Campus Staff News

The holidays are a time for family, joy and cheer. Unfortunately, they are also a time for cyber criminals to try to catch people unaware with phishing scams. The old adage stands: If it’s too good to be true, it probably isn’t. The EdTech security team also has some tips for safety.  

• Think before you click and be cautious of any urgent actions or threats from individuals 
• Avoid clicking on links from unexpected emails
• Avoid getting your computer sick by only downloading attachments  from trusted sources and emails
• Verify the authenticity of requests for sensitive information by contacting the person or organization directly through established channels

Pedro Romanelli left a successful career as a business owner 19 years ago to work in what he describes as the perfect world—kindergarten. 

Romanelli views the classroom as a “perfect world,” where children are unfiltered, honest, and eager to learn. They give 100% of themselves, which fuels his passion for teaching.

“Children tell you what they think,” Romanelli said. 

Born and raised in Puerto Rico, Romanelli has been helping his students at Mary McLeod Bethune Elementary School achieve. He started in first grade but soon found that kindergarten students had the same energy and excitement for learning to read, he said. He has been teaching that grade level since. 

His role in shaping children’s behaviors—teaching them kindness, patience, and appropriate social norms—gives him immense satisfaction. 

“When I was around 16 years old, I remember being in a grocery store with my aunt, and a family approached her, all the kids started hugging her,” Romanelli said. “My aunt told me that she taught them how to read. That’s when I realized I wanted to be a teacher.”

Romanelli has found success as a teacher by being authentic. He believes that being genuine with the children is key because they can sense when an adult is not being honest or true to themselves. His calm demeanor and consistency in showing kindness help break down any barriers, making his classroom a welcoming and happy place for students.

“I may not be rich in money. But when a kid tells me, ‘Thank you Mr. Romanelli’ and gives me a hug, that’s when I feel rich,” he said. 

Romanelli’s Latino background plays a significant role in shaping how he connects with his students. In his culture, there is a strong focus on nurturing, which reflects in his teaching style. For example, if a child comes to class hungry, Romanelli makes sure they eat before anything else, recalling how difficult it was for him as a child when he wasn’t listened to, or his needs weren’t met.

His cultural identity is also reflected in his teaching by fostering bilingualism and biliteracy. He teaches his students the value of mastering both English and Spanish, emphasizing the importance of being able to read and write in both languages. This approach not only honors their cultural heritage but also prepares them for a successful future. His empathy and understanding, rooted in his cultural experiences, help him connect deeply with his students, especially those who come from similar backgrounds.

One of the most profound impacts Romanelli has in the classroom is being a male role model for young boys. Romanelli uses these opportunities to broaden their perspective, encouraging both boys and girls to participate in activities traditionally seen as gendered.

As a male teacher, his presence provides young boys with an attainable role model, someone they can relate to on a personal level. He recalls his own experiences of seeing male figures in his schooling much later in life, and he wants to offer his students a relatable example of success early on. Romanelli’s students ask about his life outside of school, from the car he drives to the boat he owns, and he uses these questions to teach them about hard work, saving money, and achieving dreams.

Romanelli believes that any challenges that he might face in teaching are outweighed by the positive impact he can have, particularly on young boys who may not see many male role models in their lives.

Romanelli’s calm, caring nature and his cultural understanding make him a powerful force in the classroom, and he takes his role seriously. He emphasizes that teaching isn’t just about getting a paycheck; it’s about being there for the children, offering them the support and guidance they need to grow and succeed.

He shares a moment from his teaching career that was particularly impactful and demonstrates the significant role a male figure can have in the lives of his students. He described an instance with two brothers whose father had been deported. Romanelli stepped up to provide the guidance and support the boys needed during a challenging time. The boys are currently enrolled in college, and continue to visit him and express their gratitude for his influence, which has had an impact on their lives.

“When a kid comes and thanks me, I forget about everything and I get my battery recharged and I understand why I do this,” Romanelli said. “Teachers get better with time, and I want to give my best. I want to continue being here for them.” 

The Junior League of Dallas has awarded 35 Dallas ISD teachers grants of up to $2,500 each through the annual Grants for Innovative Teaching that fund special projects addressing reading and literacy enrichment; diversity; special education; science, technology, STEM; or arts and culture enrichment across one or more grade levels. 

