News

During its regular monthly briefing, which takes place earlier this month because of the Thanksgiving holiday, the Board of Trustees will consider several items and reports from district departments. Under consideration this month are name changes for several schools as well as several reports.

Superintendent’s Report:

• ESSER Progress – Group 1B Activities
• Extra-Curricular Progress
• iLearn Prep
• Operation Connectivity
• Central Staff Excellence Initiative
• Operation Comeback

Minority/Women Business Enterprise (M/WBE) Quarterly Report, FY 2021-2022, Quarter 1

Consider and Take Possible Action to Authorize, Negotiate and Enter Into Agreements with Recommended Pool of Vendors for Early Learning Home Visiting Programs and Services for Districtwide Use (Not to Exceed $5,000,000 Over Five Years Including Renewal Options / General Operating/Special Revenue/Bond Funds)

Consider and Take Possible Action to Approve the Waiver to Board Policy CW (LOCAL) and Approval of the Renaming of Herbert Marcus Elementary School to Marcus Leadership Academy

Consider and Take Possible Action to Approve the Waiver to Board Policy CW (LOCAL) and Approval of the Renaming of Julius Dorsey Elementary School to Julius Dorsey Leadership Academy

Consider and Take Possible Action to Approve the Waiver to Board Policy CW (LOCAL) and Approval of the Renaming of Eddie Bernice Johnson Elementary School to Eddie Bernice Johnson STEM Academy.

Consider and Take Possible Action to Approve the Waiver to Board Policy CW (LOCAL) and Approval of the Renaming of Oliver W. Holmes Humanities Communications Academy to John Lewis Social Justice Academy at Oliver Wendell Holmes.

Consider and Take Possible Action to Approve the Waiver to Board Policy CW (LOCAL) and the Naming of a Future Site Currently Referenced as the Downtown Project that will House Multiple Schools to be Named Nolan Estes Plaza

Throughout her 24-year career at Rosemont Elementary School, art teacher Kellie Lawson has built invaluable partnerships with local art institutions that further her students’ experience. She has even mentored a student who later became an art teacher at her own campus.

Lawson teaches every single fourth- and fifth-grade student at Rosemont Lower, and every middle school student at Rosemont Upper who chooses visual arts as an elective returns to her classroom.

“I don‘t think I’ve ever met a child who didn’t love making some kind of art at some point,” she said. “Art connects with every subject. Art reflects what’s going on in history. Art and mathematics go hand in hand. There are so many great fields where students can use their love and knowledge of art and their artistic ability to work and do well. I really try for my students to make that connection.”

For middle school, she teaches Foundations and Studio Art, where students practice various forms of art, from sketching and design projects to ceramics and sculpture. Lawson’s class serves as a good foundation for students who continue working on improving their visual arts skills and fine arts in high school.

The Texas Art Education Association—an organization that focuses on promoting quality visual arts education in Texas— recently awarded Dallas ISD the TAEA District of Distinction award, which recognizes districts for outstanding leadership in promoting the arts in their district and community. Every year, Lawson’s sixth- through eighth-grade students participate in the TAEA’s Junior Visual Arts Scholastic Event, where students showcase and explain their work to judges and compete against other talented young artists.

“This is a tremendous recognition of the talented student and teacher artists throughout the Dallas ISD. Designation as a TAEA District of Distinction places Dallas ISD’s Visual Arts program in the top 4% of school districts in the state,” said Tim Linley, executive director of Academic Enrichment & Support for Dallas ISD. “Our school district is the largest one, by far, to have earned this recognition. Here in Dallas, we’ve always known that our student and teacher artists are simply the best. Now the rest of the state knows it, too!”

A pillar of the community

After earning a bachelor’s degree in fine arts and a master’s in architecture, Lawson worked as an architectural designer. In 1997, she was working part-time out of her home and was also volunteering as PTA president at Rosemont, where her two children went to school.

