RICHARD ACOSTA CARRANZA CURRENT POSITION Superintendent of Schools CERTIFICATION School Administrator- K-12 Houston Independent School District 4400 W. 18th Street Houston, TX 77092-8501 (713) 556-6300 Secondary -Social Studies - Grades 7-12 Spanish Bilingual - Spanish/English, K-12 EDUCATION Ed.D. in Educational Leadership Nova Southeastern University 2009-2016 ABD Ed.D. in Educational Leadership Northern Arizona University 1998-2004 ABD M.Ed. in Educational Leadership – Northern Arizona University *With Distinction 1997 B.A. in Secondary Education – University of Arizona Major: Social Studies Minor: Bilingual Education 1991 PROFESSIONAL EXPERIENCE Superintendent of Schools - (2016 - Present) Houston Independent School District Houston, TX • • • • School District Size: Schools: 215,000 students 287 schools, Pre-K-12 Provide chief executive level leadership to organization supporting 287 schools serving approximately 215,000 students and 31,000 employees in the fourth largest city in America. The Houston Independent School District is comprised of a demographically diverse population of students. Provide chief executive level leadership to manage a $2.2 billion management and operation budget; oversee a $4.5 billion portfolio of real estate; and oversee a $2.1 billion dollar bond program. Provided leadership to lead the organization through the most destructive natural disaster in Houston’s history – Hurricane Harvey. Effectively communicated via local and national media; operationalized emergency preparation plans as well as recovery plans for the district. Worked with local, state, and federal disaster recovery agencies and was able to lead the re-opening of the school district in only 14 days post hurricane. Under my leadership private investment as part of our fund development strategy was realized in support of the strategic goals of the district. An investment of $13 million dollars was secured for the expansion of college access programming to ensure access for underserved students, and over $60 million dollars secured from grants to recruit and retain effective teachers in struggling schools, professional development for music and art teachers in struggling schools, and expansion of STEM programming in selected schools. Richard Acosta Carranza Page 2 • Created and implemented the "Achieve 180 Plan" - a comprehensive restructuring model for targeting support to schools not making academic progress as defined by state accountability measures. • Expanded access to underserved students for free PSAT, SAT, AP, and dual credit coursework. • Provided leadership that resulted in the district to be named to the College Board’s AP District Honor Roll for the first time. Recognition was based on the district increasing the number of students participating in AP while also increasing the percentage of students earning AP Exam scores of 3 or higher. • Provided leadership to correct and deliver results for a $2.1 billion bond program which had been previously in disarray. Internal reorganization of the bond management and the addition of checks and balance systems produced over $90 million dollars of savings that were able to be redirected to bond projects. • Work closely with Board of Education members including one on one meetings, regular communication, and embracing a positive, assets-based approach to governance. • Work professionally and collaboratively with the 6 unions affiliated with the school district. Individual time is committed to meeting with union leadership and developing mutual goals. • Secured partnerships to create a teacher recognition program in which one teacher per month is selected and surprised with gift cards, a gift basket and the use of a luxury vehicle for one month. • Provide leadership to ensure strong financial management systems and internal controls. • Provided leadership for the “reimagining” of the student nutrition operation, returning it to district management and increasing participation. • Provided leadership for the establishment of breakfast in the classroom as well as an expansion of nutritional services to include a supper meal component. • Highly visible and engaged within the community representing the school district. • Led a multi-dimensional and highly visible campaign to support immigrant families and “Dreamer Students;” provided information; hosted a “DREAM Summit for students born outside of the U.S. to apply for college and financial aid; hosted a live “DACA Townhall;” hosted several call-in events with Spanish media, and worked closely with local leaders to protect students and families. • Forged strong relationships with the Mayor and elected officials. The relationship has resulted in strong collaboration with the school district in providing mental health, clinical, and wrap around services to students and communities. • Provided leadership for the comprehensive redesign of central office support to schools through a shared leadership model which guided district efforts at increased student achievement and closing the achievement gap. • Provided leadership for the comprehensive redesign of the district special education delivery model which guided district efforts at increased student achievement and closing the achievement gap for students with disabilities. • Provided leadership to standardize 67 different school start and end times to 3, providing significant savings to the district in reduced transportation costs. Superintendent of Schools - (2012 - 2016) San Francisco Unified School District San Francisco, CA • • School District Size: 57,000 students Schools: 131 schools, Pre-K-12 