1. education
2. school

National Excellence
in Urban Education
Symposium
2 015
MAY 20-22
DALLAS, TX
COLLEGE AND CAREER READINESS FOR ALL
National Center for Urban School Transformation
www.ncust.org
SPECIAL THANKS TO
OUR SPONORS!
S YM P O S I U M P H OTO G R A P HY
Photo credit: Ray Perez
Throughout the symposium, our in-house photographer, Ray Perez, will be documenting the event with candid
photos.
Please feel free to approach him directly if there are specific individuals, groups, or activities that you would like
photographed.
Immediately following the awards ceremony, Mr. Perez will take formal group photographs of the winning school
principals, teachers, and superintendents (if available).
All pictures will be available for viewing and purchase after the symposium at: www.photoray.smugmug.com
WELCOME!
Dear Friends and Colleagues:
Welcome to the National Symposium on Excellence in Urban Education. Thank you for joining us as
we celebrate excellence in public education and learn from urban schools and districts that achieve
impressive academic results, especially for children of color, English learners, students with disabilities,
and students who meet low-income criteria.
Our theme for this symposium is “College and Career Readiness for All.” The outstanding schools
we feature in this year’s symposium are preparing students in ways that will lead to mastery of
challenging academic standards and readiness for college, careers, and citizenship. These excellent
schools and districts provide strong learning opportunities across an array of disciplines including
literacy, social sciences, the arts, and the various STEM fields. Teachers challenge students with
rigorous curricula, and they challenge themselves to provide high-quality, engaging instruction
that helps all students (including all of the diverse populations they serve) succeed in meeting high
academic standards. Throughout this symposium we will feature teachers, principals, superintendents, and researchers who have
inspired, supported, nurtured, and/or studied efforts to ensure that all students achieve the highest academic standards.
We are especially appreciative of the organizations and individuals who have helped make this symposium happen. In particular,
we appreciate the support of the QUALCOMM Corporation whose generous gift to San Diego State University began the
endowment for our center. We also appreciate the generous support we have received from AVID and Achieve3000.
NCUST recognizes and values the commitment of everyone in attendance at this event. We appreciate the outstanding educators
who have come to share what they have learned on their journey toward equity and excellence in public schooling. As well, we
appreciate the dedicated teachers, principals, support staff, superintendents, researchers, and technical support providers who
have come here in search of information that might help them make a greater difference for the students they serve. Together,
we are an exciting professional learning community with unparalleled capacity to improve teaching and learning in urban
communities.
Please let us know what we can do to make this experience as positive and powerful as possible. Also, please share your ideas
about how we can build upon this effort as we endeavor to support educational leaders as they transform urban schools.
Best wishes,
Joseph F. Johnson, Jr., Ph.D.
Dean and Professor, College of Education, San Diego State University
Executive Director, National Center for Urban School Transformation
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
1
Admission to Conference Activities
Registration
Hotel Contact Information
On-Site Assistance
Map of Hotel
Smoking
Your name badge is your “ticket” for admission to ALL
sessions and symposium activities. For security reasons,
please wear your name badge at all times.
The following is the hotel contact information for those that
may need to reach you during the symposium:
The Westin Galleria Dallas
13340 Dallas Parkway
Dallas, TX 75240
P: (972) 934-9494
F: (972) 851-2869
Please see the map below.
2
Symposium registration will take place in the Dallas Ballroom
foyer during the following hours:
Wednesday, May 20
12:00 PM to 4:00 PM
Thursday, May 21
7:00 AM to 5:00 PM
Friday, May 22
7:00 AM to 12:30 PM
Our staff will be available in the registration area at the
Dallas Ballroom foyer during symposium hours. We are there
to assist you and answer any questions you may have. Please
feel free to call upon us for any on-site needs.
Smoking is not allowed in indoor common areas of the
Westin Galleria Dallas Hotel. Please check with hotel staff for
designated smoking areas.
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
WEDNESDAY, MAY 20, 2015
PRE-CONFERENCE SCHOOL SITE VISITS
Bus A: Facilitator—Shirley Peterson, Ed.D., NCUST Executive Coach
Bus B: Facilitator—Gina Gianzero, Ed.D., NCUST Executive Coach
Bus C: Facilitator—Barbra Balser, NCUST Executive Coach
Bus D: Facilitator—Karen Janney, Ed.D., NCUST Executive Coach
6:30 A.M. to 7:45 A.M.
CHECK-IN AND CONTINENTAL BREAKFAST
Dallas Ballroom Foyer
7:30 AM - 8:00 A.M.
ALL GROUPS BOARD BUSES
BUS A—DEPART 7:30 AM
DALLAS INDEPENDENT SCHOOL DISTRICT
Facilitator: Shirley Peterson, Ed.D., NCUST Executive Coach
ELEMENTARY SCHOOLS
John Q. Adams Elementary (PK-5), Dallas ISD, 2015 NEUE Award Winner
Lunch break and discussion
Travel to second school
Walnut Hill Elementary (PK-5), Dallas ISD, 2015 NEUE Award Winner
Return to the Westin Galleria Dallas
8:00 A.M. – 12:00 P.M.
12:00 P.M. – 12:30 P.M.
12:30 P.M. – 3:30 P.M.
3:30 P.M.
BUS B— DEPART 8:00 AM
8:30 A.M. – 12:00 P.M.
12:00 P.M. – 12:30 P.M.
12:30 P.M. – 3:30 P.M.
3:30 P.M.
BUS C—DEPART 7:30 AM
9:00 A.M. – 12:00 P.M.
12:00 P.M. – 12:30 P.M.
12:30 P.M. – 3:30 P.M.
3:30 P.M.
BUS D—DEPART 7:30 AM
8:00 A.M. – 12:00 P.M.
12:00 P.M. – 12:30 P.M.
12:30 P.M. – 3:30 P.M.
3:30 P.M.
DALLAS INDEPENDENT SCHOOL DISTRICT
Facilitator: Gina Gianzero, Ed.D., NCUST Executive Coach
ELEMENTARY SCHOOLS
Pershing Elementary (EC-5), Dallas ISD, 2015 NEUE Award Winner
Lunch break and discussion
Travel to second school
Brashear Elementary (K-5), Dallas ISD, 2015 NEUE Award Winner
Return to the Westin Galleria Dallas
FORT WORTH INDEPENDENT SCHOOL DISTRICT
Facilitator: Barbra Balser, NCUST Executive Coach
MIDDLE SCHOOL AND ELEMENTARY SCHOOL
Young Men’s Leadership Academy (6-9), Fort Worth ISD, 2015 NEUE Award Winner
Lunch break and discussion
Travel to second school
North Hi Mount Elementary (PK-5), Fort Worth ISD, 2015 NEUE Award Winner
Return to the Westin Galleria Dallas
DALLAS AND FORT WORTH INDEPENDENT SCHOOL DISTRICTS
Facilitator: Karen Janney, Ed.D., NCUST Executive Coach
HIGH SCHOOL AND MIDDLE SCHOOL
Trinidad Garza Early College High School (9-12), Dallas ISD, 2012 NEUE Award Winner
Lunch break and discussion
Travel to second school
W. C. Stripling Middle School (6-8), Fort Worth ISD, 2015 NEUE Award Winner
Return to the Westin Galleria Dallas
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
3
THURSDAY, MAY 21, 2015
OPENING PLENARY and KEYNOTE PRESENTATION
8:00 A.M. – 9:35 A.M.
Dallas Ballroom – Third Floor
Presentation of Colors: Thomas Jefferson High School, Dallas, TX – Principal: Sandi Massey
National Anthem:
Monica Music – Booker T. Washington High School for the Performing and Visual Arts, Dallas, TX –
Principal: Scott Rudes
Presider:
Karen Janney, Ed.D., NCUST Executive Coach, San Diego, CA
Acknowledgements:
Joseph F. Johnson, Jr., Ph.D., Dean and Professor, SDSU College of Education and
NCUST Executive Director
Welcome:
Mike Miles, Superintendent, Dallas Independent School District, Dallas, TX
With a degree in engineering from West Point, a distinguished career in the Army, a
Master’s degree from Columbia University, and a tour of duty at the U.S. Embassy in
Moscow under his belt, Mr. Miles decided to embark upon a career in education. He
served as a teacher, middle school principal, and assistant superintendent in his home
state of Colorado. In 2006, Mr. Miles took over as the superintendent of Harrison
District 2 in Colorado Springs, one of the most ethnically diverse and economically
disadvantaged districts in Colorado. Upon assuming leadership of the Dallas
Independent School District in 2012, Superintendent Miles led the development of a
comprehensive plan designed to raise student achievement so that Dallas ISD
students are prepared for college and careers. As well, during the first two years of his
tenure, a new teacher evaluation system was adopted that ties teacher evaluations to
performance, student achievement results, and compensation.
Keynote:
Kati Haycock, President
The Education Trust, Washington, D.C.
Kati Haycock is one of the nation’s leading advocates in the field of education.
She currently serves as president of The Education Trust. Established in 1996, the
Trust works for the high academic achievement of all students at all levels, prekindergarten through college. The organization’s goal is to close the gaps in
opportunity and achievement that consign too many low-income students and
students of color to lives on the margins of the American mainstream.
