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Being a middle school counselor can be a juggling act between providing social-emotional support and academic guidance to students at challenging ages, but Yolanda Sims, counselor at Piedmont G.L.O.B.A.L. Academy has mastered the task.

“In middle school, students are at an impressionable age, trying to find their way,” she said. “They are too old to be coddled, but they want to know that you care and that you are a safe person to talk to. The goal is to make sure that if they are OK emotionally, they will be OK academically in the classroom.”

Sims, who started her career in education in 2008 at Piedmont almost two decades ago as a social studies teacher when the school was called John B. Hood Middle School, moved with her family from Pleasant Grove to Cedar Hill and taught  at another district while her son, Mark, was small to spend more time with him. But when he entered high school, she decided she wanted to do something different but still help children.

“I felt I could do more than teach, something that could still have a positive impact on students,” Sims said.

She still remembers her middle school counselor, who was a safe person to her in those years, who encouraged and motivated her. While she doesn’t recall what it was for, she still vividly remembers that the counselor gave her an award her mother still has and how that award made her feel.

“We lived in San Francisco at the time, and it was a ceremony in the theater at a university,” she said. “It made me feel seen and appreciated. Kids want to be heard, want to be seen, want to feel that they belong.”

She said she wanted to be that safe person who was there for other children, so she went back to school to get a master’s degree in counseling. She came back to the school where it all began as counselor and has been the safe harbor for hundreds of students for several years.

“It’s important to students to have a safe person they can talk to because they don’t open up to just anyone,” Sims said. “You have to build relationships by having one-on-one meetings where you ask them how they are doing, who they hang out with, what they want to be when they grow up, what they are thinking about.”

Having quick check-ins in the hallways is just as important, she said, so she makes sure she is out and about during passing time to say a quick word to students, especially if she knows there is a student who is having a hard time.

“If we can help students learn how to socialize, make friends and have healthy relationships, especially in middle school, if they are happy at school, that impacts how they do academically, so we do have an impact in academic performance,” Sims said of the role of counselors.

Sims also makes sure that students at Piedmont G.L.O.B.A.L. are college ready by keeping up with their academic success. If they are not passing classes, she will meet with them to find out why. Because she has established herself as a safe person to talk to, students will often reveal they are having a hard time understanding but are too shy to say so in class. She’ll act as a buffer. Sometimes, there are external factors, and she will work with the school’s parent support specialist, Daniela Alaniz, to find resources.

“I tell students it’s OK to feel what you are feeling, but don’t let your emotions control you. If you need to release what you are feeling, come in here,” she said, making a sweeping gesture in her classroom. “It goes for adults, too. I had a teacher who was stressed out at the beginning of the year who came in here. We talked it out; she had a good cry and released that tension. It’s a safe place.”

Getting to know the students makes it easier to help them in the academic aspects, she said. To support her efforts, Sims uses SchoolLinks’ career surveys and guidance lessons, and meets with them one-on-one to explore their interests. In addition, she facilitates meetings between eighth graders and high school counselors.

“One of my favorite interactions with students is the one-on-one meetings where I share information about Career Institutes, early college, P-Tech, all the opportunities available to them,” she said. “I’m taking students to Career Institute East soon so they can see all they do.”

When it comes to her own feelings, her husband, Mark, who graduated from H. Grady Spruce High School is her safe person. Sims uses her drive home to process her day, and then talks to her husband.

“Sometimes some of the things I hear, that students are going through, are hard to process, and I have to close my door and shed a tear myself” she said. “But I think that empathy is what makes us good counselors.”

Dr. Frederick D. Haynes III Global Preparatory Academy at Paul Quinn College is a transformation school that is reimagining education in southern Dallas. Through partnerships with local institutions and a dedicated school administration, students are prepared to become global thinkers and thoughtful leaders. 

Now in its fifth year of operation, Haynes Global Prep is an International Baccalaureate World School serving students in grades six through 11. IB schools provide rigorous academic coursework that fosters lifelong learners with a global perspective. 

After receiving this accreditation early this year, Principal Jasmine Ervin said she is excited to continue developing the school’s global reputation and academic programs.  

“We are reestablishing what it means to have an IB World School in a southern Dallas community,” she said. “It’s one of the only ones in the area. This accomplishment was a huge win for us and for the community because our students are now being prepared to be global ambassadors.” 

