Staff News

When husband and wife, Pere Valls and Laura Moreno, traveled from Spain to teach in Dallas, they brought global expertise to Chapel Hill Preparatory Academy and embarked on a journey of sharing new cultural experiences with their young children.

“The idea is to go to a new country, learn, and bring that knowledge back home. It’s an exchange—I’m learning new techniques and teaching strategies while sharing what I know,” Moreno said. 

Moreno currently teaches ESL classes and has 18 years of experience in elementary education. Valls brings 25 years of teaching experience to his role as a fifth-grade math teacher at Chapel Hill. They see the exchange program as an opportunity for their children to learn more about the world while sharpening their language skills.

This is the third time the family has traveled to the United States as part of the Visiting International Teachers Program teacher exchange initiative.

“You learn language fast, but you forget faster,” said Vallas. The family returned to ensure their children could grow up bilingual in English and Spanish. 

When their son was 4 years old, his grandmother helped him practice writing skills. By the time he began attending Chapel Hill, his teachers were impressed with his handwriting and overall academic growth. His sister also continues rapidly improving and picking up English comprehension. When the Valls family is not at school, they enjoy traveling and making new friends.

“I think we’re the kind of family that fits with everybody. We’ve got friends in the United States, Mexico, Japan, and Spain. As long as people are nice, it doesn’t matter where they come from,” Moreno said.

In Reno, Nev., they were two of three Spanish-speaking teachers in their school, Valls said. Now, they are two out of hundreds of bilingual teachers in Dallas where they have met people from other Spanish-speaking countries like Mexico, El Salvador, and Colombia.

“I love learning about other cultures by connecting with other educators. It enriches your knowledge,” he said.

Though the Valls family plans to return to Spain in three years, they cherish the opportunity to share this global experience with their children while they’re young.

“We’re living in a society where you need to know a bit of everything,” Valls said. “It’s important for kids to experience different cultures—they’ll be better prepared for the future. Our children have dual citizenship, and maybe one day, they’ll return for college here.”

Moreno appreciates how their jobs allow them to offer their children a cultural immersion many dream of. 

“Our kids are so lucky to be with us in the same school,” she said. “Even though it was tough for them at the beginning, I was always right here, and their dad was at the end of the hallway. So many people pay to send their kids abroad, and we get to do it simply through our work as teachers.”

The end of the year celebrations can be fun, but they can also be stressful for families, including students. Dallas ISD Mental Health Services has resources that team members can use to identify stress among young people and help them deal with it.

Stress is the way the body naturally responds when faced with challenges, or when nervous, anxious, or under pressure, said Deborah Purge, a licensed mental health clinician with the district. Examples of these stressful times might be needing to complete a science project or taking a math exam and feeling unprepared. Stress can help motivate an individual to work harder and faster, but too much stress can negatively affect mood, health, and how that person interacts with others around them.

Signs of stress:

Some signs of stress might include symptoms such as head and stomach aches, unexplained pain without being ill, inability to sleep or sleeping too much, recent nightmares, and changes in appetite. A student suffering from stress might appear irritable, nervous, anxious, fretful, tearful, and clingy with little interest in activities previously enjoyed. If changes in behavior among young people are observed it might suggest that the student is experiencing a challenging time and needs help to better deal with the situation, Purge said.

Stress management techniques:

• Relaxation Techniques / Physical Activities:
  • Deep Breathing Exercises: Belly Breathing and Butterfly Breathing Exercise
  • Muscle Relaxation: Progressive Muscle Relaxation Technique
  • Mindfulness Meditation: The Beach – Guided Imagery for Relaxation; Video 2
  • Meditation and Yoga: Yoga Video
  • Grounding Exercises: Video
  • Exercise: Walking, running, jogging, dancing, stretching, playing sports, etc.
  • Creative Activities: Drawing, coloring, painting, journaling, listening to or making music.
  • Connect with nature:  Be sure to spend time outdoors to soak up some sun and explore nature.
•  Develop Healthy Habits:
  • Good Sleep Routine: Go to bed on time and get at least 8-10 hours. of sleep.
  • Nutrition: Make sure to eat healthy meals with plenty of fruit and vegetables.
  • Allow enough time to complete tasks and assignments.
  • Practicing good self-care will bring awareness to physical and emotional needs.
  • Positive Affirmations: Positive thoughts or statements that help when feeling stressed.

