some uncomfortable symptoms. But there are some simple changes you can make to ease the discomfort.”
Make taking breaks a habit. Set a timer on your phone or watch to remind you to look 20 feet away every 20 minutes for 20 seconds. This can be as simple as looking away from your computer screen or out the window. If you’re not in the middle of a Zoom call, you can also just shut your eyes for 20 seconds.
Practice eye ergonomics. Sit 18 to 25 inches away from your computer screen, about arm’s length. Adjust screen brightness and contrast so that it feels comfortable. Also, position the screen so your eyes gaze slightly downward, not straight ahead or up.
Use artificial tears. Eye drops will help keep your eyes moist and relieve the discomfort of dry eye. These can be bought over the counter without a prescription.
Consider a humidifier. A humidifier will add moisture to the air and minimize dry eye. This is especially good for people who live in cold areas and use heaters often.
Consider computer glasses. If you have trouble seeing your screen, ask your doctor about computer glasses. These progressive lenses are specifically designed for focusing on computer screens, which are usually positioned about 20 to 26 inches away from the face.
If symptoms continue after trying these tips, see your ophthalmologist. For more information on eye health, visit www.eyesmart.org.
Dallas ISD’s Maintenance and Facility Services is looking to add to their custodial, grounds, and maintenance teams and will be hosting a Spring Drive-Up Hiring Event on Saturday, April 24, 2021, from 9 to 11 A.M. at Pleasant Grove Stadium.
During this socially distanced event, participants will have an opportunity to interview with our hiring managers safely from their car. Masks will be required.
You can register for the event and find additional information by visiting the Eventbrite page.
Catalytic converters—devices on vehicles that look like a small muffler in the exhaust system—have become a hot item among thieves. The Dallas ISD Police Department wants employees to be aware of the rise in thefts of this device and take precautions.
“We want everyone to be conscious of their surroundings, and if they see something that looks suspicious—like cars driving unusually slowly through the parking lot—to call us so we can come check it out,” said Dallas ISD Police Chief John Lawton.
Staff can call 911 or the Dallas ISD Police number at (214) 932-5627 to report suspicious activity. Providing make, model and color of the suspicious vehicle and a description of the clothing, height, and complexion of people at the time of the call will help the officers handle the situation.
The catalytic converter processes environmentally hazardous exhaust emitted by an engine and converts them into less harmful gasses. According to the National Insurance Crime Bureau, it has become popular among thieves because s popular among thieves because they contain platinum, palladium, or rhodium. In recent years, the values of these precious metals have increased significantly and, typically, recyclers will pay $50 to $250 per catalytic converter.
Thief are taking advantage of reduced traffic in parking lots because of the pandemic and tend to target vehicles that are higher up off the ground because they can quickly get under the vehicle and take off the converter, Lawton said. While Dallas ISD police has been monitoring lots and looking into additional safety measures, people being vigilant can discourage thieves.
According to the NICB, catalytic converter thefts have seen a significant increase across the country since March of 2020, the start of the global pandemic, and especially in some states like Texas.
The cost of replacing a catalytic converter can range from $1,000 to $3,000, depending on the vehicle.
Insurance experts and Dallas ISD police recommend:
Installing a catalytic converter anti-theft device, which may be available from various manufacturers and can provide a level of security from theft.
Parking fleet vehicles in an enclosed and secured area that is well lit, locked, and alarmed.
Parking personal vehicles in a garage or a well-lit driveway.
Contacting the police and insurer if the converter is stolen.
In some cases, this theft is covered by the optional comprehensive portion of an insurance policy.
Dallas ISD is working on being green, and Maintenance and Facility Services is leading the way. From its energy and sustainability goals to its work with schools and departments to make recycling easier, this Dallas ISD department is working to reduce the district’s footprint.
During the past few months, sustainability manager Bryant Shaw has been visiting schools to help principals and teachers set up recycling programs for staff and students because there is a sense of urgency at the campuses to be more environmentally friendly, Shaw said.
