C.E. Rose • Alfredo J. Cuestas, Grade . . . → Read More: Excellence in Urban Education Student Speech contest winners announced]]> Congratulations to all the winners of the NCUST Excellence in Urban Education Student Speech contest. Each student will receive a $200 award for their winning entry. The speeches will be featured during the upcoming NCUST Excellence in Urban Education Symposium May 23-25 in San Diego, Ca.

Elementary Winners

C.E. Rose
• Alfredo J. Cuestas, Grade 5
Teacher: Marjorie Medina

Columbus
• Ramzi Maducdoc, Grade 5
Teachers: Judith Ard and Monique Smith

R. N. Harris
• Dominika Lee, Grade 5
Teacher: Linda Vaughan

• Imani Hayes, Grade 2
Teacher: Carol Landreth

Middle-School Winners

Wm. Cullen Bryant
• Ayeh Ahmad, Grade 7
Teachers: Mark Paterra and Regina Perk

National City
• Diana Amador, Grade 8

High-School-Level Winners

Trinidad Garza
• Monica Avila, Grade 12
Teacher: William Kuykendall

Peak Preparatory
• Demetria Hargrove, Grade 12

• Erick Garcia, Grade 11
Teachers: Dionne Johnson and Luke Jennings

http://www.youtube.com/watch?v=hhBzNTMgj0U&feature=youtu.be

A common myth is that alternative schools have few or no academic successes.  At NCUST, we have learned that many alternative schools generate substantial gains in learning outcomes and some achieve phenomenal results that change the trajectory of students’ lives.  In . . . → Read More: Outstanding Alternative Schools Achieve Strong Learning Results]]> Lynne Perez, Ph.D. – NCUST Associate Director
Joseph Johnson, Ph.D. – NCUST Executive Director

A common myth is that alternative schools have few or no academic successes.  At NCUST, we have learned that many alternative schools generate substantial gains in learning outcomes and some achieve phenomenal results that change the trajectory of students’ lives.  In 2013, NCUST will look forward to awarding the nation’s best alternative schools through the National Excellence in Urban Education Award Program.  (Please watch our website for details regarding the application process.)   In May of 2012, we look forward to featuring outstanding alternative schools at our National Excellence in Urban Education Symposium.

The Academy at Old Cockrill in the Metropolitan Nashville Public School District is a winner of the Educational Excellence Award from the National Alternative Education Association.    The school provides students a non-traditional, flexible, and individualized pathway to high school graduation.  Students are offered a rigorous project- and competency-based curriculum with options for online learning, frequent one-on-one meetings about their progress, and the support necessary for success.

The Monarch School, located in San Diego, provides a supportive and rigorous academic environment for children impacted by homelessness.  While many students arrive at Monarch more than three years below grade level, within six months, their academic achievement increases by more than one grade level.  Tutoring, mentoring, and after school programs provide additional assistance for students.  Monarch also supports students and their families as they negotiate the challenges presented by homelessness through their partnerships with health care providers and volunteer organizations.

At the Symposium, these schools will discuss the processes, programs, and perspectives that have led to impressive successes for students.  We anticipate a powerful, rich dialogue that will inform and inspire alternative school educators, as well as leaders from more typical public schools.

Recently, scholars and policy makers have begun to focus increasing attention on the high school achievement gap, high school graduation rates, and college-going rates for schools across the United States. According to the U.S. Department of Education’s 2011 Condition of Education report, about 68 percent of 12th-graders in high-poverty . . . → Read More: Urban High Schools Achieve Results Similar to Affluent Suburban Schools!]]> Karen Janney – NCUST Executive Coach

Recently, scholars and policy makers have begun to focus increasing attention on the high school achievement gap, high school graduation rates, and college-going rates for schools across the United States. According to the U.S. Department of Education’s 2011 Condition of Education report, about 68 percent of 12th-graders in high-poverty schools graduated with a diploma in 2008, compared with 91 percent of 12th-graders in low-poverty schools (NCES, 2011).

The three urban high schools that will be awarded the NCUST’s Excellence in Urban Education Award at its annual symposium in May have achieved amazing results, even surpassing affluent suburban schools in achievement, high school graduation, and college-going rates.

Trinidad Garza Early College High School and Uplift Education Peak Preparatory High School in Dallas, Texas, and MC² STEM High School in Cleveland Ohio, all have student demographics that include poverty rates of 90% or higher, and over 95% African-American and/or Latino enrollment. These same schools’ attendance rates exceed 95%, their proficiency rates on state assessments are at least 98%, well above the NCLB benchmark, and they graduate 100% of their seniors.