Provide chief executive level leadership to organization supporting 131 schools serving approximately 57,000 students in an urban environment. The San Francisco Unified School District is comprised of a demographically diverse population of students. Provide chief executive level leadership to approximately 8,500 employees Richard Acosta Carranza Page 3 • Under my leadership the overall unofficial graduation rate has risen to 89% for the class of 2014; as compared to the official 81% of the class of 2013. • Under my leadership private investment as part of our fund development strategy has quadrupled. For the 2013-14 school year almost $17 million in private investments were realized for strategic goals of the district. • Provided leadership in the development of the district two-year strategic plan, Impact Learning, Impact Lives. • Provided leadership in engaging all stakeholder groups in developing the district long-term strategic vision, Vision 2025. This seminal vision document has provided the context for private investment in the district and strategic partnerships with public and private entities. • Provided leadership for the development of a “Children’s Outcomes Framework” for collective impact to mobilize city, county, and community-based resources. The framework was approved by the voters and funded for 25 years. • Provided leadership for securing one of the first district-level, federal NCLB Waivers. Under the waiver, the district has implemented a new accountability system, working closely with six other California school districts, called the School Quality Improvement System. Under this system, academic performance accounts for 60% and socio-emotional and climate and culture indicators account for 40%. • Provided leadership for the implementation of a new state funding formula, the Local Control Funding Formula (LCFF). The district spending plan was widely hailed as a model for community input and transparency. • Provided leadership for the development and implementation of the common core state standards professional development approach for administrators and teachers. • Work closely with Board of Education members including one on one meetings, regular communication, and embracing a positive, assets-based approach to governance. • Provided leadership for the development of the district’s strategic plan for technology, Building the Digital District, Preparing Students for the Digital World. • Work professionally with the 17 unions affiliated with the school district. Individual time is committed to meeting with union leadership and developing mutual goals. • Provide leadership to ensure strong financial management systems and internal controls. The district has attained two consecutive years of “zero findings” audit reports. • Provided leadership for the “reimagining” of the student dining experience and led a re-envisioning engagement process with IDEO to design to cafeterias of tomorrow. The re-imagined food experience has spurred an increase in student participation in school meals. • Provided leadership for the establishment of breakfast in the classroom as well as an expansion of nutritional services to include a supper meal component. • Highly visible and engaged within the community representing the school district. • Forged strong relationships with the Mayor and the Board of Supervisors. The relationship has resulted in over $25 million in additional funding and strong collaboration with the school district in providing mental health, clinical, and wrap around services to students and communities. • Student suspensions decreased by over 50%, dropping from 2311 suspensions in 2011-12 to 1177 in 2013-14. • Special education referrals have decreased by approximately 13% per year over the last three years. • Led an expansion of early education (pre-K) in the district and the use of a Kinder Readiness evaluation system to track student readiness for kindergarten. • English Language Learner (ELL) student progress exceeded targets. Over 61% of ELL’s gained at least one proficiency level as measured by state tests. • Provided leadership for the implementation of a more rigorous graduation requirement for the class of 2014. Despite a more rigorous threshold, data indicated greater numbers of students meeting the increased requirements and graduating. Richard Acosta Carranza Page 4 • Provided leadership for the reduction of disproportionate identification of students of color for Emotional Disturbance special education identification. • Provided leadership for the increased reclassification of ELL students from ELL status. • Provided leadership for the comprehensive redesign of central office support to schools through a shared leadership model which guided district efforts at increased student achievement and closing the achievement gap. • Provided leadership for the comprehensive redesign of the district special education delivery model which guided district efforts at increased student achievement and closing the achievement gap for students with disabilities. • Provided leadership in the application for funding through the School Improvement Grant to support reform in 10 schools identified as "persistently low performing." Received $45,000,000 in funding from the California Department of Education to support the reform initiatives. San Francisco Unified School District was the second highest funded application in the state of California. Deputy Superintendent - (2009 - 2012) San Francisco Unified School District San Francisco, CA • • • • • • • • • • • • School District Size: 56,000 students Schools: 131 schools, Pre-K-12 