Known for years as a powerful force on education policy, the Trust is often described
as “the most important truth teller” in American public education. But the organization
also works hand in hand with educators and civic leaders in their efforts to transform
schools and colleges into institutions that serve all students well.
Before coming to The Education Trust, Haycock served as executive vice president of the Children’s Defense Fund,
the nation’s largest child advocacy organization.
A native Californian, Haycock founded and served as president of the Achievement Council, a statewide
organization that provided assistance to teachers and principals in predominantly minority schools in improving
student achievement. She served as director of Outreach and Student Affirmative Action programs for the ninecampus University of California system.
Kati Haycock speaks about educational improvement before thousands of educators, community and business
leaders, and policymakers each year. She has received numerous awards for her service in behalf of our nation’s
youth, and serves as a director on several education-related boards, including the Carnegie Foundation for the
Advancement of Teaching, The New Teacher Project, and the Hunt Institute.
4
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 1.1: Cerritos Elementary (K-6), Glendale Unified School District – Glendale, CA
2015 National Excellence in Urban Education Award Winner
9:45 A.M. – 10:55 A.M.
Fort Worth Ballroom I – Third Floor
Cerritos Elementary School was the recipient
of two state honors in 2014: California
Distinguished School and California Title I
Academic Achievement Award. In addition,
Cerritos was named a California Business for
Education Excellence Honor Roll School for
2014. The Common Core Standards are taught
at Cerritos through objective-driven lessons
planned during regular teacher collaboration
meetings. Parents reported that their children
“love math” due to the engaging instruction
provided at Cerritos. In addition to standardsbased quality first instruction, students receive
instrumental music four days a week taught
by professional musicians. Come hear how
educators at Cerritos develop clarity about what
students need to learn and plan instruction that
leads to mastery the first time a lesson is taught.
Enrollment
396
Free-Reduced Lunch
85%
African American
3%
Hispanic
68%
White
17%
Filipino
9%
English Learners
Students with Disabilities
Presenter:
Facilitator:
46%
7%
Perla Chavez-Fritz, Principal,
Cerritos Elementary School
Hazel Rojas, Ed.D.,
NCUST Executive Coach
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
5
Session 1.2: Wasena Elementary (K-5), Roanoke City Public Schools – Roanoke, VA
2015 National Excellence in Urban Education Award Winner
9:45 A.M. – 10:55 A.M.
Austin I – Second Floor
Visitors receive the grand tour from Wasena
Student Ambassadors, selected by their
teachers for their STAR (Students Together
Acting Respectfully) behavior to lead their
peers as patrols, ushers, and teacher assistants.
Ambassadors’ pride is palpable, and with
good reason. Students and educators at
Wasena Elementary School have distinguished
themselves by meeting or exceeding Virginia’s
29 state accountability benchmarks for 11
out of the past 12 years. Universal assessment
screening tools allow teachers to disaggregate
data and plan for individual student needs.
Flexible student groupings in mathematics
and reading provide challenging and targeted
instruction to all students. Student learning is
further enriched through collaborative teaching,
with reading specialists, instructional assistants,
gifted resource teachers, and special education
teachers who play active roles within classrooms.
A variety of recognition programs afford students
opportunities to demonstrate their commitment
as learners. Hear why students and teachers
continue to bring pride to the community of
Roanoke.
Enrollment
256
Free-Reduced Lunch
62%
Asian
10%
African American
24%
Hispanic
7%
White
56%
English Learners
16%
Students with Disabilities
12%
Presenters: Babette Cribbs, Principal,
Wasena Elementary School
Laura Hill, 5th Grade Teacher,
Wasena Elementary School
Facilitator: Cynthia Uline, Ph.D., Professor and
Director, National Center for the 21st
Century Schoolhouse, Educational
Leadership, San Diego State
University
6
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 1.3: A. X. Benavides Elementary (EE-5), Brownsville Independent School District –
Brownsville, TX
2015 National Excellence in Urban Education Award Winner
9:45 A.M. – 10:55 A.M.
Laredo – Second Floor
The 650 early elementary through fifth grade
students at A.X. Benavides Elementary School
are thriving. Children are enveloped daily in the
love and support of school staff and families
who are deeply committed to their success. As a
result, the vast majority of students perform at
grade level or above in all subject areas. Among
the many reasons for Benavides’ success is the
strong leadership of Principal Sherry Stout. At
Benavides, the leader’s high expectations and
the teachers’ commitment to students enabled
the school to push through lagging performance
in science to become the district’s highest
performing school in the subject. As one person
commented, “This school has earned the faith
and trust of those it serves.” Learn how Benavides’
strong leadership, relationships, and systems for
continuous improvement enable its success.
Enrollment
653
Free-Reduced Lunch
88%
Hispanic
98%
White
English Learners
Students with Disabilities
2%
33%
9%
Presenters: Sherry Stout, Principal,
A. X. Benavides Elementary
Blanca Gutierrez, Dean of Instruction,
A. X. Benavides Elementary
Facilitator: Gina Gianzero, Ed.D.,
NCUST Executive Coach
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
7
Session 1.4: W. C. Stripling Middle School (6-8), Fort Worth Independent School District – Fort Worth, TX
2015 National Excellence in Urban Education Award Winner
9:45 A.M. – 10:55 A.M.
Austin II – Second Floor
Rigorous coursework and high expectations
provide the foundation for success at Stripling
Middle School. Fifty percent of the courses
offered are honors or pre-AP, affording sixth
through eighth grade students the opportunity
to earn high-school credit in biology, algebra,
geometry, English, Spanish, and art. Stripling
teachers employ cooperative learning strategies,
iPad technology, small-group instruction, and
a variety of other high-engagement strategies
to ensure that all of their students, regardless
of primary language or special need, achieve
at high levels. Yet, these practices have not
happened by accident. Principal Keri Flores has
created a school environment where professional
development is key. She and her administrative
team provide ongoing opportunities for teachers
to enhance their instructional skills, deepen their
knowledge of the content, and increase their use
of assessment data to drive instruction. She has
created a place where teachers are willing to take
risks, try on new ideas, and embrace the changes
that are critical to ensuring that all students
succeed.
Enrollment
690
Free-Reduced Lunch
71%
Asian
1%
Pacific Islander
1%
African American
13%
Hispanic
65%
Multi-Racial
2%
White
18%
English Learners
7%
Students with Disabilities
8%
Presenter:
Facilitator:
8
Keri Flores, Principal,
W. C. Stripling Middle School
Barbra Balser,
NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 1.5: A. B. Anderson Academy (1-3), Aldine Independent School District – Houston, TX
2015 National Excellence in Urban Education Award Winner
9:45 A.M. – 10:55 A.M.
Austin III – Second Floor
As a Montessori direct-instruction and fine-arts
magnet school, Anderson Academy provides
its diverse student population with unique,
enriched, and productive academic experiences.
All students participate in the fine arts program
that includes dance, violin, art, choir, and
drama, while emphasizing relevance to other
curricula. In Anderson’s Montessori program, first
through third-grade students are engaged in an
exploratory multi-sensory approach to learning.
Students are allowed to work at their own pace
and choose their own activities to produce
evidence of learning while the teacher acts as the
facilitator of knowledge. During PLCs, teachers
plan rigorous lessons that require students
to think at higher levels. Anderson students
are challenged to transform their thinking by
connecting their prior knowledge in order to
produce deeper understandings of the concepts
being taught. Learn how Anderson Academy
integrates direct instruction, Montessori, and
fine arts into a formula for extraordinary student
success.
Enrollment
698
Free-Reduced Lunch
66%
African American
63%
Hispanic
33%
Multi-Racial
2%
White
1%
English Learners
Students with Disabilities
24%
3%
Presenters: Julie Johnson, Principal,
A. B. Anderson Academy
Dana Slack, Skills Specialist,
A. B. Anderson Academy
Facilitator: Karen Janney, Ed.D.,
NCUST Executive Coach
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
9
Session 1.6: Maplewood Richmond Heights High School (9-12), Maplewood Richmond Heights
School District – Maplewood, MO
2015 National Excellence in Urban Education Award Winner
9:45 A.M. – 10:55 A.M.
El Paso – Second Floor
This small urban, racially diverse high school
(neighboring the St. Louis Public Schools),
has achieved amazing results. Educators have
developed rigorous curricula that rival the
offerings of many suburban schools, established
effective teaching practices that support the
academic success of all students and all student
groups, and nurtured a warm and pleasant
climate that makes high school students want
to come to school and learn. In a few short
years, leaders at Maplewood Richmond Heights
turned around student discipline, academic
expectations, connections to parents and the
community, and the level of collaboration among
teachers. Learn how leaders helped transform
Maplewood Richmond Heights into a model high
school that improves students’ lives.
