Communities In Schools of the Dallas Region
Tiffany Dancer is a dedicated mental health professional with extensive experience in various leadership roles across multiple organizations. Currently serving as Clinical Coordinator at Communities In Schools of the Dallas Region since September 2022, Tiffany also co-founded the Texoma Mental Health Providers Network in April 2018, facilitating networking and access to resources for mental health providers. Past roles include Committee Chair and Committee Member for the Community Service Block Grant Committee from June 2019 to April 2023, and Clinical Director, Assistant Clinical Director, and Therapist at THE CHILD AND FAMILY GUIDANCE CENTER OF TEXOMA from April 2013 to September 2022. Additionally, Tiffany contributed as a Committee Member on the Texoma Behavioral Health Leadership Team from 2018 to 2022. Educationally, Tiffany holds a Master of Science in Community Counseling from Texas A&M University-Commerce and a Bachelor of Arts in Psychology and Cultural Anthropology from Austin College.
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Communities In Schools of the Dallas Region
Communities In Schools of the Dallas Region, Inc. (CISDR) is a 501(c)(3) non-profit founded in 1985 to address the growing number of high school dropouts in Dallas and surrounding areas. As experts in collaboration and in providing comprehensive case-managed services, CISDR’s professional staff brings community resources into schools to work in the interest of at-risk children in a coordinated, caring and cost-effective way. Currently, CISDR operates in 130 schools in 14 school districts in Dallas, Collin, Ellis, Hunt and Rockwall counties. Students are recommended to the program by teachers, counselors, administrators, parents, friends or are self-referred. CISDR case managers work with each child to develop a holistic plan to prepare students for successful lives. This means that CISDR not only works with students to address academic concerns, but also with parents, teachers and administrators who are involved with these students each day. By using this holistic wrap-around approach, distractions and disruptions in the student’s life outside of the school environment are addressed, allowing the student to focus on his/her schoolwork.