A total of $79,541 was awarded to Dallas ISD teachers thanks to Texas Instruments, the presenting sponsor. This is TI’s 15th year to support the Junior League of Dallas’ Grants for Innovative Teaching. 

“Teachers mean more to students’ academic success than any other part of the academic experience,” said Andy Smith, TI director of giving and volunteering. “They serve as role models and champions for their students, all while preparing them for future success.”

Through the years, the program has awarded more than $2.2 million to Dallas ISD educators, and this year it will indirectly impact more than 60,000 students.

“The projects awarded this year highlight creative teaching that elevates the learning experiences for thousands of Dallas ISD students,” JLD president Tandra Allen said. “The funding of these grants is made possible through the visionary donations of our sponsors including Texas Instruments and The Agnes Cluthe Oliver Foundation. Their continued generosity is an investment in the promise of every student’s potential.”

Teachers who received grants

District schools and administrative offices will be closed Monday, Nov. 25, through Friday, Nov. 29. While the district is closed for Thanksgiving Break, team members can still get assistance with their benefits. The HCM Benefits Contact Center will be closed on Thursday, Nov. 28, and Friday, Nov. 29.

For non-emergency assistance, you may reach the Benefits Call Center by calling 972-925-4300, option 2 for wellness. For non-emergency health concerns such as cold and flu, TRS ActiveCare participants can utilize Teladoc at a reduced cost. Call 1-855-Teladoc (835-2362) or visit their main page. If you have never used Teladoc before, you must set up your account before you can access the services. You will need your name, date of birth, and BCBS member ID number to register.

If you have questions regarding your HSA/ FSA, contact Optum at 877-528-9876 or visit www.optum.com. Optum is available 24 hours a day, 365 days a year. When you call, you will need your FSA/HSA card number, name, and date of birth. If you visit the website, you will need your name, date of birth, social security number, or employee ID. Employee

Some employees find the holidays challenging. If you need help navigating this time, please contact the Employee Assistance Program (EAP) by calling 972-925-4000, Option 3 EAP. They are available 24 hours a day, seven days a week. To access the website or the Telus Health One app, you will need your district email address, district username, and password.

• the website Telus Health
• the app: Telus: Health One

For questions regarding leaves of absence, email benefitsleaves@dallasisd.org. During the periods in which the district is closed, the email boxes will be monitored periodically to ensure any critical issues are resolved in a timely manner.

Whether it’s a letter, a memo or an email, uniformity in the language that is used to communicate is essential for an organization. That is why Dallas ISD maintains a Branding and Style Guide that provides team members with the rules and guidelines to correctly communicate with colleagues and the public.

For example, did you know that when using a specific date, sometimes you should abbreviate the month? And that the proper abbreviation when using times is a.m. or p.m.? If you are not already adding a comma before the last item in a series, you should because the district’s style is to include one for clarity.

Another style rule is that except when used in addressing a letter, a salutation, or a direct quotation, courtesy titles—Dr., Mr., Mrs., Ms.—are not used in a first or subsequent reference in a document or communication.

For emails, the guideline is to use black or dark colors for type and avoid using bright or lightly shaded type, which can be difficult to read. Decorative or whimsical animations; selfies, caricatures or cartoonish photographs and images; quotes and epigraphs; backgrounds; or wallpapers should not appear in emails.

The style guide also includes information on how to use acronyms, the district logo, school names, numbers, and more. You can also find letter, memo and presentation templates, as well as the district’s colors and so much more. 

Do you think you know district style? Take this quiz. Want to learn more about district style, check out the Style Guide here.  

As the holidays approach and families start thinking about what they will prepare, food allergies and accommodations are at the top of their mind. For Food and Child Nutrition Services team members, these are year-round considerations as about 10% of the student population needs dietary accommodations in their daily meals.

“We work to accommodate food allergies—the Big Nine—and other dietary needs,” said Jorie Walker, a registered dietitian with FCNS, who develops special menus for students who request dietary accommodations. “It’s challenging because there are so many potential allergens in meals across the board, so it’s important for parents to let us know.”