Enrollment
298
Free-Reduced Lunch
59%
Asian
1%
African American
35%
Hispanic
4%
Multi-Racial
8%
White
52%
English Learners
Students with Disabilities
1%
13%
Presenters: Kevin Grawer, Principal, Maplewood
Richmond Heights High School
John Capuano, Director of Career
Connections, Maplewood Richmond
Heights High School
Facilitator: Joseph F. Johnson, Jr., Ph.D., Dean
and Professor, College of Education,
San Diego State University, NCUST
Executive Director
10
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 1.7: Featured District: Dallas Independent School District – Dallas, TX
9:45 A.M. – 10:55 A.M.
Fort Worth Ballroom II – Second Floor
The Dallas Independent School District sits in the heart of a large, diverse and dynamic region with a metropolitan population of
6.5 million people in North Central Texas. Dallas ISD comprises 384 square miles and is the second-largest public school district
in the state. The school district serves approximately 160,000 students in pre-kindergarten through the twelfth grade, in 224
schools. Dallas ISD has seen continual gains in student achievement, and strives to help ensure the success of every student. In
fact, four Dallas ISD elementary schools are recipients of the 2015 National Excellence in Urban Education Award! Please join
Superintendent Mike Miles for a discussion of how the district supports schools in ways that are leading students to higher levels
of achievement.
Enrollment
160,253
African American
23%
Hispanic
70%
White
5%
Presenters: Mike Miles, Superintendent, Dallas Independent School District
Facilitator: Shirley Peterson, Ed.D., NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
11
Session 2.1: John Quincy Adams Elementary (PK-5), Dallas Independent School District – Dallas, TX
2015 National Excellence in Urban Education Award Winner
11:10 A.M. – 12:20 P.M.
Fort Worth Ballroom I – Third Floor
Teachers at John Quincy Adams plan learning
objectives with the end in mind, presented
as a demonstration of learning. Rigorous sitedeveloped interim assessments drive instruction,
pushing teachers to raise expectations for
scholars. Since 2012, the school has used
Reasoning Mind, a supplemental adaptive
internet-based math program, with second, third,
and forth graders. The curriculum emphasizes
algebraic concepts in the early grades. This
prepares students for success in higher-level
math classes. In 2013-14, 82% of third graders,
90% of fourth graders, and 95% of fifth graders
passed the state assessment in mathematics.
Additionally, 85% of fifth graders passed the
state science assessment. Students at Adams
experience art and music and a French club
allows some scholars to become trilingual. Hear
how the Adams staff defined its curriculum,
set high standards, and prepared students to
accomplish their goals.
Enrollment
748
Free-Reduced Lunch
83%
African American
Hispanic
7%
91%
White
2%
English Learners
62%
Students with Disabilities
5%
Presenters: Nancy Bernardino, Principal,
John Quincy Adams Elementary
Jennifer Turner, Campus
Instructional Coach, John Quincy
Adams Elementary
Facilitator: Shirley Peterson, Ed. D.,
NCUST Executive Coach
12
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 2.2: B. L. Gray Junior High School (7-8), Sharyland Independent School District – Mission, TX
2015 National Excellence in Urban Education Award Winner
11:10 A.M. – 12:20 P.M.
Austin I – Second Floor
Walk into any classroom at B.L. Gray Junior
High School, and you will hear the lively
chatter of academic discourse. Teachers have
so thoughtfully planned daily instruction
that student engagement is a given. Seating
arrangements and cooperative grouping are
intentionally planned to support learning.
Workstation activities engage students in writing,
reading, manipulating objects, and discussing
their findings. Teachers facilitate learning,
but students actually make it happen. When
students struggle, teachers generally respond
to students’ questions with more questions that
gently push thinking and encourage students
to look to one another for support. Teachers
also advance their own thinking during weekly
collaborative meetings in which they focus on
student progress and determine which students
still need support and which ones are ready for
extension of the learning. It is not surprising that
in 2013-2014, this Texas school, which educates
nearly 800 seventh and eighth graders, earned
all seven distinctions awarded through the Texas
Accountability System. Theirs is a story worth
hearing.
Enrollment
798
Free-Reduced Lunch
52%
Asian
Hispanic
White
English Learners
Students with Disabilities
4%
92%
4%
22%
5%
Presenters: Lori Ann Garza, Principal,
B. L. Gray Junior High School
Magdalena Cantu,
Instruction & Assessment Strategist,
B. L. Gray Junior High School
Facilitator: Gina Gianzero, Ed.D.,
NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
13
Session 2.3: Daniel Breeden Elementary (EE-5), Brownsville Independent School District – Brownsville, TX
2015 National Excellence in Urban Education Award Winner
11:10 A.M. – 12:20 P.M.
Laredo – Second Floor
Daniel Breeden Elementary School’s 670
students live a few miles from the U.S.-Mexico
border. Most of them speak Spanish at home
and come from families of very modest means.
At Breeden, however, the barriers of secondlanguage acquisition and low-income do not
undermine student achievement. In most grades
and content areas, over 90% of students perform
at proficient or advanced levels. Teachers cite
teamwork, collaboration, support, and passion
for the work as the primary reasons for their
success. According to Principal Karin Trevino,
“We all have the same philosophy that trying
new things is good . . . We empower teachers and
make them feel very supported.” Administrators,
staff, parents, and students all take deep pride
in Breeden’s success. Learn about the role each
stakeholder plays in this important work.
Enrollment
675
Free-Reduced Lunch
94%
Hispanic
99%
White
1%
English Learners
Students with Disabilities
Presenter:
Facilitator:
14
42%
9%
Karin Trevino, Principal,
Daniel Breeden Elementary
Cara Riggs, NCUST
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 2.4: Feaster Charter School (PK-8), Chula Vista Elementary School District – Chula Vista, CA
2015 National Excellence in Urban Education Award Winner
11:10 A.M. – 12:20 P.M.
Austin II – Second Floor
This district K-8 charter school delivers a 50/50
dual-immersion program via a STEAM Academy
structure. Students choose from two pathways visual and performing arts or STEM. Kindergarten
through eighth-grade students experience
hands on learning through weekly classes in art,
dance, drama, choral and instrumental music,
engineering, robotics, science lab, and more.
Both academies utilize GLAD (Guided Language
Acquisition Design) strategies to reach English
language learners, who total more than 50% of
the student body. In addition, students benefit
from an advanced level of technology integration
with iPads available to every student in 1st
through 8th grades. Weekly two-hour grade level
team meetings allow for constant monitoring
of student progress, close curricular alignment
across and between grade levels, and ongoing
teacher collaboration. Learn how Feaster Charter
School serves as a center of innovation for the
entire school district.
Enrollment
Free-Reduced Lunch
1,172
86%
Asian
2%
African American
3%
Hispanic
White
English Learners
Students with Disabilities
90%
4%
57%
7%
Presenters: Sarah Motsinger, Principal, STEM
Academy, Feaster Charter School
Monica Castillo, Principal, VAPA
Academy Feaster Charter School
Facilitator: Cynthia Uline, Ph.D., Professor and
Director, National Center for the 21st
Century Schoolhouse, Educational
Leadership, San Diego State
University
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
15
Session 2.5: Revere High School (9-12), Revere Public Schools – Revere, MA
2014 National Excellence in Urban Education Award Winner
11:10 A.M. – 12:20 P.M.
Austin III – Second Floor
At Revere High School, innovation is
everywhere. A flipped-learning model of
instruction engages teachers and students
with educational technology (iPads) to learn
curricula, enrich instruction, and promote
student-centered practices. Throughout the
school day, students take turns manning a
“Genius Bar” in the school commons to offer
trouble-shooting services to both faculty
and students. Expanded learning time (4x4
block of 80-minute periods) provides students
the opportunity to participate in curriculum
exploration, cross-disciplinary learning,
electronic portfolios, and capstone projects. And
teachers meet weekly in professional learning
groups to discuss implementation of Common
Core State Standards, analyze and share
classroom practices, and learn new instructional
strategies through job-embedded professional
development. Learn how to create the structures
and build the leadership capacity that produced
such impressive results in this comprehensive,
urban high school.
Enrollment
1557
Free-Reduced Lunch
75%
African American
4%
Hispanic
47%
White
39%
English Learners
Students with Disabilities
9%
10%
Presenters: Lourenco Garcia, Ed.D., Principal,
Revere High School
Facilitator: Karen Janney, Ed.D.,
NCUST Executive Coach
16
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 2.6: John A. Murdy Elementary (K-6), Garden Grove Unified School District – Garden Grove, CA
2015 National Excellence in Urban Education Award Winner
11:10 A.M. – 12:20 P.M.
El Paso – Second Floor
Murdy Elementary School serves a diverse
population of primarily Vietnamese and Hispanic
students. In 2014, Murdy was named a California
Distinguished School and also received the Title
I Academic Achievement Award for the third
time in the last five years. Murdy maximizes
student achievement through school-wide
implementation of targeted instructional
strategies used by all teachers to provide a highquality, rigorous curriculum. Research indicates
that a strong, positive school culture highly
impacts student achievement. In the words of
Principal Griffith, “Murdy is not just a school, but a
home where students and families are welcomed
with respect and appreciation.” In this session you
will learn about the systems and practices behind
their success and how they have built strong
relationships among all stakeholder groups.