While academics are central to the student experience, the school emphasizes personal growth and character development. Through their leadership program, Haynes Global Prep prepares students to become emotionally intelligent decision makers who hold themselves and others accountable, she said. This signature program encourages students to model the character and values of the school’s namesake.  

The Global Prep Academy is named for Dr. Frederick D. Haynes III, a community leader, social activist, orator, educator, and pastor of Friendship-West Baptist Church. 

Ervin said that being a part of Haynes’ legacy carries deep meaning for both the campus and its students. 

The school’s theme this year, Dripped in Excellence, serves as a daily reminder for students to approach their academics and character with dedication and pride.  

“By the time students reach the end of the program, I hope they understand the importance of life,” Ervin said. “I want them to recognize the importance of their voice and their responsibility to advocate for themselves and others. We are preparing students for life beyond these doors.” 

Haynes Global Prep also offers a range of other programs and partnerships that provide students with a unique and well-rounded learning experience. These include robotics and the Panther Battalion Club, which provides training for students interested in military pathways.  

In an exciting new partnership with the Cedar Crest Golf Club, students will receive free golf lessons beginning next year.  

The school’s foreign language teacher also offers Spanish and Italian classes in a classroom on the campus of Paul Quinn College, giving students a glimpse of college life. Next spring, students will also be able to enroll in dual credit courses through Dallas College, an opportunity designed to inspire continued education beyond high school.  

The partnership between Paul Quinn College and Dallas ISD encompasses  more than academics. During homecoming, the university includes Haynes Global Prep in its celebrations, allowing students to share the experience of being part of a Historically Black College.  

This year, Haynes Global Prep is striving to earn an A rating from the Texas Education Agency. In support of this goal, the college will host a pep rally for students taking the STAAR test to boost morale and confidence. 

Ervin’s goal as principal is to create an environment where students are supported from all angles. The campus maintains strong communication with parents to ensure that academic and personal goals are reinforced at home, fostering consistency and accountability. 

That spirit of support extends to Haynes Global Prep’s partnership with Friendship-West Baptist Church, whose leaders provide valuable resources for students, Ervin said. Last year, for example, the church organized an Angel Tree fundraiser that ensured every student went home for winter break with a gift from their wish list.  

Being a small campus allows for the school to offer a more personalized learning experience, including building a closer relationship with a principal who is accessible and gets to know each student. Students who attend Haynes Global Prep can look forward to becoming independent, compassionate learners ready to make their mark on the world, Ervin said.  

“Our hope is that when our students go out into the world, they’re not just following behind,” she said. “When they leave Haynes Global Prep, they’ll be able to lead the charge to make a change in the world.” 

To learn more about Haynes Global Prep and its mission to build a legacy by inspiring students to become international change makers, attend Discover Dallas ISD on Saturday, Nov. 1, at the Automobile Building in Fair Park.  

October is National Principals Month, and The Beat is sharing profiles of some of Dallas ISD’s outstanding principals to recognize the work they do in leading their schools and students to success.

Growing up, Gabriel Guerra, now principal at W.W. Samuell High School, had expected to be the third generation to work in the family contracting business, but life had other plans for him. 

When his father encouraged him to go to college, Guerra, a graduate of W.T. White High School, could not foresee that it would one day lead him to a career in education, a profession to which his mother, a Dallas ISD teacher, had devoted her life.

“I saw the profound impact my mother had,” he said. “She had worked in education all her life, primarily in high school, and I witnessed the difference she made. Since I also had a deep love for history, I decided to put that passion to use.” 

After graduating with a degree in history from The University of Texas at Dallas, Guerra started teaching social studies and coaching at Samuell for nine years before joining the Teaching Trust Program at Southern Methodist University to become an assistant principal. He then transferred to Seagoville High School, where he served as assistant principal and piloted the first P-TECH Early College program in Texas. Over the next five years he steered three cohorts of first-generation students as they earned both their high school diplomas and their associate degree in applied science. 

“One of my favorite memories at Seagoville was building the P-TECH program. It was mapping it out, constructing it, and then watching that first group grow,” Guerra said.