Recycling visit at Woodrow Wilson High School Students: L-R Viviana Mendez Torres, Genesis Muñoz, Alina Muñoz Teachers: Anthony Pace and Uriel Diaz (Back)Sustainability Manager Bryant Shaw
Some of the schools he has visited already had a recycling program in place but needed technical expertise to make sure it met recycling standards.
“Most just saw the need and started asking what they could do to alleviate the volume of waste generated on their campus,” Shaw said.
Recycling is among the sustainability goals that Maintenance and Facility Services has established and recently presented to the Board of Trustees. These goals include:
100% of Dallas ISD schools actively conducting campus recycling programs
50% of non-organic waste diverted from landfills by 2025
75% of non-organic waste diverted from landfills by 2030
The goals were developed with the guidance of the district’s Environment and Sustainability Committee, which includes community members appointed by trustees who have been working together since February 2020 to make the district a little greener.
Campus personnel interested in beginning their recycling program can email us at Recycle@dallasisd.org or visit the department’s recycling page for resources. More information about the district’s sustainability work can be found at Energy and Sustainability.
With more than 70 languages spoken in homes and dozens of nationalities and ethnicities represented among its students and staff, Dallas ISD is a diverse district that celebrates its richness.
The Voices page is one of the ways Dallas ISD is working to raise the bar of intercultural understanding and equity in our school community by highlighting the stories of students and staff. Two of the stories featured on the page are those of Translation Services interpreter Innocent Ndayishimiye, a refugees who found a home in Dallas ISD helping students who have been through similar struggles.
Dallas ISD also wants to foster the free exchange of positive ideas and invites you to share your perspectives at Voices@dallasisd.org.
Human Capital Management is preparing to disseminate contracts for the 2021-2022 school year. Contracts will be available for all contract eligible employees via Oracle Employee Self Service by April 30, 2021. Please expect an email from notifications@dallasisd.org containing instructions on how to complete the acceptance process once contracts are available. Employees should provide their electronic signature within two weeks of the delivery date of the contract.
According to Texas Education Code (TEC), contract-eligible educators are provided a penalty-free resignation deadline which is 45 days before the first day of instruction of the coming school year. The resignation deadline for this year is July 2, 2021. Not signing the contract does not mean an employee has resigned from the district; employees will still need to submit an S54.
A list of contract-eligible positions and additional information may be found on the contracts home page at http://www.dallasisd.org/contracts.
If you have any questions about your contract you can reach out to Human Capital Management at contracts@dallasisd.org, and a team member will assist you.
When Christina Rocha talks about her work with colleagues and students at T.J. Rusk Middle School, you can hear the excitement in her voice. The 13-year veteran teacher moved to Rusk four years ago and says she feels totally at home at the high priority campus where everyone works together on behalf of students. Grateful for the quality training offered in Dallas ISD, Rocha—who teaches reading in sixth-eighth grades—credits the leadership support and schoolwide devotion to best practices for creating an environment that works for teachers and students.
Across town at James Madison High School, Principal Marian Willard is looking for teachers who bring that kind of passion to their work and who are willing to fully embrace the needs of students on her high priority campus.
“I’m looking for teachers who want to come in, roll up their sleeves and work with struggling students,” she said. “When teachers are willing to focus on the needs of students, learn new strategies and are open to investing the time required to help students, I’m confident they can make a difference here.”
Teachers, instructional coaches, and counselors who want to bring their passion for making a difference in young minds and lives have until April 23 to take advantage of the district’s open transfer period for high priority campuses. For eligibility requirements, go here.
Working at a high priority campus has benefits beyond making a difference. Eligible teachers serving at high priority campuses in the 2021-2022 school year will:
Earn additional DTR points on the TEI Scorecard, replacing the existing Tier I process.
Not all learning takes place in the classroom, and just as schools pivoted to provide quality classes during the pandemic, the Student Activities Department got creative to ensure that students had access to the contests and activities that help them learn the important soft skills to be successful.
These activities were possible—whether in-person or virtual—because of the support provided by the coaches in the schools who continued to support the clubs and prepare students for competitions, she added.