Innovation, high expectations, and quality relationships are all part of their story. Each high school (principal and team) will be sharing how they achieve such incredible results during the 2012 Excellence in Urban Education National Symposium on May 24-25.

The numbers tell a powerful story of educational improvement for English learners in the Chula Vista Elementary School District. Of the district’s nearly 28,000 students, over a third are still learning English.  Since 2004, the percentage of English learners meeting or exceeding standards has more than doubled in . . . → Read More: Change for English Learners in Chula Vista]]> Gina Gianzero, Ph.D. – NCUST Research Associate

The numbers tell a powerful story of educational improvement for English learners in the Chula Vista Elementary School District. Of the district’s nearly 28,000 students, over a third are still learning English.  Since 2004, the percentage of English learners meeting or exceeding standards has more than doubled in English Language Arts (ELA) and math. The numbers are even more impressive for the five district schools that earned distinction as NCUST finalists this year.  Of 2,400 combined students attending these schools, well over half are English learners.  By 2011, 60% of English learners at the finalist schools had met or exceeded grade-level standards in ELA, and 77% performed similarly in math – a six-fold increase in ELA and nearly a four-fold increase in math since 2004.  Three of the schools will be awarded the NCUST’s Excellence in Education Award at its annual conference this May.

As remarkable as these numbers are, it is the district administrators, principals, teachers, parents, and students who tell the story of student success in these award-winning schools most poignantly.  District leaders stress their care in recruiting and cultivating strong school leaders who are knowledgeable about both quality instruction and the change process.  The district prepares leaders first and then trusts them to lead. According to Superintendent Francisco Escobedo, “Our leaders are very independent.  They take pride in being the chief academic officers of their own schools.”

Student reading at Lauderbach Elementary

Principals describe taking the initiative to form their own collaborative support networks with like-minded leaders similarly committed to relentless focus on improving school quality and “critical friend” relationships.  They explain their efforts to create teacher leaders and shepherd staff through professional learning cycles focused on key aspects of lesson design and delivery.  One teacher summarized the principal’s role, “We have a leader who has instilled a sense of purpose and a sense of focus, and we have taken ownership of that – it takes all of us to put it into action.”

Teachers embrace their schools’ emphasis on collaboration, accountability, and professional development.  They define and refine strong instructional practice through regular dialogue and frequent peer observation.  “We walk through each other’s classrooms, and we are honest with each other.  We’ll say, ‘That’s kind of old, you should take that down.’”   “Everyone here is invested.  It is not a job – it’s truly a vocation.  Those who view it as a job ask to leave.”
Performance charts and graphs posted throughout the schools perpetually remind their respective communities about goals and achievement levels.  Parents communicate their desire to be a part of the school community, the respect they are shown by principals, the dedication of teachers, and the belief that they are an essential part of the educational team.  “When you put in place rules and follow-up with teachers like at this school, parents get involved because we want to be a part of this community.”

Most importantly, students in these schools feel supported, successful, and motivated to learn.  They answer in complete sentences, explain their thought processes, support their peers, and take responsibility for their own progress.  The real story in Chula Vista is quite simple: by creating great places in which to teach, these schools have become great places in which to learn.

Dr. Escobedo, Superintendent of the Chula Vista Elementary School District, will present a session at the Excellence in Urban Education National Symposium on May 24th.  Also, the principals of each of the winning Chula Vista schools will present sessions in which they emphasize how their schools have achieved outstanding results for all students, including English learners.

NCUST is proud to partner with several districts that are eager to create remarkable urban schools.  We work intensively with district leaders and principals on a monthly basis to help them accelerate their improvement efforts.  This work occurs through NCUST’s Advancing Principal Leadership in Urban Schools (A-PLUS) Program.  . . . → Read More: NCUST Insights: A-PLUS Turnaround Principals]]> Joseph Johnson, Ph.D. - NCUST Executive Director

NCUST is proud to partner with several districts that are eager to create remarkable urban schools.  We work intensively with district leaders and principals on a monthly basis to help them accelerate their improvement efforts.  This work occurs through NCUST’s Advancing Principal Leadership in Urban Schools (A-PLUS) Program.  While we acknowledge and appreciate the efforts of all of our A-PLUS partner schools and districts, we are particularly excited about showcasing a representative group of A-PLUS principals at the NCUST Symposium on May 24th and 25th in San Diego.  In these schools, leaders are taking bold steps that are transforming teaching and learning.  Some are already recognizing impressive student achievement gains.