In 2021, seeking to experience the rhythm of East Coast life, Guerra and his family moved to Springfield, Mass., where he worked as an eighth-grade assistant principal at a charter school. Although his primary experience was in secondary education, Guerra enjoyed preparing eighth graders for the challenges of high school. Yet, his heart remained in Dallas.

“After having worked in Massachusetts, I was eager to return to Dallas. I missed Dallas. There’s a lot of things that the district does to support students, and there are a lot of programs that are unique to Dallas ISD. I missed that,” he said. 

Upon returning, Guerra initially inquired about assistant principal positions within the district. When he learned there was a principal vacancy at Samuell, he applied. Since becoming principal, Guerra has steadily raised Samuell’s rating from a D to a C, and he hopes to continue raising it until it becomes an A-rated school.

“I love our students at Samuell. They are a great group who work hard but are often unaware of the opportunities available to them outside of Dallas or Pleasant Grove,” he said. “My favorite part of this job is being able to bring those opportunities to them, whether through educational partnerships, early college programs, or internships with local companies and the district.”

At Samuell, Guerra has expanded the course offerings—adding a video game pathway—improved the athletic program, deepened student engagement, and built relationships with parents. 

“This is a wonderful school. It’s a great community. It’s got a lot of history. And our kids are good kids, you know, they’re really good. They’re determined,” Guerra said. “They’ve been through a lot, and they know how to get things done.” 

One of Guerra’s favorite teaching memories involved a specific cohort of students he had the privilege of teaching at Seagoville from ninth to eleventh grade. This extended time allowed him to build deep, personal relationships with the students, who became very dear to him. He noted that one student from that group is now a teaching assistant in the special education department at Samuell. 

“Building those relationships and watching the students grow is rewarding, but what I’m most proud of is circling back with them later in life,” he said. “Seeing them return to the district, get jobs, and mature into adults is truly an amazing experience.”

Guerra said there is nothing quite like the feeling of watching each graduating class walk across the stage, knowing he played a part in their success.

“Over four years, you build relationships with them, watch them grow, and remember the difficult times when they wanted to quit,” he said. “Being there for them, keeping them going, and seeing them succeed is just an awesome, irreplaceable feeling.”

Looking at the educational and professional paths Mayra Rodriguez has followed, it would seem the new International Baccalaureate Programme coordinator at  Woodrow Wilson High School had been preparing all her life for the position.

A graduate of Dallas ISD, Rodriguez has experienced the magnet program as a student and has had experience in supporting struggling students and helping others navigate rigorous academic programs that prepare them for college and careers.

Rodriguez attended Mary McLeod Bethune Elementary School, was one of the first group of students to attend the all-girls Irma Lerma Rangel Young Women’s Leadership School, and was a dance major at Booker T. Washington High School for the Visual and Performing Arts.

“Growing up, I had some of the best teachers the district has ever had,” Rodriguez said, sitting in her small office surrounded by positive messages about perseverance. “I had teachers who really cared about me and poured everything they had into me. I am also a legacy because one of my aunts was the first teacher at Bethune, and my mom and another aunt taught there, too. Education runs in my blood.”

Even though people tried to convince her to try another career, she knew education was in her soul and she needed to help create that spark in students that teachers found in her, she said.

“So many people poured so much of themselves into me so I could be where I am today, it would be a disgrace if I didn’t put that energy back into the world,” she said.

Rodriguez first taught at Rufus C. Burleson Elementary School which was then part of the ACE program, but in the spring of her first year, Dallas ISD and districts across the country shut down for the pandemic. When schools reopened, Rodriguez taught sixth-grade math at J.L. Long Middle School, where she helped newly arrived students from Latin America learn not only English but often the basics of reading, writing and math.  

After Long, Rodriguez moved to Woodrow as Advanced Placement coordinator. Last year, she was part of the team that managed the school’s P-TECH program and testing. She also worked with seniors enrolled in Texas College Bridge courses to make sure they were current in their classes, that they were taking college-rich courses, and that they were taking the necessary college exams. She also helped establish impactful partnerships that would help students find careers, helped them apply for scholarships and internships, and got them into summer programs.

“Collectively, I tried to find a path for every student,” she said.

She is tackling her position as IB coordinator with the same enthusiasm, hoping to expand the understanding of the program beyond it being rigorous coursework that demands a lot from students. And she would like to see more Woodrow students take advantage of the possibilities it offers.