FCNS already takes into account the Big Nine allergens—wheat, dairy, eggs, soy, fish, shellfish, peanuts, tree nuts, sesame—when preparing foods and ensures that they are identified in packaging. For example, cafeterias offer sunflower butter as a substitute for peanut butter in PB&J sandwiches for students who might have a peanut allergy, Walker said.

Normally, parents let FCNS know about student food accommodations at the beginning of the year. These include not just food allergies, but also therapeutic diet needs and restrictions. Parents fill out a form in the school nurse’s office, which is then shared with Walker, who reviews it to see if additional information, like a doctor’s note, is needed.

Once the special diet menu is developed, it’s shared with the cafeteria workers, and an alert is added to the student’s ID as an additional precaution when they are going through the cafeteria line. While parents can log into MealViewer to look at the school’s menu for any given day, the special menus are not yet available through the app, Walker said. A copy can be requested from the nurse.

“But the cafeteria workers usually know who their special diet babies are,” Walker said.

Cafeterias usually offer vegetarian and vegan options for students who follow those diets, and, through MealViewer, parents can see which menu items are Kosher and Halal. Workers also undergo rigorous training about food allergens and avoiding cross contamination to keep students safe.

A form may not be needed for families who are preparing meals for the holidays, but Walker does recommend asking guests for any restrictions they might have.

“There are so many options for going gluten free nowadays, but it’s important that you read nutrition labels and keep allergens in mind because someone might be allergic to coconut or almond, which are often used as substitutes,” she said.

Walker shared some tips to avoid food allergens in common Thanksgiving foods: 

• Turkey and gravy—oven roast instead of fry, and if frying, avoid using peanut oil; make sure that gravy is made with ingredients that don’t include soy
• Mashed potatoes—instead of using dairy milk, try oat or rice milk and add richness and creamy texture with vegan butter or olive oil
• Green bean casserole—create your own fried onion topping with gluten free all-purpose flour, cornmeal or vegetable oil; use vegan butter or margarine; and thicken with tapioca starch or arrowroot flour
• Stuffing—use gluten-free cornbread mix, quinoa, rice, or roasted cauliflower instead of breadcrumbs
• Rolls—grocery stores have several allergen friendly ingredients but be sure to read the ingredient lists when purchasing them
• Desserts—there are several dairy-free cheesecake recipes; keep peanuts and tree nuts out of cakes, pies, cookies and other baked goods; consider an apple pie or apple and pear crumble with gluten free oats or quinoa and served with dairy free ice cream

 Walker also shared two recipes that avoid allergens:

• Apple and pear crumble: https://www.allergicliving.com/recipes/gluten-free-apple-and-pear-crisp/
• Pumpkin pie: https://minimalistbaker.com/vegan-gluten-free-pumpkin-pie/#wprm-recipe-container-35767

In one Dallas ISD school, raising your hand in class to request a hall pass is now a thing of the past. At Robert T. Hill Middle School, under the leadership of Principal Candice Ruiz, commitment to innovation has transformed the campus into a safer and more focused learning environment.

“You have to take risks to get different results. So we try to take the risk,” said Ruiz. 

This mentality led her to find ways to utilize leading-edge technology to increase safety, enhance student attentiveness, and give instructional time back to teachers.

EHall Pass, a digital alternative to traditional, physical hard passes, is an essential tool in that effort. With a click of a few buttons on a student’s Chromebook, and little to no disruption to a teacher’s lesson, students can electronically request to step away from class. 

The idea to move away from traditional hall passes was brought to Ruiz by Assistant Principal David McDaniel. While the school already had a system in place, McDaniel offered a solution to the challenges posed by physical passes.

“Physical hall passes get lost a lot and it takes a lot of time to handwrite them,” he said. “Kids would take them to the restroom and lose them.” 

The adoption of EHall Pass has not only become a more efficient process, but it is essential to the school’s strategy to enhance security. 

“We know where all students are at all times,” said Ruiz. “It allows us to monitor and control student movement within the building and limit the number of students in the hallway at any given time.”

By restricting passes, teachers can proactively prevent certain students from crossing paths, offering a unique solution to bullying in unsupervised areas like restrooms.