Enrollment
445
Free-Reduced Lunch
76%
Asian
79%
African American
Hispanic
1%
15%
Native American
1%
White
2%
English Learners
Students with Disabilities
54%
7%
Marcie Griffith, Principal,
John A. Murdy Elementary
Facilitators: Hazel Rojas, Ed.D.,
NCUST Executive Coach
Presenter:
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
17
Session 2.7: Featured District: Fort Worth Independent School District – Fort Worth, TX
11:10 A.M. – 12:20 P.M.
Fort Worth Ballroom II – Third Floor
Located in a large, diverse metropolitan area with nearly 800,000 residents, Fort Worth ISD serves approximately 86,000 students
in pre-kindergarten through twelfth grade in 146 schools. In recent years, FWISD adopted the Baldrige Education Framework for
continuous improvement which calls for examining processes, setting real goals, regularly measuring outcomes, and changing
course as needed. And, the commitment to education extends beyond the schoolhouse walls as seen in 2003 when voters
overwhelmingly approved all three propositions in the Fort Worth ISD bond election. Join interim superintendent Dr. Patricia
Linares for a deeper look at Fort Worth ISD and the work being done on behalf of increasing student learning outcomes.
Enrollment
84,588
African American
23%
Hispanic
63%
White
11%
Presenters: Patricia Linares, Ed.D., Interim Superintendent, Fort Worth Independent School District
Facilitator: Barbra Balser, NCUST Executive Coach
18
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
LUNCHEON PLENARY and KEYNOTE PRESENTATION
12:30 P.M. – 2:00 P.M.
Dallas Ballroom – Third Floor
Entertainment:
Southwest Jazz Ensemble - Southwest High School, Fort Worth ISD, Fort Worth, TX
Teacher: Emanuel Flores
Principal: TJ Jarchow
Presider:
Judy White, Ed.D., Superintendent, Moreno Valley Unified School District and
NCUST National Advisory Board Member
Welcome:
Patricia Linares, Ed.D., Interim Superintendent, Fort Worth
Independent School District, Fort Worth, TX
Dr. Patricia A. Linares has served as the interim
superintendent of the Fort Worth Independent School
District since June, 2014. Her teaching career began in Dallas,
Texas where she educated students in dual language and
transitional bilingual programs for Grades 1-5. Her
administrative career began in Dallas as a teacher advisor,
and she later served as both an assistant principal and
principal. From 1991-1996, Dr. Linares worked at the Texas
Education Agency in various capacities which included
serving as an educational specialist, state director for the
Centers for Professional Development and Technology, and assistant to the
commissioner for governmental relations. In this role, she crafted the rewrite of the
state’s education code in collaboration with the governor and state legislature.
Introduction:
Lee Vargas, Ph.D., AVID Executive Vice President, Dallas, TX
Dr. Vargas joined AVID Center after serving as the
superintendent in large urban school districts in California,
New Mexico, Texas, and Washington. He has received
numerous awards for outstanding leadership from the
school districts, as well as from the County of Los Angeles
Board of Supervisors, city mayors, the legislative branch of
the California State Assembly, and a special congressional
recognition from members of the U.S. Congress in
Washington, D.C. He was honored as State Superintendent of
the Year in California (2006) and Washington (2014). After
being named Superintendent of the Year in California, he
was recruited to the Stupski Foundation as a superintendent in residence where he
coached other system leaders around the country.
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
19
LUNCHEON PLENARY and KEYNOTE PRESENTATION
Keynote:
Patrick Briggs, AVID Texas State Director, Dallas, TX
For the past 3 years, Mr. Patrick Briggs has served as the AVID
(Advancement Via Individual Determination) Texas state
director. He comes to this position after 5 years as the AVID
Texas state assistant director. Before that he spent 15 years as
a teacher and administrator in Cypress-Fairbanks ISD in
Texas. Patrick received his Bachelor of Science in biology and
Master of Education in educational administration from
Prairie View A & M University. He is currently pursuing his
doctorate in administrator leadership with an emphasis on
teaching and learning from Walden University.
AVID is a college readiness system and its mission is to close the achievement gap by
preparing all students for college readiness and success in a global society. In reality,
Patrick believes that the achievement gap does not exist. He believes that there are
opportunity and expectation gaps that adults must close for students.
Patrick’s current research focuses on African American male achievement. He serves on
the Dream Team of AVID’s African American Male Initiative which has completed a
successful pilot working with schools to decrease gaps by focusing on an asset model
and culturally relevant teaching.
Mr. Brigg’s passion lies in helping learners achieve at high levels so that all students are
college and career ready upon completion of high school. He believes that students
deserve a high-quality education that will enable them to make choices in life that will
lead to success in any field of their choosing. He especially enjoys working with
teachers – the most valuable resources in a school - to equip them with the tools and
skills to help all students obtain success in school and life.
20
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 3.1: John J. Pershing Elementary (EC-5), Dallas Independent School District – Dallas, TX
2015 National Excellence in Urban Education Award Winner
2:10 P.M. – 3:20 P.M.
Fort Worth Ballroom I – Third Floor
Pershing Elementary is a bright, studentcentered space filled with student work,
happy students, and a friendly staff. The Dallas
Arboretum partners with the school to offer a
science camp for second through fifth graders.
They have developed a teaching partnership
with the non-profit Real School Gardens. This
partnership led to the development of an
outdoor learning classroom. Students grow
and harvest crops, observe the butterfly cycle,
harvest rainwater, compost and fertilize planting
beds, feed and care for hens, observe and study
fish in a pond, study and learn about native
Texas plants and xeriscaping, and in two more
seasons will pick fruit from a small orchard.
Learn how this and other programs in the school
have enabled Pershing to achieve the highest
effectiveness rating among the 147 elementary
schools in the Dallas Independent School District.
Enrollment
550
Free-Reduced Lunch
93%
African American
12%
Hispanic
83%
White
4%
English Learners
61%
Students with Disabilities
Presenter:
Facilitator:
9%
Margarita Hernandez, Principal,
John J. Pershing Elementary
Shirley Peterson, Ed.D.,
NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
21
Session 3.2: George I. Sanchez Elementary (PK-5), Houston Independent School District – Houston, TX
2014 and 2015 National Excellence in Urban Education Award Winner
2:10 P.M. – 3:20 P.M.
Austin I – Second Floor
At this two-time National Excellence in
Urban Education Award winner, students,
parent volunteers, teachers, office staff, and
administrators interact warmly, as a family.
Throughout the school building, displays
promote rigorous academics, college awareness,
student involvement, and success. Quality
student work is pervasive and lines hallways
and classroom walls. Teachers report that they
strive to build upon their students’ strengths.
Students develop goals and track their own
data in reading. In 2013-14, these efforts
resulted in Sanchez earning Distinction ratings
from the Texas Education Agency in math and
science and helped to close performance gaps.
The Sanchez success story, however, goes far
beyond test scores. Learn about the systems that
support high levels of achievement, close the
achievement gap, and create a family-like school
culture.
Enrollment
609
Free-Reduced Lunch
95%
Hispanic
98%
English Learners
50%
Students with Disabilities
7%
Presenters: Mayra Ramon, Principal,
George I. Sanchez Elementary
Erwin Garcia, Assistant Principal,
George I. Sanchez Elementary
Facilitator: Karen Janney, Ed.D.,
NCUST Executive Coach
22
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 3.3: Weems Elementary (PK-4), Manassas City Public Schools – Manassas, VA
2015 National Excellence in Urban Education Award Winner
2:10 P.M. – 3:20 P.M.
Laredo – Second Floor
Students at Weems Elementary School take
ownership of their learning, setting regular
academic goals throughout the year and
graphing their own progress. Their teachers
apply a Learning-Focused Schools instructional
framework across all grade levels, implementing
evidence-based instructional strategies that
incorporate writing across content areas and
higher order thinking. Reading, math, and STEM
instructional coaches, along with push-in ESOL
teachers, support the work. Students also choose
multi-grade-level elective courses through a
school-wide enrichment model that provides
each Weems Wildcat the opportunity to explore
their gifts and talents. Come learn how educators
at Weems align these effective practices to
keep their students engaged and excited about
learning.
Enrollment
742
Free-Reduced Lunch
66%
Asian
4%
African American
9%
Hispanic
Multi-Racial
68%
5%
White
14%
English Learners
55%
Students with Disabilities
4%
Presenters: David Rupert, Principal,
Weems Elementary
Kim Hayden, Math Coach,
Weems Elementary
Facilitator: Cynthia Uline, Ph.D., Professor and
Director, National Center for the 21st
Century Schoolhouse, Educational
Leadership, San Diego State
University
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
23
Session 3.4: Harris Elementary (K-5), Gwinnett County Public Schools – Duluth, GA
2015 National Excellence in Urban Education Award Winner
2:10 P.M. – 3:20 P.M.
Austin II – Second Floor
Harris Elementary School serves a diverse
population of 855 students where 94% of
students in grade 3-5 (including students with
disabilities and English learners) scored proficient
or advanced on all Georgia state assessments.
The cornerstone of their success is high quality
differentiated instruction delivered by highly
trained teachers. Students are not pulled out of
class to receive special services. Instead special
education teachers and English development
teachers teach alongside classroom teachers.