“The IB program is about inclusion, culture,” she said. “When you go to a different country as part of the exchange program, you need to be at the same level academically as that country. It’s really important that this school year, we really understand that IB is about exposure as well as rigor. It’s about being a bridge with other cultures and countries, to develop a higher level of critical thinking and analyzing.”

The diploma coursework starts in the junior year, and having been AP coordinator, Rodriguez wants students in the program to take as many of those courses as they can in the ninth and 10th grades to better prepare them, she said.

“I have an energetic 2-year-old,” Rodriguez added. “I’m looking at his future and different schools and what pathways are available to him. I was one of those kids who wanted to study internationally, but I didn’t. I want him to have that option to pursue his education in Spain if he chooses, and to have every resource and support necessary to prepare him for success.” 

Rodriguez understands that for some students, it takes having someone in their corner to pursue unexpected paths, and she is glad she can be a role model for them in her position.

“My mom has a master’s degree in education and my father has a sixth-grade education, but they gave me everything I needed to be who I am,” she said. “I learned from them to treat everyone the same. And even though I have had multiple people at different times tell me that I don’t have the capacity to do a job, I have proven them wrong. I want students to see that. I want students to see me and know that if there is someone who can do it, so can they.”

During Cybersecurity Awareness Month in October, Dallas ISD is committed to the global fight against cyber threats by reminding all team members that every click counts in keeping student and district data safe. 

“Simple actions can stop serious attacks,” said Jonathan Hurley, deputy chief of Technology. “Let’s unite to protect our students’ data and secure our district’s digital environment not just in October but every day.”  

The IT Security Team and Educational Technology Department invite all team members to observe Cybersecurity Awareness Month—Building a Cyber Strong America—which highlights the need to strengthen an organization’s infrastructure against cyber threats, ensuring resilience and security.   

Team members can help by taking these four essential steps:   

1. Update software: Install updates when prompted on your devices. Out-of-date software is a common entry point for attackers. Shut down your computer at least once per week to ensure the latest updates are installed. 

1. Use multifactor authentication (MFA) wherever possible: MFA adds an extra layer of security to your accounts. Use it everywhere it’s offered for both personal and professional accounts, and choose the most secure method available, such as a passkey or authenticator app. All applications integrated in the Dallas ISD Portal are secured with MFA during sign-in. 

1. Recognize and report phishing: Stay alert for suspicious messages, especially those impersonating school leadership. Always verify the sender before clicking links or opening attachments. If you spot a scam, report it to itsecurity@dallasisd.org. 

1. Practice the “Least Privilege” approach: Ensure any Dallas ISD data is only being shared with those who need to know. Ensure documents in Google Drive and OneDrive are not made publicly available by defaulting to ‘Restricted’ and sharing to specific individuals or groups. 

To help team members keep data secure, the IT Security Team is announcing a new Phishing Reporting and Training platform, CyberNut. Watch for an email soon for more details about the platform and opportunities to demonstrate your cyber knowledge. 

For more information about ways to stay secure online both at home and at work, visit cisa.gov/cybersecurity-awareness-month.

Dallas ISD is Giving Cancer the Boot through Oct. 31 with HCM Benefit’s PINK OUT campaign, focusing on the importance of early detection, awareness, and resources available to district employees.

Breast cancer is the most common cancer detected in women in the United States, except for skin cancers. It accounts for approximately 30% (or one in three) of all new female cancers each year.

According to the American Cancer Society: 

• About 316,950 new cases of invasive breast cancer will be diagnosed in women in 2025
• About 59, 080 new cases of ductal carcinoma in situ (DCIS) will be diagnosed in 20205
• About 42,170 women will die from breast cancer in 2025

The median age of women who are diagnosed with breast cancer is 62 years of age, which means that half the women diagnosed are this age or younger with the incidence decreasing as age goes below 45. Currently, in Dallas ISD, 6,124 or 38.2% of employees are women in the 45-to-62 age range with an additional 1,775 women, or 11.1%, being 63 years or older. 