The Rosemont art teacher at the time had to move to another state, and the principal asked Lawson if she could sub. She decided to volunteer, and after falling in love with the job, she earned her teaching certificate and has been teaching at Rosemont ever since.

“I have students whose parents were in my art club, way back when I first started,” she said. “But, by far, the most impactful moment was when a third-grade teacher who started with us last year came to visit me in my classroom when he was interviewing. I have some pictures of him when he was acting goofy, wearing a box on his head, and having fun in my art club. His students think it’s so funny that, like them, he was a kid at Rosemont!”

When she first started teaching, she had the opportunity to feature her students’ work at the City of Dallas Office of Cultural Affairs. From that point forward, her students’ work was featured in the building every year. And when the original building changed ownership, she spoke with the managers of the Oak Cliff Cultural Center, which agreed to hold a yearly exhibit of student work.

Rosemont has also developed an important partnership with the Nasher Sculpture Center. The museum tailored a program for Lawson’s students called GROW, where a group of second-grade students visit the sculpture center together, multiple times, until fifth grade.

“I live in the neighborhood,” Lawson said. “I live five minutes away from Rosemont. It’s my community. I’ve been in North Oak Cliff since 1985, and now I’m seeing this new wave of kids of my former students. It’s great!”

Robert Abel has been named acting chief of Human Capital Management. As deputy chief of HCM, he has overseen several areas of Dallas ISD’s human resources, such as central and campus staffing, employee relations, benefits, HRIS, background checks, certification, employee records, and substitutes. Abel has also served as one of the leads in the district’s ESSER Implementation and Improvement Committee, overseeing the allocation of millions in federal funds. Abel brings more than 20 years of experience in education to his role as acting chief.

During his four-year tenure with the district, Abel has served on a variety of local and regional committees and task forces. Prior to coming to Dallas ISD, Abel was division director of High Schools/Support Services at Irving ISD, where he supervised all aspects of the district’s five high schools, newcomer center, alternative education programs, career development center, and other areas. He earned a bachelor’s degree in cell and molecular biology from Oklahoma State University and a Master of Education from The University of Texas at Arlington.

Abel steps in as acting chief upon the recent retirement of Cynthia Wilson, who has served as chief of Human Capital Management for Dallas ISD for several years.

In Dallas ISD, we transform student lives, we have urgency for all, we strive for the yes, and we make memorable moments. These phrases make up the district’s organizational culture and guide the everyday tasks and actions of our work.

Whether it’s working with families to help them help their students be successful or assisting another department or school in resolving an issue, the district’s organizational culture—based on principles of customer service—provide a guide for behavior and expectations.

When it comes to students, in Dallas ISD we believe that students thrive, and every child, family, and employee is essential. We are solely concerned with what matters most—supporting students’ academic growth and overall well-being. That means communicating with parents and guardians about their students’ progress and providing support for families so they can be part of the student success team.

Whether providing a safe ride to school, nutritious meals, or ensuring access to benefits, timely information and competitive compensation, in Dallas ISD, we will do whatever it takes to meet the needs of our students, families and employees,

This can be accomplished with a sense of urgency, which means that whether we work on a campus or in central administration, we are responsive, accurate and accountable to each other. We seek timely solutions for all that support the district’s goals, mission and vision.

By working every day under our organizational culture to build respectful relationships grounded in professional communication, embracing the positive and expecting the best of each other, we can achieve the district’s vision and mission of being a premier urban school district that educates all students for success.

We are getting closer to the end of the year and the issuance of W-2s. Dallas ISD recommends that employees set up their W-2 form to be retrieved online.

This is faster and more secure than receiving a paper form, especially considering recent delays in mail delivery service. The guidelines to update your delivery for the form can be found on the Payroll Services website under Resources.

If you are already set up for online delivery, there is no need to do anything. You will be notified via email as soon as the forms are ready for access.

If you need help in updating your Oracle preferences, please send an email to notifypayroll@dallasisd.org and make sure you include the request in the subject box. Also include your contact information so you can receive the assistance you need.