Grade-level teams meet once a week and plan
instruction using student data. Come and learn
how to create the structures and build the
capacity that produces such impressive results.
Enrollment
855
Free-Reduced Lunch
64%
Asian
19%
African American
20%
Hispanic
35%
Multi-Racial
2%
Native American
1%
White
23%
English Learners
38%
Students with Disabilities
13%
Presenters: Lauri Burton, Ed.D., Principal,
Harris Elementary
Ashley Coughlin, Assistant Principal,
Harris Elementary
Facilitator: Hazel Rojas, Ed.D.,
NCUST Executive Coach
24
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 3.5: Paul Laurence Dunbar Young Men’s Leadership Academy (6-9),
Fort Worth Independent School District – Fort Worth, TX
2015 National Excellence in Urban Education Award Winner
2:10 P.M. – 3:20 P.M.
Austin III – Second Floor
In August 2012, Young Men’s Leadership
Academy (YMLA) opened its doors as an
innovative school aimed at preparing students
to succeed in college and take their places as
responsible leaders of our global society. YMLA,
currently serving grades six through nine, offers
a challenging, hands-on curriculum. Quality
student work is proudly displayed on hallway
walls, offering evidence of curricular rigor and
writing across the curriculum. Students take Latin
and participate in cross-curricular, project-based
learning. Whether using engineering concepts
and mathematics to build a solar-power boat or
conducting research on propulsion and powergeneration systems in the small-engine lab on
campus, YMLA students are meeting challenges
head on. And it’s paying off. In 2014, 90% of
eighth-grade students achieved proficiency in
reading, 91% were proficient in math, and 83%
in science. Under the leadership of Principal
Rodney White, YMLA has functioned as a true,
professional learning community. Guided by
a clearly communicated mission and driven
by multiple data points, the administrators,
teachers, and students at YMLA work, learn, and
celebrate success together.
Enrollment
265
Free-Reduced Lunch
78%
African American
58%
Hispanic
33%
White
5%
English Learners
4%
Students with Disabilities
5%
Presenters: Rodney White, Principal,
Paul Laurence Dunbar Young Men’s
Leadership Academy
Ricky Brown, Dean of Instruction,
Paul Laurence Dunbar Young Men’s
Leadership Academy
Facilitator: Barbra Balser,
NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
25
Session 3.6: MacArthur Senior High School (10-12), Aldine Independent School District – Houston, TX
2008 and 2013 National Excellence in Urban Education Award Winner
2:10 P.M. – 3:20 P.M.
El Paso – Second Floor
MacArthur Senior High School, located in
the Aldine Independent School District in
Houston, TX, has earned not one, but two
NCUST Excellence in Urban Education Awards!
MacArthur has done so through leadership
aimed at fostering a culture of success grounded
in high expectations, rigorous coursework,
college and career preparation, and caring
relationships. At MacArthur, systems and
practices have been designed to facilitate teacher
collaboration, monitor student progress toward
mastery, provide timely interventions, and
promote meaningful professional development.
Yet, leaders retire and new leaders are faced with
the challenge of sustaining excellence. Join Dr.
Kristin Craft, the new principal of MacArthur High
School, for a conversation about leading in the
face of change.
Enrollment
2662
Free-Reduced Lunch
90%
African American
Hispanic
White
7%
91%
2%
English Learners
Students with Disabilities
10%
8%
Presenters: Kristin Craft, Ed.D., Principal,
MacArthur Senior High School
Facilitator: Lynne Perez, Ph.D.,
NCUST Associate Director
26
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 3.7 Featured District: Brownsville Independent School District – Brownsville, TX
2:10 P.M. – 3:20 P.M.
Fort Worth Ballroom II – Third Floor
The Brownsville Independent School District (BISD), encompassing 95 square miles of the Rio Grande Valley, serves the
educational needs of approximately 50,000 students. BISD recognizes and addresses the unique cultural lifestyle of South
Texas with a broad selection of academic activities and programs for all students, ranging from early college high schools to
support programs for students with special needs. Brownsville ISD is extremely proud of the progress made in recent years with
regard to state-mandated testing. In 2014, the district outperformed the state in 3 of 4 target indices set forth by the new Texas
accountability system and scored in the top 11% of districts on student progress. Talk with Interim Superintendent Dr. Esperanza
Zendejas about district efforts to continue the quest for excellence in Brownsville ISD.
Enrollment
Hispanic
White
49,129
99%
1%
Presenters: Esperanza Zendejas, Ed.D., Interim Superintendent, Brownsville Independent School District
Facilitator: Gina Gianzero, Ed.D., NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
27
NATIONAL EXCELLENCE IN URBAN EDUCATION
AWARDS CEREMONY
3:30 P.M. – 5:00 P.M.
Dallas Ballroom – Third Floor
Presider: Lynne Perez, Ph.D., NCUST Associate Director
Welcome: Malinda Villalobos , Principal, Ysleta Independent School District, El Paso, TX
AWARDING OF BRONZE AWARD WINNERS
John A. Murdy Elementary, Garden Grove Unified School District, Garden Grove, CA
Principal: Marcie Griffith
Award presented by: Gabriela Mafi, Ed.D., Superintendent, Garden Grove Unified School District
Cerritos Elementary, Glendale Unified School District, Glendale, CA
Principal: Perla Chavez-Fritz
Award presented by: Richard Sheehan, Ed.D., Superintendent, Glendale Unified School District
George Washington Elementary, Chicago Public Schools, Chicago, IL
Principal: Armando Rodriguez
Award presented by: Barbara Byrd-Bennett, Chief Executive Officer, Chicago Public Schools
A. X. Benavides Elementary, Brownsville Independent School District, Brownsville, TX
Principal: Sherry Stout
Award presented by: Esperanza Zendejas, Ed.D., Interim Superintendent, Brownsville Independent School District
Daniel Breeden Elementary, Brownsville Independent School District, Brownsville, TX
Principal: Karin Trevino
Award presented by: Esperanza Zendejas, Ed.D., Interim Superintendent, Brownsville Independent School District
John Quincy Adams Elementary, Dallas Independent School District, Dallas, TX
Principal: Nancy Bernardino
Award presented by: Mike Miles, Superintendent, Dallas Independent School District
Jimmie Tyler Brashear Elementary, Dallas Independent School District, Dallas, TX
Principal: Jacquelyn Burden
Award presented by: Mike Miles, Superintendent, Dallas Independent School District
Walnut Hill Elementary, Dallas Independent School District, Dallas, TX
Principal: Tammie Brooks
Award presented by: Mike Miles, Superintendent, Dallas Independent School District
Charles E. Nash Elementary, Fort Worth Independent School District, Fort Worth, TX
Principal: Blanca Galindo
Award presented by: Patricia Linares, Ed.D., Interim Superintendent, Fort Worth Independent School District
North Hi Mount Elementary, Fort Worth Independent School District, Fort Worth, TX
Principal: Todd Koppes
Award presented by: Patricia Linares, Ed.D., Interim Superintendent, Fort Worth Independent School District
W. C. Stripling Middle School, Fort Worth Independent School District, Fort Worth, TX
Principal: Keri Flores
Award presented by: Patricia Linares, Ed.D., Interim Superintendent, Fort Worth Independent School District
A. B. Anderson Academy, Aldine Independent School District, Houston, TX
Principal: Julie Johnson
Award presented by: Anne Stockwell, Area Superintendent, Aldine Independent School District
28
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Weems Elementary, Manassas City Public Schools, Manassas, VA
Principal: David Rupert
Award presented by: Catherine Magouyrk, Ed.D., Superintendent, Manassas City Public Schools
Wasena Elementary, Roanoke City Public Schools, Roanoke, VA
Principal: Babette Cribbs
Award presented by: Rita Bishop, Ed.D., Superintendent, Roanoke City Public Schools
AWARDING OF SILVER AND GOLD AWARD WINNERS
Feaster Charter School, Chula Vista Elementary School District, Chula Vista, CA
Principal: Sarah Motsinger, STEM Academy
Award presented by: Francisco Escobedo, Ed.D., Superintendent, Chula Vista Elementary School District
The O’Farrell Charter School, San Diego, CA
Principal: Anne Mathews
Award presented by: Jonathan Dean, Ed.D., Superintendent
Harris Elementary, Gwinnett County Public Schools, Duluth, GA
Principal: Lauri Burton, Ed.D.