Key events planned for the October 2025 PINK OUT campaign:

• Susan G. Komen Dallas Race for the Cure, Saturday, Oct. 18. Click Here for more information.
• Pink Out Week Oct. 20-24
• UT Southwestern Mobile Mammogram Vehicle on Tuesday, Oct. 28 at the Linus D. Wright Administration Building. Details and registration information will be distributed via the WAIP and other channels 
• A Survivor’s Story Video—A candid conversation steeped in courage and resilience
• Email signature banners are available for download at www.dallasisd.org/benefits

The Benefits Department distributed pink ribbons to show solidarity with individuals affected by breast cancer in the Dallas ISD community. All employees are encouraged to wear the pink ribbon and display the Give Cancer the Boot with Dallas ISD – Breast Cancer Awareness PINK OUT Campaign email signature block during the month of October. 

During the week of October 20-24, employees are encouraged to wear pink to show support for anyone touched by breast cancer.

The HCM Benefits Department has partnered with UT Southwestern Hospital System to provide mammogram screenings at the Linus D. Wright Administration Building. TRS ActiveCare medical plans cover these critical services. UT Southwestern will accept other health plan carriers, as well. Registration information will be provided soon on the Dallasisd.org/Benefits website.

Employees may contact the Benefits Department at benefits@dallasisd.org for assistance.

Over summer break, Dallas ISD teachers and other team members explored the world and rediscovered home, returning with experiences that will inspire students and enrich classrooms. 

Maria Teresa Malana, a math teacher and science coach at J.L. Long Middle School, has a passion for teaching her students about endangered species native to different regions of the world. This summer, she traveled to Bohol Island in the Philippines, where she visited a sanctuary for the endangered Philippine tarsiers. Malana flew 8,000 miles to see her favorite endemic species in person and captured rare photos to share with her students. At the sanctuary, she saw 14 of these tiny primates with her family and high school friends, an experience she described as both exciting and unforgettable. 

Damita King, a culinary trainer for Child and Food Nutrition Services, spent 10 days in Italy with her church choir, performing and exploring Florence, Verona, Venice, and Lake Garda. She also visited historic cathedrals and saw Michelangelo’s David at the Galleria dell’Accademia Museum. 

“We sang songs in English at two churches,” King said. “At our last performance, people on the streets heard us and came inside. When we looked up, we were surrounded by people clapping, swaying, and enjoying the concert. We all left in tears.” 

Kerrie Pegues, a teacher at Moisés E. Molina High School, spent her summer fulfilling a lifelong dream. She created an app for students to share their talents with others online and even submitted her creation to the SXSW EDU Conference. 

“I learned that I’m never too old to follow my dreams,” Pegues said. “I created something out of nothing.”  

Jody Martin, originally from Australia and a registrar at the School of Health Professions at Yvonne A. Ewell Townview Center, returned home for the summer, traveling from Melbourne to Adelaide along the Great Ocean Road, a scenic coastal highway in Victoria. She camped in a koala sanctuary, saw albino kangaroos and checked a major item off her bucket list: visiting the Twelve Apostles, a group of towering limestone sea stacks along the coast. While in Australia, Martin also spent two weeks visiting her hometown of Airlie Beach, catching mud crabs in crocodile-infested waters and enjoying fireside picnics at sunset with family. 

Jenna Widby, a Career and Technical Education teacher at George Bannerman Dealey Montessori and International Academy, spent her summer traveling through Europe. She visited several cities and countries including Turin and Milan, Italy; Helsinki, Finland; Stockholm and Malmö, Sweden; and Copenhagen, Denmark. She also visited Amsterdam, Netherlands, and met up with her students at Dealy Montessori who also happened to be studying abroad.  

Widby rounded her trip out at Rugby and London where she reconnected with old friends, including her high school best friend. She also attended a professional development event called the U Teach STEM Educators Conference in Austin, which focused on teaching computer science to middle school students. 

Betza Mata, a second-grade bilingual teacher at Seagoville Elementary School, spent her summer resting, reconnecting and exploring new places. She joined a mission trip to Madrid where she and her church served Moroccan families by teaching the children English, playing games, and sharing in their traditions and cultural meals.   

“While working with the Moroccan children during my mission trip, they learned that I was born in Mexico and that Spanish was my first language,” Mata said. “They began asking me all kinds of questions about Mexico. That exchange reminded me of the incredible power of language to connect people, spark curiosity and build bridges across cultures.” 