The campus also adopted a phone-free culture to further alleviate disruptions in the classroom. Interruptions from text pings or phone rings are now non-existent with the use of advanced phone pouches.

At the beginning of each school day, students place their phones inside a secure pouch they carry with them until dismissal, ensuring distraction-free classrooms.

“If a student isn’t learning because they’re distracted, that’s a problem. A teacher’s time is valuable and I don’t want instruction to stop because of a cell phone,” said Ruiz. 

The impact of being a phone-free campus has led to significant academic success.

STAAR results have improved over the past three years. There is a significant increase in the number of students at Meets and Masters performance levels. The Approach category improved from 49% in the 2020-2021 school year to 65% in the 2022-2023 school year, while the Meets category rose from 22% to 35% during the same period.

Although change can be challenging, the incorporation of new technology garnered strong support from parents. The school’s Parent Teacher Association advocated for its adoption at Bryan Adams High School Leadership Academy, the legacy school for Robert T. Hill students.

“Parents definitely gravitated towards stronger systems for safety. They want to see us take these steps to keep their children safe,” said Ruiz.

Ruiz remains committed to being a trailblazer in Dallas ISD, ready to raise her hand to try the next innovation to further enhance her campus. 

“I don’t know what the next thing (innovation) is, but I don’t think our work as educators is ever done. There’s always room for improvement. We tell our kids we want them to be trailblazers so it’s important that we set the standard,” said Ruiz.

Fifth graders in Vimari Khiat’s class at Ronald E. McNair Elementary School couldn’t help talk over each other in their eagerness to share what they had just learned about Native American history. And that excitement is just what Khiat was looking for when she designed the projects for her class to learn history and commemorate Native American History Month.

“We usually celebrate Hispanic Heritage Month and African American History Month, so why not Native American Heritage Month?” said Khiat, a bilingual teacher who is originally from Puerto Rico and is 12% Taino, the native people of the Caribbean islands. “As Hispanics we have a great amount of Native American in our DNA.”

The students had also learned about Native Americans at the beginning of the school year in social studies and are currently working on Unit 3 in Amplify, which is related to the First American Civilizations, she said. They learned not just about the native peoples of North America but also the native civilizations of Central and South America.  

Khiat—who has been a teacher for 25 years, 14 of those in Dallas ISD—assigned each student a different Native American tribe, and they did research about the main facts of each, such as location, culture, housing, and foods. Then, they created a posterboard reflecting that information. Finally, they did an oral presentation to their classmates. 

“I think it was important for my students to learn the history and culture of the different Native Americans tribes,” she said. “It was important not only because it is part of our reading/social studies curriculum, but it is part of our ancestry. It is celebrating diversity and promoting cultural awareness among children.”

The students certainly gained cultural awareness about the similarities that united all native people across the Americas, such as they all had agriculture, government, languages, culture, religion and settlements long before Europeans settled here, said Roberth.

One of the students, Carla R., added, “They were mostly peaceful and their religions were similar even though their gods had different names.. They didn’t fight a lot like you see in the movies.”  

Khiat always wanted to be a teacher because she loves children and learning, and seeing her students find joy in learning is rewarding. 

“My best childhood memories are at school,” she said. “I’m a bilingual teacher because I love learning other languages and cultures. I also love to teach reading and working with children.  I understand the struggle of learning a second language firsthand and I want to help others to become bilingual as well.”

For the Perez family, education has become a family affair since Rachel Perez joined P-TECH’s education pathway at W.T. White High School and received a letter of intent from Dallas ISD’s Human Capital Management to return to the district as a teacher after completing her degree.

The letter of intent guarantees a teacher position in the district as part of a program to recruit teachers from among students interested in education who have the added quality of being able to identify with the students they will come back to teach because they were once one of those students.

“We want to embrace each of these graduates from educational pathways who are going to join the workforce, become teachers, and serve in the same communities they grew up in,” said Chele Andreason, executive director of Human Capital Management’s Strategic Pipelines. “It is rewarding for the district, community, and families because it allows them to change the trajectory of their lives.”

Perez graduated with a strong foundation in education and community involvement as well as a passion for teaching and a Bachelor of Science in Early Childhood through Sixth Grade Education from Texas Woman’s University in December 2023.