Award presented by: J. Alvin Wilbanks, Superintendent, Gwinnett County Public Schools
Maplewood Richmond Heights High School, Maplewood Richmond Heights School District, Maplewood, MO
Principal: Kevin Grawer
Award presented by: Karen Hall, Superintendent, MapleWood Richmond Heights School District
U. S. Congressman Solomon P. Ortiz Elementary, Brownsville Independent School District, Brownsville, TX
Principal: Melissa Werbiski
Award presented by: Esperanza Zendejas, Ed.D., Interim Superintendent, Brownsville Independent School District
John J. Pershing Elementary, Dallas Independent School District, Dallas, TX
Principal: Margarita Hernandez
Award presented by: Mike Miles, Superintendent, Dallas Independent School District
Paul Laurence Dunbar Young Men’s Leadership Academy, Fort Worth Independent School District, Fort Worth, TX
Principal: Rodney White
Award presented by: Patricia Linares, Ed.D., Interim Superintendent, Fort Worth Independent School District
George I. Sanchez Elementary, Houston Independent School District, Houston, TX
Principal: Mayra Ramon
Award presented by: Terry Grier, Ed.D., Superintendent, Houston Independent School District
Mary Walke Stephens Elementary, Aldine Independent School District, Houston, TX
Principal: Raymond Stubblefield
Award presented by: Anne Stockwell, Area Superintendent, Aldine Independent School District
B. L. Gray Junior High School, Sharyland Independent School District, Mission, TX
Principal: Lori Ann Garza
Award presented by: Maria Leo, Ed.D., Superintendent, Sharyland Independent School District
Raffle Immediately Following the Awards Ceremony
NEUE AWARDS RECEPTION
5:00 PM – 6:00 PM - Dallas Ballroom Foyer
Entertainment: String Quartet – Booker T. Washington High School for the Performing and Visual Arts, Dallas ISD, Dallas TX
Director: David Large – Principal: Scott Rudes
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
29
FRIDAY, MAY 22, 2015
Session 4.1: U.S. Congressman Solomon P. Ortiz Elementary (EE-5), Brownsville Independent
School District – Brownsville, TX
2015 National Excellence in Urban Education Award Winner
8:15 A.M. – 9:25 A.M.
Fort Worth Ballroom I – Third Floor
Nearly all of the 670 students attending U.S.
Congressman Solomon P. Ortiz Elementary
School are from low-income, Hispanic families
and nearly all of them are performing at
proficient or advanced levels in their studies. In
fact, over 90% of the school’s fourth and fifth
graders achieve at or above grade level in math,
reading, and writing. As with all of NCUST’s highperforming schools, these kinds of results don’t
occur by accident. Print-rich classrooms, common
planning, common assessments, regular analysis
of student performance, and vertical planning
are regular occurrences. Teachers at Ortiz plan
for students to succeed the first time they are
taught, but when students struggle, they receive
an array of targeted supports. Each and every
day, the school’s community of adults attends to
the needs of the whole child. Discover how their
commitment makes Ortiz a place where high
levels of success are truly possible for all.
Enrollment
672
Free-Reduced Lunch
95%
Hispanic
98%
Multi-Racial
English Learners
Students with Disabilities
1%
35%
9%
Presenters: Melissa Werbiski, Principal,
U.S. Congressman Solomon P. Ortiz
Elementary School
Patricia S. Garza, Dean of Instruction,
U.S. Congressman Solomon P. Ortiz
Elementary School
Facilitator: Gina Gianzero, Ed.D.,
NCUST Executive Coach
30
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 4.2: Jimmie Tyler Brashear Elementary (K-5), Dallas Independent School District – Dallas, TX
2015 National Excellence in Urban Education Award Winner
8:15 A.M. – 9:25 A.M.
Austin I – Second Floor
Each scholar at Brashear is greeted with
good morning and a handshake. The school’s
culture is shaped to promote a college-going
mindset. College paraphernalia flanks the
building; every classroom has a college wall.
Students at Brashear perform particularly well in
mathematics. A math framework (called 30-3030) dedicates 30 minutes of math instruction
to fluency/problem solving, 30 minutes to
direct instruction, and 30 minutes to smallgroup instruction. This program is supported
by five mobile labs that are utilized daily. In
second through fourth grades a technologybased supplemental program, Reasoning Mind,
introduces students to algebraic thinking and
provides the necessary tools for students to
master each concept. This session will enable you
to understand how Brashear empowers scholars
to reach their highest potential while laying the
foundation for success in college, career, and
beyond.
Enrollment
714
Free-Reduced Lunch
75%
African American
11%
Hispanic
87%
White
1%
English Learners
Students with Disabilities
Presenter:
Facilitator:
51%
4%
Jacquelyn Burden, Principal,
Jimmie Tyler Brashear Elementary
Shirley Peterson, Ed.D.,
NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
31
Session 4.4: Eastwood Middle School (6-8), Ysleta Independent School District – El Paso, TX
2013 and 2014 National Excellence in Urban Education Award Winner
8:15 A.M. – 9:25 A.M.
Austin III – Second Floor
Eastwood Middle School, in the Ysleta School
District in El Paso, Texas, is a quintessential
middle school. The nearly 1,000 seventh and
eighth-grade students who attend Eastwood
enjoy a rigorous academic program, complete
with pre-advanced placement courses in English
language arts, mathematics, science, and social
studies. Students explore and develop their
artistic interests through their participation in
orchestra, Mariachi, choir, drama, and visual art.
Eastwood’s focus on students’ mind, body, and
soul is evident not only in coursework, but also in
a sound advisory program, a multitude of extracurricular activities, and leadership opportunities
for students. Yet, implementing and sustaining
such a comprehensive program requires
leadership across the school organization.
Learn how Principal Malinda Villalobos of this
high-performing middle school has developed,
nurtured, and employed the leadership capacity
of her administrative team and teachers in
ways that are leading to high levels of student
achievement.
Enrollment
997
Free-Reduced Lunch
67%
African American
Hispanic
2%
90%
White
8%
English Learners
8%
Students with Disabilities
Presenter:
Facilitator:
32
10%
Malinda Villalobos, Principal,
Eastwood Middle School
Lynne Perez, Ph.D.,
NCUST Associate Director
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 4.5: George Washington Elementary (PK-8), Chicago Public Schools – Chicago, IL
2014 and 2015 National Excellence in Urban Education Award Winner
8:15 A.M. – 9:25 A.M.
El Paso – Second Floor
George Washington Elementary School (GWES)
is an exemplary school located on Chicago’s
east side. In 2012-13 GWES was identified as
an Illinois Spotlight School and the students
reached the state-level competition in the
Science Olympiad in three out of the past four
years. In 2014 and again in 2015, GWES won the
National Excellence in Urban Education Award.
When a district-level administrator was asked
why this school achieved such impressive results,
her response was, “rigor based on Common Core
State Standards, systems of student support,
parent empowerment, effective staff, fiscal
accountability and responsibility, and GWES
use of data to drive instruction.” By challenging
students to propose and find solutions to realworld problems, teachers prepare students to
compete in a global society. Teachers skillfully
use collaborative learning and the depth of
knowledge framework. Because of the STEM
focus, students in grades 3-8 are constantly
challenged with real-world issues in engineering
and science, increasing their ability to think
critically and solve problems.
Enrollment
863
Free-Reduced Lunch
80%
African American
Hispanic
2%
90%
White
8%
English Learners
9%
Students with Disabilities
9%
Presenter:
Facilitator:
Rufino Bustos, Jr., Assistant Principal,
George Washington Elementary
Cara Riggs, NCUST
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
33
Session 4.6: Charles E. Nash Elementary (PK-5), Fort Worth Independent School District – Fort Worth, TX
2015 National Excellence in Urban Education Award Winner
8:15 A.M. – 9:25 A.M.
Laredo – Second Floor
At Charles Nash Elementary School, it’s all about
relationships. Administrators, teachers, parents,
and community members work together for each
child’s success. Faculty and staff have cultivated a
strong home-school bond, encouraging parents
to share their concerns and providing ongoing
feedback about student performance. Every day,
parent and community volunteers are present
at Nash, helping out in classrooms, reading
to students, and even supervising lunch. The
school/home collaboration appears to be making
a difference. In 2014, 100% of Nash fourth
graders were proficient in both mathematics
and writing, and 88% achieved proficiency in
reading. The teachers care deeply about their
students, pushing them to excel by employing
various instructional strategies, engaging them
in goal setting, monitoring their progress, and
providing additional support as needed. At Nash
Elementary, the winning combination of caring
and community is leading all students toward
success.
Enrollment
276
Free-Reduced Lunch
78%
Asian
1%
African American
19%
Hispanic
69%
Multi-Racial
2%
White
9%
English Learners
Students with Disabilities
29%
8%
Presenters: Blanca Galindo, Principal,
Charles E. Nash Elementary
David Sprinkle, Assistant Principal,
Charles E. Nash Elementary
Facilitator: Barbra Balser,
NCUST Executive Coach
34
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 4.7: Featured District: Aldine Independent School District – Houston, TX
8:15 A.M. – 9:25 A.M.
Fort Worth Ballroom II – Third Floor
The Aldine Independent School District is one of the most acclaimed urban school districts in the nation. In 2009, the district won
the coveted Broad Prize, awarded each year to honor urban school districts that demonstrate the greatest overall performance
and improvement in student achievement while reducing achievement gaps among low-income and minority students. As well,
the district has been a Broad Prize finalist three other times. Eight Aldine ISD schools have earned the National Excellence in Urban
Education Award, including two schools this year. In this session, Area Superintendent Ann Stockwell will discuss the systems and
structures that form the backbone of Aldine’s academic successes.