With COVID-19 vaccines readily available and the majority of district employees being fully vaccinated against the virus, employees are reminded that Dallas ISD is making changes to its quarantine procedures. Starting Nov. 15, the district will no longer offer paid quarantine leave for unvaccinated employees who have had close contact with someone who tested positive for the virus.

Employees who have had close contact with someone who tested positive must still follow established reporting procedures. Depending on individual specifics of the COVID exposure, if an employee who is not vaccinated comes into contact with someone who has tested positive for COVID-19 and is required to quarantine, the time used will be deducted from the employee’s paid time off (PTO) balance.

Unvaccinated staff who are deemed a close contact are required to be quarantined and will be unable to report to the work environment for at least 7 days with a negative COVID test on day 5, 6 or 7.

Employees who are fully vaccinated against COVID-19 are not required to quarantine after a close contact with someone who has tested positive unless otherwise directed by a medical professional, Health Services Department or government agency. Employees who are symptomatic or experiencing a breakthrough infection can apply for local EPSL in which they may receive up to 10 paid days of leave.

Prior to the wide availability to the COVID-19 vaccine, quarantining exposed, symptomatic, or COVID-positive individuals was the main course of action for mitigating the spread of COVID-19.  This resulted in a large loss of human capital both in the classroom and in campus support services such as Central Operations and Central Business Services.

During the height of the pandemic and in the best interest of the safety and health of students and staff, quarantine periods of 10 or 14 days were approved based on CDC guidance. During the 2020-2021 school year, data shows that over 7,100 employees were quarantined for at least one time and almost 1,200 employees quarantined multiple times, resulting in almost 55,000 days of quarantine. Many of the close contacts that led to the quarantine outside of the work setting at night, weekends and holidays.

November is National Homeless Youth Awareness Month and district staff can learn more about the challenges faced by these students and what Dallas ISD can do to help them succeed thanks to a special training available through Cornerstone.

Homeless students often slip through the cracks and miss out on resources that could make a difference in their education. The district’s Homeless Education Program wants district staff to mark the month by learning how to help identify and assist our homeless students. Learning how homelessness is defined and how to identify students who might be experiencing it is the first step to connecting them and their families with the critical help they need.

While this training is not required, the recommendation is that staff—especially those who have regular contact with students and parents—take the training to be better prepared these students. The training can be found at https://dallasisd.csod.com/ui/lms-learning-details/app/course/e9a8cf44-bc50-4906-9320-47c397d486d3.

Thanks to the McKinney-Vento Act, the district receives resources allocated to aiding students and families experiencing homelessness. Funding through the McKinney-Vento Act and the use of district resources allow the Homeless Education Program to assist students experiencing homelessness.

Please contact the Homeless Education Program (HEP) at 972-749-5750 or email us at homelesseducation@dallasisd.org.

The Personalized Learning Department is launching the new iDesign Central Fellowship for central staff leaders who are interested in learning how to tackle district challenges using design thinking.

iDesign Central Fellowship is a five-month experience so Dallas ISD central staff leaders can build habits for design to lead teams and transform culture. This opportunity takes a design thinking approach to spreading creative confidence by equipping fellows with tools, processes, and resources to intentionally and creatively tackle district challenges using design thinking. To learn more, go to www.thepltoolbox.com/idesign.This fellowship is open to 20 central staff leaders.

The fellowship asks for the following commitments from participants:

• Five full-day workshops between January and May 2022.
• One day (chosen at your discretion) to shadow a user to better understand how he/she experiences the systems you lead.
• Dedicated time between workshops to put what you learn into practice and work on your design challenge (about 4-6 hours).
• Participation in two showcase events hosted on Tuesday, March 8, and Thursday, May 26.

Interested in being one of the 20 iDesign fellows? Fill out and submit the application at www.thepltoolbox.com/idesign by 5 p.m. Thursday, Oct. 28.