Mata also took a road trip with her family and her dog, Peter, traveling to Wisconsin and Illinois before heading south to Mexico to celebrate the 20th anniversary of her college graduation. Between travels, she completed professional development sessions, deep-cleaned her garage, and made time to recharge. 

 “I especially cherished my trip to Mexico; the crisp mountain air, vibrant flavors, and breathtaking scenery were unforgettable, but the true treasure was celebrating with my old friends and reliving memories from our college years,” she said.  

Genevra Buchanan, a literacy acceleration specialist at Whitney M. Young Jr. Elementary School, also spent her summer doing mission work and traveled to India and Southeast Asia. 

“My favorite part of the trip was sharing the gospel and providing clothes, food, toiletries, books and toys to people who lived in remote villages across India,” Buchanan said. “I witnessed people who had no lights, no running water, no stable shelter but they were happy and grateful for life. It gave me a new perspective on what is really important in life. I will remember to count my blessings daily.” 

Lakeysha Specks, a teacher at Mark Twain School for the Talented and Gifted, spent her summer close to home, relaxing at a lake and fishing. She used her summer months to spend time alone and reflect.   

“Even the fish were on vacation from work this summer,” she said. “I didn’t catch a thing!” 

October is National Principals Month, and The Beat is sharing profiles of some of Dallas ISD’s outstanding principals to recognize the work they do in leading their schools and students to success.

Every morning, the principal and teachers at School for the Talented and Gifted in Pleasant Grove welcome students with music. Principal Reymundo Cervantes-Guajardo curates playlists based on seasons—Mariachi for Hispanic Heritage Month, thrillers for Halloween, holiday classics in December. Teachers exchange high fives or fist bumps with the students and interact with parents. With a megaphone in front of him, Cervantes calls out greetings in both English and Spanish and urges dawdling students to move along. 

For Cervantes, the morning arrival period is the most important part of the day. It not only sets the stage but also reflects the school’s culture: welcoming and fun. 

Since becoming principal in 2022, three years after TAG opened, Cervantes has led the school to become the fourth best middle school in Texas and the 17th best elementary school in the nation, while also distinguishing itself for its customer service. The school’s team members fully embrace the district’s Core 4 tenets of Flexible, Fast, Focused, and Friendly when interacting with others. Based on the principles of customer service, the tenets are recognized Oct. 13-17, Customer Service Week.

“We are here to serve; yes, we can be friendly, flexible, focused, and fast. But it’s also about the entire experience—it’s about how we, as adults, interact with each other,” said Cervantes. “That positive interaction is what we pass on to the students and their parents throughout the school day.”

Cervantes said that he and the school’s team—including custodians—gather for weekly huddles to discuss how best to welcome students, parents, and guests to TAG. He likes to remind them that they are like a thermostat: They regulate the campus atmosphere through their words, mood, and crisis management skills.

“Despite what is happening in the world, we have to make sure that we are centered and focused on our role in the environment we create,” he said. “The culture we build together is what makes the difference in student learning.”

A strong customer service culture, according to Cervantes, starts with leadership, positive energy, genuine smiles, and building trust within the school community. A smile, he said, is particularly important because it costs nothing and has the power to turn around someone’s day.

But Cervantes takes it one step further. He keeps a binder with the headshots and names of every student so he can address them by name, and even makes sure to wish staff and students a happy birthday.

“I’ve always been very clear about the type of culture I want in this school, and knowing everybody’s name was the starting point,” Cervantes said, “Because sometimes you go to a school and hear, ‘I don’t know who is on my eighth-grade team.’ No, we have to know. That’s how you establish trust and that’s how you start to build bonds.”

Cervantes encourages his teachers to document their successes as well as those of their coworkers on social media. He believes it serves a dual purpose, keeping parents informed and boosting camaraderie.

“This year, I challenged staff to use their own planning periods to go see what their colleagues are doing and give them shoutouts,” Cervantes said. “When parents or the public start reading what we post, they can basically see what happened from Monday to Friday.”

Parents also benefit from Cervantes’ warm personality and his efforts to make TAG inviting for every visitor. Opportunities for engagement abound, he said, from eating pan dulce with the principal to becoming a volunteer,  planning Hispanic fiestas, or even offering ESL classes. 