Enrollment
65,415
African American
26%
Hispanic
70%
White
2%
Presenters: Anne Stockwell, Area Superintendent, Aldine Independent School District
Facilitator: Cynthia Uline, Ph.D., Professor and Director, National Center for the 21St Century Schoolhouse, Educational Leadership,
San Diego State University
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
35
Session 5.1: The O’Farrell Charter School (K-11) – San Diego, CA
2015 National Excellence in Urban Education Award Winner
9:35 A.M. – 10:45 A.M.
Fort Worth Ballroom I – Third Floor
In 2012, O’Farrell became the second charter
school nationally to earn the AVID National
Demonstration School designation. A schoolwide focus on academic vocabulary acquisition
and writing has students maintaining, and
regularly revising digital portfolios. At O’Farrell,
no F’s are allowed. Students retake failed classes
during summer session. The cornerstone of an
O’Farrell education is the relationship between
students and their homebase teacher, who meets
daily with students to address social/emotional
needs and resolve concerns. O’Farrell functions
as a full-service community school where
students and their families receive necessary
supports and services. “The Falcon Way” (a
school-wide discipline structure) eliminates
distractions, making O’Farrell a place where all
students have opportunity to perform at high
levels. Learn how this school grew from a place to
be avoided to a school where all students thrive.
Enrollment
1439
Free-Reduced Lunch
74%
Asian
19%
Pacific Islander
1%
African American
20%
Hispanic
54%
Multi-Racial
4%
White
1%
English Learners
Students with Disabilities
27%
9%
Presenters: Anne Mathews, Principal,
The O’Farrell Charter School
Liz Wong, Coordinator of Academic
Programs, The O’Farrell Charter
School
Facilitator: Cynthia Uline, Ph.D., Professor and
Director, National Center for the 21st
Century Schoolhouse, Educational
Leadership, San Diego State
University
36
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 5.2: North Hi Mount Elementary (PK-5), Fort Worth Independent School District – Fort Worth, TX
2015 National Excellence in Urban Education Award Winner
9:35 A.M. – 10:45 A.M.
Austin I – Second Floor
Upon arrival at this dual-language elementary
school, each student is greeted by Principal Todd
Koppes with a fist bump and a “have a good day.”
Once inside, students head for their classrooms
through hallways adorned with college and
university banners and walls covered with
student writing products. In classrooms, teachers
use whiteboards and hand signals to identify
students who may need additional support
through small-group intervention. And when the
majority of students struggle with a particular
concept, teachers turn to each other for support.
Vertical articulation and consistent use of
student data have elevated North Hi Mount
students above the state average. For example,
95% of fifth graders were proficient in reading
and 86% of fifth graders were proficient in math.
Come learn how the principal and staff at North
Hi Mount Elementary School are generating high
levels of student achievement.
Enrollment
365
Free-Reduced Lunch
71%
Asian
1%
African American
15%
Hispanic
58%
Multi-Racial
2%
White
24%
English Learners
19%
Students with Disabilities
Presenter:
Facilitator:
6%
Todd Koppes, Principal,
North Hi Mount Elementary
Barbra Balser,
NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
37
Session 5.3: Walnut Hill Elementary (PK-5), Dallas Independent School District – Dallas, TX
2015 National Excellence in Urban Education Award Winner
9:35 A.M. – 10:45 A.M.
Austin II – Second Floor
Walnut Hill was the first elementary school in
the Dallas Independent School District to have a
two-way, dual-language program. Once children
reach second grade, the reading/language
arts block is taught in Spanish and English. The
program continues through fifth grade. When
visitors walk into the school, they enter a foyer
filled with students’ artwork. Halls are lined with
students’ writing and math products. Teachers,
instructional coaches, and administrators
regularly engage in professional learning
communities designed to improve teaching
and learning. Educators at Walnut Hill exude
a commitment to ensuring that all children
achieve at the highest levels and a pledge to
provide effective instruction every day without
exception.
Enrollment
375
Free-Reduced Lunch
69%
African American
12%
Hispanic
80%
White
8%
English Learners
47%
Students with Disabilities
13%
Presenters: Tammie Brooks, Principal,
Walnut Hill Elementary
Tiffany Linwood, Campus Instruction
Coach, Walnut Hill Elementary
Facilitator: Shirley Peterson, Ed.D.,
NCUST Executive Coach
38
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 5.4: Mary Walke Stephens Elementary (K-4), Aldine Independent School District – Houston, TX
2015 National Excellence in Urban Education Award Winner
9:35 A.M. – 10:45 A.M.
Austin III – Second Floor
Every day, in classrooms across Stephens
Elementary, students and teachers embody the
school’s mission, “We are here to learn.” Through
regular collaboration time, teachers work
together in teams to gain clarity about what they
want students to know and be able to do and
to plan engaging, differentiated, and learnercentered lessons aimed at getting all students to
mastery. They employ mini lessons, small-group
instruction, interactive journals, writing across
the curriculum, and hands-on exploration in
ways that connect the students to the content
and the content to real life. And, they monitor
student progress toward mastery through
performance or project-based assessment. Join
Principal Raymond Stubblefield for a discussion
of the systems and practices that have led Mary
Walke Stephens to become one of America’s best
urban schools.
Enrollment
Free-Reduced Lunch
1,021
88%
African American
Hispanic
5%
92%
White
English Learners
3%
56%
Students with Disabilities
7%
Presenters: Raymond Stubbleield, Principal,
Mary Walke Stephens Elementary
Joyce Evans, Assistant Principal,
Mary Walke Stephens Elementary
Facilitator: Karen Janney, Ed.D.,
NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
39
Session 5.5: Trinidad Garza Early College High School (9-12), Dallas Independent School District –
Dallas, TX
2012 National Excellence in Urban Education Award Winner
9:35 A.M. – 10:45 A.M.
El Paso – Second Floor
Trinidad ‘Trini” Garza Early College High School
opened in August 2006 through a partnership
between Mountain View College (MVC) and
the Dallas Independent School District. All
Garza students are enrolled in pre-AP, AP, or
dual-credit classes on the community college
campus. Six instructional strategies provide
the framework for excellence in teaching and
learning. Across classrooms, teachers design
and deliver lessons that include collaborative
group work, writing to learn, questioning,
scaffolding, student talk, and literary groups
to provide meaningful learning opportunities
where students flourish with the richness and
rigor of the college experience. Join Principal
Lombardi for a rich discussion of what it takes to
lead a school where 100% of students graduate
college ready, career ready, and life ready.
Enrollment
407
Free-Reduced Lunch
82%
African American
14%
Hispanic
82%
White
2%
English Learners
2%
Presenters: Janice Lombardi, Ed.D., Principal,
Trinidad Garza Early College
High School
Facilitator: Granger Ward, NCUST
40
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
Session 5.6: A-PLUS Principals: Excellence in the Making
9:35 A.M. – 10:45 A.M.
Laredo – Second Floor
This session features principals from across the country who participate in NCUST’s A-PLUS Program (Advancing Principal
Leadership in Urban Schools). Join these school leaders as they reflect upon their efforts to emulate the principles and practices
found in America’s highest performing urban schools.
Presenters: Lillie McMillan, Principal, Porter Elementary, San Diego USD – San Diego, CA
Courtney Young, Principal, Horace Mann Middle School, San Diego USD – San Diego, CA
Brandon Jayroe, Ed.D., Principal, Stephens F. Austin Middle School, Bryan USD – Bryan, TX
Susan Boyd, Norte Vista High School, Alvord USD – Riverside, CA
Facilitator: Hazel Rojas, Ed.D., NCUST Executive Coach
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
41
INTERACTIVE PANELS
Session 6.1: Turning Around Dysfunctional School Cultures: How Principals Have Done It
10:55 A.M. – 12:05 P.M.
Fort Worth Ballroom I – Third Floor
This session features school leaders who have won the National Excellence in Urban Education Award. These leaders have been selected to
participate in this panel because they have met the challenge of transforming schools overcome by negativity and dysfunction into places
where students, staff, and parents feel cared for, valued, and respected and are bound together in the work of their schools. Join these leaders as
they share the steps they took to turn around the culture of their schools.
Presenters:
Facilitator:
Lauri Burton, Principal, Harris Elementary School, Gwinnett County Public Schools – Duluth, GA
Lourenco Garcia, Ed.D., Principal, Revere High School – Revere, MA
Joseph F. Johnson, Jr., Ph.D., Dean and Professor, College of Education, San Diego State University, NCUST Executive Director
Session 6.2: Building Powerful Collaborations: How Teacher Leaders Have Done It
10:55 A.M. – 12:05 P.M.
Austin I – Second Floor
This session features a conversation with teacher leaders from schools that have the National Excellence in Urban Education Award. Interact with
these educators as they share how they work collaboratively with other teachers to shape the culture in their schools, improve student learning,
and influence practice among their peers.
Presenter:
Facilitators:
Raymond Stubblefield, Principal, Mary Walke Stephens, Aldine ISD – Houston, TX
Lisa Boatright, Support Teacher, Eastwood Middle School, Ysleta ISD – El Paso, TX
Claudia Alarcon, Teacher, Cerritos Elementary School, Glendale USD – Glendale, CA
Ashley Holley, Teacher, George I. Sanchez Elementary School, Houston ISD – Houston, TX
Karen Janney, Ed.D. & Hazel Rojas, Ed.D., NCUST Executive Coaches
Session 6.3: Strengthening the Capacity of the District Team: Houston ISD and NCUST
10:55 A.M. – 12:05 P.M.