Breast cancer is the most common cancer in women in the United States, except for skin cancers, according to the American Cancer Society. U.S. women have a 13% chance of developing breast cancer in their lifetime. Thanks to early detection and new treatments, many women who are diagnosed survive. Two Dallas ISD staff members share their stories of treatment and survival.

SeAndra Smith-Reese
Teacher Assistant
J.L. Long Middle School

I am a 3-year breast cancer survivor. I found out about having breast cancer during Christmas break in 2017. When the doctor called, I could not breath and was suddenly feeling like my soul was out of my body. It was the worst feeling I ever experienced! I told myself, “It’s Christmas!” which is my favorite holiday. My spirts was gone fast.

It was hard to share that news with my family because we are close. I began to have all negatives thoughts because when hearing the “C” word, it seems like it’s the end of the world. But I had to think differently about this because I have a family. I had other fighters who supported me from the beginning, which helped me.

Thinking positive is the best thing to do to get through this battle. I often see people using journey, but I knew what it meant until then. It’s the journey of the battle to fight the disease and not let the little “c” win.

Being Stage 1, I have been through all tests, surgeries and chemotherapy. I researched complicated medical terms, lost weight, had my hair fall out and lost few friends.

I am now in remission, and it will stay that way because I BELIEVE in continuing to fight this battle for a long time. I now give back by showing supports to those who are facing this battle and letting them know that they are not alone.

I am thankful for my caregivers who never left me and for early detection, that gave me the best results.

Christi Canady-Boyd
Speech and Language Pathology Department
Bryan Adams High School
North Dallas High School
Robert T. Hill Middle School
Skyline High School

The first week of the school year started out pretty normal. Staff changes and work changes created a massive amount of anxiety, but I had no worries because I usually push through it. By the second week, I had a routine physical with my doctor and mentioned a light pain coming from an area on my chest. She examined me and found a lump, but I wasn’t really concerned because that happens occasionally. Just to be on the safe side, she bypassed a regular mammogram and sent me immediately to get a diagnostic screening.  Of course, the screening revealed the lump, and I get scheduled the following week for a biopsy.  Three days later, I got the news: Stage 2 triple negative breast cancer, the most aggressive form.

I’m fine at first because I have always been the type person to stay positive, keeping my problems and feelings hidden. Anyone who knows me will tell you that I always have a smile on my face.  I didn’t worry too much about the diagnosis because technology is highly advanced, so I felt that I would somehow pull through this. Surprisingly, the most stressful and depressing thing was the constant office visits, screening tests, phone calls, and having to repeat the full story to people who needed to know.

Today, I am almost two months into the diagnosis, and the anxiety is pretty much stemming from the same place.  The process!  But have a wonderful and mighty circle of family and friends. They, along with my department and administrators, have provided a tremendous amount of aid during this process. My home campus principal at Skyline High School, Angela West, has repeatedly shown her concern and has assisted in every way possible. My assistant principal, Sonja Nix, and the SPED staff at Skyline High School have organized a team to walk in my honor for the Susan G. Komen More Than Pink Walk in late October. I am loved, and I need it! This is just the beginning of a long journey, which will pretty much last the entire school year.  But I must say that I am armored, and I am ready to “Fight Like a Girl!”

For more information about the district’s efforts and links to resources, visit www.dallasisd.org/breastcancerawareness.

Dallas ISD has been recognized for its efforts to prepare students for future employment through its career and technical education programs.

Workforce Solutions Greater Dallas recently presented Dallas ISD with the Employer and Community Impact Award during a special ceremony at Gilley’s Dallas. Workforce Solutions Greater Dallas supports Dallas ISD’s Career and Technical Education (CTE) students across the district.

“We appreciate our partnership with Workforce Solutions Greater Dallas to support students in Dallas ISD in their pursuit to engage in high tech, high wage, high skill employment,” said CTE Director Richard Grimsley. “We are thankful for this award that recognizes this great continued partnership.”

Workforce Solutions Greater Dallas is focused on providing competitive solutions for employers through quality people and for people through quality jobs.