Returning to her roots in Dallas ISD, Rachel is now teaching third grade at Everett L. DeGolyer Elementary School.

“After four years of attending college and university to become a teacher, I am excited and grateful to return to the Dallas Independent School District as an educator,” she said. “This accomplishment is meaningful because I attended schools in Dallas ISD, and now it is my opportunity to serve the new generations of students. As I navigate through my first year of teaching, I will follow the example of my past teachers, who inspired me to become an educator. I hope that through teaching, I can positively impact the lives of many children and help them accomplish their goals.”

Perez’s influence as an educator extends beyond her classroom walls and has had a ripple effect within her family.

Following in Rachel’s footsteps, her younger sister, Samantha, now an 11th grader at W.T. White High School, has also committed to the educational pathway. Samantha received her early teacher contract in March 2024 at her Letter of Intent ceremony. 

Their cousin, Cecilia, a ninth grader at the same campus, eagerly anticipates her Letter of Intent ceremony so she can follow in the footsteps of her cousins. This familial dedication to education not only underscores Rachel’s impact but also exemplifies the transformative power of the Dallas ISD P-TECH educational pathway and the Letter of Intent Ceremony, Andreason said. 

Through Perez’s journey and the journeys she will continue to inspire, Dallas ISD is building a legacy of educational excellence and aspiration.Join Human Capital Management in celebrating the Perez family and the countless students and educators who are part of the Dallas ISD educational pathways. For more information about future careers in Dallas ISD, please contact Jibril Rasheed at jirasheed@dallasisd.org to discuss the district’s grow-your-own initiatives.

Several weeks ago, the mental health clinicians at the Seagoville Youth and Family Center decided to fill a need in their area, and the response they have received has been more than they expected—creating a sense of community and support that was sorely needed.

“At the beginning of the year, we had a professional development for the department, and we noticed that there was a need for a support group for parents of students who have been diagnosed with autism,” said Robert Martinez, the center’s manager. “We noticed there were also a lot of Spanish speakers. That spun three different groups—an evening support group, a day support group and one for Spanish speakers.”

The clinician leading the group for Spanish-speaking parents, Pablo Estrada, planned for an hour the first time they met but the time quickly expanded to an hour and a half and then two hours because there was a real need for parents to have a space to share and support each other, he said.

When the groups were announced, parents came in very excited the day before to check things out. The first couple of weeks, they leaned on each other and found common bonds.

“I thought they were going to be reluctant to speak at first, but they were not,” said Estrada, a mental health clinician. “They spoke about self-care, their struggles, the need for healthy communication and relationships. We are going to meet with a special education teacher to speak about their struggles and the talents that the kids have because some of these kids are amazing.”

One way that Estrada knows the group has been successful is because he has learned a lot from the parents. Another is from a  mother who suspected her preschool-aged child had autism and  came to the group discouraged and looking for guidance. After meeting all the other parents, she left confident with a referral to a clinic in Plano that could do an evaluation within weeks,  an offer of a ride to the clinic and help with interpreting. She also left with the knowledge that she was part of a community that supported her and shared her struggles. Her whole perspective changed, Estrada said.

“She found a safe place,” Estrada said. “Yes, there’s crying in these sessions, but there is also joy.”

One of the reasons these support groups and other mental health services that the center offers make such a difference in the community is that there are few providers of these services in Seagoville, and the area is relatively isolated because of lack of public transportation that allows residents to access mental health services somewhere else, Martinez said.

Normally, the center is open to see students throughout the day, mostly they are pulled from middle and high school as needed to receive services, Martinez said. There’s a large population of Hispanic and Spanish-speaking families that use the Friday-only drop-in clinic because they need referrals or have trouble getting children seen by a clinician. 

The support groups are an important resource for parents because when they hear the word autism, they only hear disability, said Pauline Agulefo, a mental health clinician at the center.  

“These children are not disabled,” Agulefo said. “We stress the ability, we build upon what’s good, the positive. Once the child feels good and supported, they give more of that. Sharing goes on and on. The groups give the parents an opportunity to talk and share, to exchange ideas. They empower them and give them a sense that someone is hearing them.”