For example, at Herrera Elementary in the Phoenix Elementary School District, Principal Gary Zehrbach is helping teachers achieve clarity and specificity about the learning they expect students to gain in each lesson.  At the same time, they are increasing the quality of student engagement and using partner strategies that hold each student accountable for learning.  Also, in Phoenix, Principal Russell Sanders is generating substantial improvements in the quality of instruction at Capitol Elementary.  He has almost doubled the amount of time he spends in classrooms since the beginning of the year and he is using hand-held technology to give teachers almost immediate feedback about his observations.

In the Seminole County Public Schools, Dr. Dianne Lebruto is helping her team examine and use data wisely as they progress toward an “A” grade in the Florida State Accountability System.  Mr. Greg Turner, the new principal of Hamilton Elementary has built a leadership team that is transforming mathematics instruction.  Principal Alexis Agosto and his assistant principal, Kimberly Lochrane, have increased the frequency of their classrooms visits at Spring Lake Elementary. They have used their observations to better align professional development to the needs of teachers.  At Casselberry Elementary, Principal Sharon Stanley has prompted a shift in the school’s culture that is helping teachers get clear about learning goals for students.

In the Normandy School District in St. Louis, Missouri, principals Angela Kinlaw and Candice Carter-Oliver are making impressive turnaround efforts.  At both schools, the principals have established a culture of professional growth, as educators continuously learn to improve the quality of instruction.  In San Diego, California, Harriett Tubman Charter School is on track to reach its ambitious academic achievement goals, in large part because of Principal Lidia Scinski’s work in classrooms focused upon helping teachers better understand how to implement effective instructional practices.  Last, but certainly not least, Principal Tod Nix from the Houston Independent School District has generated a dramatic turnaround at Worthing High School that has established a new academic culture that is building hope and promise for students and the surrounding community.

Although we anticipate major academic gains at these and several other A-PLUS schools, the leaders we will feature at the symposium are not satisfied.  They continue to strive to help their schools achieve more.  Come to the symposium and hear about the processes they are undertaking to transform their passion for improvement into practical everyday action.

Schools face many demands from community expectations, state and district policies, parent concerns, and issues associated with poverty.  Nonetheless, great school leaders create clarity and coherence as they help their colleagues make meaning out of seemingly uncontainable chaos. These leaders create school environments where collaboration, continuous improvement, and . . . → Read More: Middle Schools Help Students Reach Mastery & Prepare for College and Careers!]]> Barbra Balser – NCUST Executive Coach

Schools face many demands from community expectations, state and district policies, parent concerns, and issues associated with poverty.  Nonetheless, great school leaders create clarity and coherence as they help their colleagues make meaning out of seemingly uncontainable chaos. These leaders create school environments where collaboration, continuous improvement, and shared responsibility are everyday occurrences.  In May, NCUST will bestow their Excellence in Urban Education Award upon four urban middle schools where principals exemplify this type of leadership.

These leaders have led their teams to create high-performing schools in spite of the challenges they face.  While the four schools range in size from 400 to over 1,000 students, each serves a population where at least 75 percent of the students meet low-income criteria.  At the same time, each school performs substantially above the average for all middle schools in their states.  For example, at William Cullen Bryant in Cleveland, 88.8% of the students are reading at grade level.  At Mueller Charter School in San Diego, 72% of the eighth grade students are proficient in science.  At National City Middle School in San Diego, the academic performance index (an aggregate of all state assessment scores) is 809, considerably above the average for all California middle schools.  And, at William Dandy Middle School in Fort Lauderdale 88% of the students are proficient in writing, contributing to the school’s “A” rating from the Florida Department of Education.  Each of these winning schools demonstrates outstanding achievement results.  But that is not the whole story.

These schools have created an environment where all the stakeholders are committed to the students’ success. Teachers work together to plan lessons and create classrooms where students have a high likelihood of reaching mastery.  For example, at William Dandy Middle School the daily schedule is modified to create more time for students to learn the curriculum.  Two teachers are in each classroom during this time to give students the extra support they need.  At National City Middle School, teachers create powerful lessons that include a daily learning target and an essential question.  Every teacher ensures that students are reaching the learning target by continually checking for understanding.   At all four schools, the quality of student learning is preparing them to succeed – not only in high school – but, also in college and careers.

These schools succeed, in part, because they create environments where everyone is responsible for success, including teachers, students, and administrators.   Every adult interacts with students in a positive way that shows each student is valued and respected.  Don’t miss the opportunity to hear how these four outstanding middle schools achieved such outstanding results for their students at the 2012 Excellence in Urban Education National Symposium on May 24-25.

NCUST Symposium Invitation

Executive Director Joseph Johnson, Ph.D., of the National Center for Urban School Transformation (NCUST)  explains why the Excellence in Urban Education Symposium is such a worthwhile experience for everyone who participates.