“We have a close relationship with our PTO president and the whole board. They’re here every Wednesday to run snack fundraisers. Right now we’re testing, which is why you likely don’t see a lot of parents, but on a regular day, you see parents coming in and out of the library,” he said. 

Above all, Cervantes said the customer service approach at TAG is about always maintaining high standards and treating others with genuine goodwill.

“We have to be very honest and walk the walk. I can say, ‘I love everyone,’ or I can high-five everyone, but if I don’t mean it, people will feel that,” he said. “Establishing a great culture starts with us being authentic.”

The week of Oct. 15-17 will be a passport to taste as Dallas ISD Food and Child Nutrition Services celebrates National School Lunch Week. This year’s theme, “Texas Taste Tour: Your School Lunch Passport,” invites students to discover the benefits of balanced and nutritious meals while spotlighting the farmers, crops and local products that make their way into student lunches. 

Throughout the week, cafeterias will feature special foods, events, and activities designed to help students make healthy lunch choices and experience the diversity of global cuisines. Interactive educational activities are available for all grade levels, giving students the chance to explore Texas agriculture, from Fredericksburg peaches to fresh tomatoes farmed in Marfa. 

Dallas ISD’s free lunch program plays a vital role in student success, ensuring every child has access to nutritious meals that fuel learning and growth. Established in 1946 to fight childhood hunger and support U.S. farms, the National School Lunch Program celebrates National School Lunch Week each year. More than 30 million children nationwide eat school lunches every school day.  

To stay updated on campus events and educational resources, please visit Food and Child Nutrition Services.

When Yennifer Reyes, Mexican-American history teacher at Seagoville High School, announced to her class that they would be making tortillas as part of their lesson on Mesoamerica civilizations and to kick off Hispanic Heritage Month, one of the new students perked up. 

The student, Reyes said, did not speak much English but she didn’t need to in this case—she understood the language of tradition. Reyes remembers the student saying, “Yo sé hacer tortillas,” and Reyes knew then that would be her student’s moment to shine, to bring to class something that meant so much to her.

Since she began teaching Mexican-American studies last year, Reyes has emphasized in her classes the importance of being seen. For her, culture is about global interconnectedness, the realization that paths meet in one way or another. 

“In ethnic studies, there are many opportunities for students to relate to the material and to each other, which helps them feel connected and allows them to understand each other better,” Reyes said. 

A Judge Barefoot Sanders Law Magnet graduate, Reyes served as community liaison at Seagoville for two years before transitioning into teaching. She first taught economics, but took advantage of the opportunity to teach ethnic studies when the position became available because it held special significance to her, the child of Salvadoran immigrants and wife to a Mexican-American. 

“I have seen both cultures, and of course, being American as well, I understand what it’s like to adapt and find a sense of belonging. I feel that’s what I bring into my classes,” she said. 

Seagoville’s ethnic studies program offers two tracks: Mexican-American studies and African American studies. Both courses are popular, Reyes said. Students who have taken African American studies note frequent similarities between African and Hispanic cultures.

“When students discuss Mesoamerican tribes, they’re able to connect African civilizations to Mexican civilizations and realize that we are very much alike. This process brings a sense of belonging for everybody, and they get to learn a little bit of history from one another,” Reyes said.

For Hispanic Heritage Month, Reyes said she collaborates with the Spanish National Honor Society to organize a program featuring student-led skits about famous Hispanic figures, dances, and music performances. 

She is planning a Día de los Muertos event where students create altares, participate in a gallery walk, distribute pan de muerto to teachers, and include music and dance performances, often involving the school band or folklorico dancers. 

“The spooky season is popular with our students, and I plan to use it to incorporate classroom lessons into activities that we can share with the rest of the school,” Reyes remarked. 

As a teacher, Reyes said she takes pride not only in introducing the richness of Hispanic culture to her students but also in making them feel seen. With roughly 150 students taking her class, she thinks it is important her students feel valued and included. She said. 

“I’m very big on mental health. I try to integrate that into the classroom to ensure every student feels seen, because it’s difficult when you have 150 different students to make each one feel welcomed, seen, and understood,” she said. 

Reyes believes the commitment to visibility and belonging extends beyond her own classroom, crediting the district for creating an environment that supports this type of work. 

“I want students to remember me as someone who created a safe space—a classroom where they felt a true sense of belonging—and who maintained a universally positive culture,” she said.