Share where to get help:

•   Parents / caregiver / trusted family member
•   Trusted adults at school (teachers, nurses, principals, etc.)
•   School counselor on the campuses
•   Mental Health Services (MHS):  Ask parents to reach out to MHS for additional support

References:

Relaxation Techniques for Kids

https://online.regiscollege.edu/online-masters-degrees/master-science-applied-behavior-analysis/relaxation-techniques-for-kids/#:~:text=Deep%20Breathing%20Exercises%20Among%20the%20simplest%2C%20most%2Deffective,helps%20to%20calm%20them%20physically%20and%20mentally.

Stress in Childhood

https://medlineplus.gov/ency/article/002059.htm

A high five, a handshake, a fist bump, or even a simple wave can make all the difference for a student entering the classroom whether they are in prekindergarten or in high school. Two Dallas ISD teachers have harnessed the power of the greeting to establish strong relationships with their students and help them succeed.

Wilmer-Hutchins Elementary School teacher Dipcianet Galan greets her 3-year-old students at the door of her classroom every morning. She asks them to pick from four different greetings and reviews the letter of the day with them, in Spanish or English, depending on her students’ language.

“The way we greet each other has a huge impact on their day,” she said. “It sets the tone for every day.”

Galan has been a teacher for 15 years, the first few in Puerto Rico. She attended a Dallas ISD job fair on the island after her husband came to Dallas for work. She was hired as a teacher for one of the district’s pre-k partnerships and two years ago became a teacher at Wilmer-Hutchins Elementary School.

She can tell what mood her students are in by the type of greeting they choose, and it also gives her the opportunity to praise them for a new hairstyle or compliment their shoes. Because of her experience, she knows the greeting not only sets a positive tone for the day and allows her to read her students’ moods, but it’s also a learning opportunity for the students.

“Choosing for a 3-year-old is a big accomplishment,” she said. “These are great skills to learn because they can apply them in the real world. They acquire essential verbal and socialization skills. No matter their age, it’s important for them to have a sense of who they are, to know that someone cares about them, to gain confidence, and to express themselves.”

Despite a considerable age gap between Galan’s students and her high school students, health science teacher Liyah Joseph has seen a lot of the same connections using a greeting at the beginning of each of her three classes at Career Institute East. She knows that, just like in prekindergarten, having someone to greet them at the door improves attendance and ensures students arrive on time. It establishes a commitment between the teacher and the students regardless of age.

“At first, they would come in and just sit,” said Joseph, who has been teaching at CIE for two years. From early on, she knew she wanted to establish a better connection with the students.

Joseph graduated high school with a medical assistant certificate and has an associate degree from Dallas College. She worked as a patient care technician before becoming a teacher through Dallas ISD’s local innovation plan while she obtains her bachelor’s degree in public health—the first in her family to do so. But once she graduates, she wants to become a certified teacher and continue in a career she has come to love.

At the beginning, she had trouble establishing relationships with her students, but then she tried the greeting process and found it was a great way not only to start the class but also to develop trust between them.

“It changed the mood, established rapport and let us connect individually,” she said. “They are not used to people talking to them at the beginning, and their whole demeanor changes. Eventually, they break out. It might seem like something small, but it is really big.”

Like Galan, Joseph uses the greeting as a temperature check, and if she sees that a student is not having a great day, she addresses it before class and before it affects everyone else. You can watch a short video of her greeting here.

“They love it in prekindergarten, but they also love it at this age,” Joseph said. “And I wish more high school teachers would do it. One day, I forgot, and they just stood there at the door until I came out to do the greeting. I also look forward to being at the door. It puts me in a good mood.”

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.