Austin II – Second Floor
The Houston Independent School District (HISD), the seventh largest public school system in the country and a two-time recipient of the Broad
Prize for Urban Education, is committed to providing a high-quality education for every child in the district. To this end, HISD has partnered with
NCUST for the past five years - most recently seeking to increase the capacity of its school support officers to provide schools and principals the
support necessary to improve teaching, learning, and achievement for all groups of students served. Talk with HISD district leaders about their
ongoing efforts to guide the principals and schools they support toward excellence.
Presenters:
Facilitator:
Francisco Penning, Ed.D., Elementary School Office Area I, Houston ISD – Houston, TX
Patsy Cavasos, Elementary School Office Area II, Houston ISD – Houston, TX
Jennifer Topper, High School Office, Houston ISD – Houston, TX
Debbie Crowe, Middle School Office, Houston ISD – Houston, TX
Lynne Perez, Ph.D., NCUST Associate Director
Session 6.4: Elevating Academic Rigor
10:55 A.M. – 12:05 P.M.
Austin III – Second Floor
This session features school leaders who have won the National Excellence in Urban Education Award. Each of them has addressed the need
to increase the level of learning for the students in their schools. Join in the conversation about how to support teachers in ways that lead to
increased academic rigor.
Presenters:
Facilitators:
42
Janice Lombardi, Ed.D., Principal,, Trinidad Garza Early College High School – Dallas, TX
Mayra Ramon, Principal, George I. Sanchez Elementary School, Houston ISD – Houston, TX
Malinda Villalobos, Principal, Eastwood Middle School, Yselta ISD – El Paso, TX
Shirley Peterson, Ed.D. & Gina Gianzero, Ed.D., NCUST Executive Coaches
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
LUNCHEON PLENARY and KEYNOTE PRESENTATION
12:15 P.M. – 1:45 P.M.
Dallas Ballroom – Third Floor
Entertainment:
Mariachi Espuelas de Plata - North Side High School, Fort Worth ISD, Fort Worth, TX
Teachers: Ramon Nino and Wendy Martinez
Principal: Antonio Martinez
Presider:
Hazel Rojas, Ed.D., NCUST Executive Coach
Keynote:
Joseph F. Johnson, Jr., Ph.D., Dean and Professor, SDSU College of Education and NCUST
Executive Director
Dr. Johnson is the founding director of NCUST and is the dean of the College of
Education at San Diego State University. Before coming to San Diego State in 2005,
he served as a classroom teacher, school and district administrator, state department
official in both Texas and Ohio, and a researcher and technical assistance provider at
the University of Texas. Also, he served as the director of student achievement and
school accountability at the U.S. Department of Education where he directed the
federal government’s Title I program.
In this presentation, Dr. Johnson will share lessons learned from NCUST’s studies of
high-performing urban schools with a special focus on the implications for teaching
Common Core State Standards, Next Generation Science Standards, and other
challenging academic standards to America’s urban students.
Raffle Immediately Following the Keynote Presentation
2:00 P.M. – 3:00 P.M.
Dallas Ballroom Foyer
Book Signing: Teaching Practices in America’s Best Urban Schools
Joseph Johnson, Ph.D., Lynne Perez, Ph.D., Cynthia Uline, Ph.D.
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
43
2016 NATIONAL EXCELLENCE IN URBAN EDUCATION
ELIGIBILITY CRITERIA
The National Excellence in Urban Education Award (NEUE) is presented annually to the nation’s highest performing urban schools.
In May 2016, the National Center for Urban School Transformation (NCUST) will present this award to elementary schools, middle
schools, high schools, and alternative schools. In order to compete for a National Excellence in Urban Education Award, schools
must meet or exceed the following criteria.
General Criteria
1. Urban Location: The school must be located in a metropolitan area with 50,000 or more residents.
2. Non-Selective Admissions: In general, the school may not require students to meet academic criteria in order
to attain or retain admission. For example, a school that requires students to possess/maintain a certain test
score or possess/maintain a minimum grade point average would not be eligible for consideration. Schools may
house programs (e.g., programs for students identified as gifted or talented) that admit children from beyond
the school’s attendance area through selective admissions if fewer than 10 percent of the school’s students are
enrolled through selective admissions.
3. Low-Income Eligibility: For elementary schools in which the highest grade is grade six or lower, at least 60% of
the students enrolled (both in the prior and the current year) must have met eligibility criteria for free- or reducedprice lunch. For middle schools (grade nine or lower), at least 50% of the students must have met the same criteria.
In high schools, at least 40% of the students must have met the same criteria.
4. High Rates of Academic Proficiency: The school must be able to demonstrate that the percentage of students
demonstrating proficiency on state assessments, in both 2014 and 2015, was higher than the average of all
schools in the state (within the same grade span grouping). The school must have exceeded the state average in
at least half of the subject areas/grade levels assessed in 2014 and 2015. NOTE: In states where rates of academic
proficiency are not being tabulated in 2015 because of new assessments, NCUST will use 2013 and 2014 data
to assess this criterion. In states where rates of academic proficiency were not tabulated in 2014 because of
new assessments, NCUST will use 2015 assessment data only. This note applies to items 4 through 7.
5. High Rates of Academic Proficiency for Every Racial/Ethnic Group: The school must indicate the percentage
of students from each racial/ethnic group who achieved academic proficiency. The school may be eligible to
compete only if, in at least two academic subjects, the percentage of students proficient in each racial/ethnic
group exceeds the average of all schools in the state.
6. Evidence of High Achievement for English Learners: If more than 20 students are identified as English learners,
the school must present evidence that a high percentage of English learners are progressing toward proficiency
with the English language. As well, the school must present evidence that a high percentage of English learners is
achieving greater proficiency in at least two academic subjects.
7. Evidence of High Achievement for Students with Disabilities: The school must present evidence that
a high percentage of students with disabilities are achieving greater proficiency in at least two academic
subjects. Evidence must include the percentage of students with disabilities demonstrating proficiency on
state assessments, but might also include evidence of students with disabilities demonstrating year-to-year
achievement gains on state assessments or other indicators of success.
8. Excellence in Science, Technology, Engineering, and Mathematics Education (STEM): Each school must
present evidence that their students are developing strong levels of success in STEM subjects.
44
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
9. High Attendance Rates: The school must have evidence to indicate that the average student attendance rate
exceeded 92% for each of the past two academic years.
10. Low Rates of Out-of-School Suspension: The total number of days students were out of school because of
suspensions must be smaller than the total number of students enrolled. Similarly, there must be a low rate of
suspension for every racial/ethnic group of students.
11. Evidence of Student Success at Subsequent Levels: Each school must present evidence that their students
achieve strong levels of academic success at the subsequent school level (e.g. elementary schools must show
evidence that their students are successful at the middle school level; middle schools must show evidence that
their students are successful at high school).
Additional Criteria for High Schools
In addition to the general criteria, high schools must meet the following criteria:
12. Percentage of First-Year High School Students Advancing to the Second Year: Each high school must present
the number and percentage of their 2014-2015 first-year students who earned sufficient credit to be promoted to
second-year status.
13. Percentage of Students Earning College Credit or Participating in Advanced Placement Courses during
High School: Each school must present evidence of the number and percentage of students who earned college
credit in the prior year. Also, each applicant must present evidence of the number and percentage of students who
participated in advanced placement or international baccalaureate courses; the number and percentage who took
advanced placement, international baccalaureate, or Cambridge assessments; and the number and percentage
who received passing scores.
14. High Graduation Rates: Each high school must present the latest four-year adjusted cohort graduation rate (as
defined by the U.S. Department of Education). The four-year adjusted cohort graduation rate must be at least 70%
for every racial/ethnic group of students.
15. Number of Dropouts Recovered: Each school must present data regarding the number of dropouts they helped
re-enter into school. As well, schools must present data indicating the success of recovered students in earning
credits and graduating.
Criteria for Alternative Schools
Alternative school applicants must meet the criteria for items 1-3. Regarding item 2, alternative schools may be
considered if they selectively enroll students who have experienced academic and behavioral difficulty in typical
schools. Alternative schools must present data regarding all other criteria (items 4-15); however, there are not minimal
eligibility criteria associated with these items. Alternative schools will be reviewed and considered on a competitive
basis.
Please check www.ncust.org for the new application, which will be available in July 2015.
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
45
NOTES
46
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
NOTES
2 015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
47
NOTES
48
2015 N AT I O N A L E XC E L L E N C E I N U R B A N E D U C AT I O N S Y M P O S I U M
S A V E
NCUST
2 0 1 6
M AY 23 - 25
SAN DIEGO, CA
T H E
D A T E
National Excellence
in Urban Education
Symposium
5500 Campanile Dr., EBA 332 | San Diego, CA 92182-1165
619-594-7905 | FAX 619-594-0501 | http://www.ncust.org