Provide executive level leadership to organization supporting 131 schools serving approximately 56,000 students in an urban environment. The San Francisco Unified School District is comprised of a demographically diverse population of students. Provide executive level leadership and supervision to 9 assistant superintendents serving 123 schools and approximately 56,000 students, students with disabilities, and early childhood learning. Under my leadership the overall percentage of schools making growth on the California Standards Test (CST) in English Language Arts and Math has increased. A +21 point API District increase over two years (09-10 & 10-11) versus a +12 point API increase in previous two years (07-08 & 08-09). In 2010, 90% of district schools showed increases in CST English Language Arts or CST Mathematics. Two thirds of district schools improved in both content areas. Proficiency rates in English Language Arts improved by 2.3% to 56.3% and by 3.0% to 65.2% in mathematics. The district matched or outperformed the state performance in English Language Arts in every grade (2-11). The district outperformed the state performance in mathematics in every grade (2-7). Proficiency rates in English Language Arts improved by 1.1 % and in Math by 0.8% (Grades 2-7) in 2011. Over half (57.4%) of the district’s students scored proficient or above in English Language Arts and two-thirds (66%) scored proficient or above in Math (Grades 2-7) in 2011. Expulsion referrals decreased by 35% dropping from 198 expulsion referrals in 200910 to 128 in 2010-11. The district’s performance was higher than the State in both ELA and Mathematics content areas in 2010 & 2011. In 2011, the growth in Math proficiency rates for Latinos was 2.2% (vs. 0.8%). In English Language Arts, the performance growth rate of African Americans was 2.7% (vs. 1.1%). The growth in proficiency rates for Samoans was higher than the district in both content areas (ELA 3.2% vs. 1.1% and Math 2.6% vs. 0.8%). The vision of the district is that all Grade 8 students will take Algebra at Grade 8. The percentage of Grade 8 students taking the CST Algebra I test or higher has increased from 62% in 2007 to 86% in 2011. Participation increased +21% over the last two years alone (2010 & 2011) vs. +3% in previous 3 years (2007-2009). More than half the students (51.6%) scored proficient and above in CST Algebra 1 or higher tests in 2011. Richard Acosta Carranza Page 5 • As a result of increased Algebra access at 8th grade, more students took Geometry at 9th grade. Over 5 years the CST- Geometry participation has doubled from 18% to 36% at 9th grade. In 10th grade the students taking Algebra II similarly increased from 18% in 2009 to 37% in 2011 and the proficiency rate was 53%. • In 2010, narrowed the achievement gap by decreasing the percent difference between targeted groups - African American, Latino and Samoan students. Growth in mathematics for African American students was 4.8%, 3.6% for Latino students, and 5.1% for Samoan students compared to 3.0% for the district. In English Language Arts, African American students matched the district performance at 2.3%. Latino student growth was 3.2% and Samoan student growth was 3.3% compared to 2.3% for the district. • Provided leadership for the comprehensive redesign of central office support to schools through a shared leadership model which guided district efforts at increased student achievement and closing the achievement gap. • Created and implemented the "Superintendents' Zone" - a comprehensive restructuring model for targeting support to schools not making consistent adequate yearly progress. • Of the 7 SFUSD schools with the greatest API growth in 2011, 5 were Superintendents' Zone schools (John Muir ES, Everett MS, Horace Mann MS, Thurgood Marshall HS, Mission HS). • The seven schools in the Bayview District of the Superintendents Zone showed an increase in their proficiency rates of 1.3% in English Language Arts and 3.9% in Math in their first year as a zone. +5% increase in ELA over the last two years (2010 & 2011) vs. -2% decrease in previous 3 years (2007-2009). +9% increase in Math over the last two years (2010 & 2011) vs. -5% decrease in previous 3 years (2007-2009). • The eight schools in the Mission District of the Superintendents Zone showed an increase in their proficiency rates of 1.6% in English Language Arts and 2.7% in Math in their first year as a zone. +8% increase in ELA over the last two years (2010 & 2011) vs. +2% increase in previous 3 years (2007-2009). +7% increase in Math over the last two years (2010 & 2011) vs. +2% increase in previous 3 years (2007-2009). • The rate for improvement at Bayview and Mission District schools of the Superintendents Zone in both content areas was higher than the district’s rate of improvement. • Provided leadership for the comprehensive redesign of the district special education delivery model which guided district efforts at increased student achievement and closing the achievement gap for students with disabilities. • Provided leadership in the application for funding through the School Improvement Grant to support reform in 10 schools identified as "persistently low performing." Received $45,000,000 in funding from the California Department of Education to support the reform initiatives. San Francisco Unified School District was the second highest funded application in the state of California. Region Superintendent - (2007 - 2009) Northwest Region Clark County School District Las Vegas, NV • • School District Size: Region Size: Schools: 311,000 students 58,000 students 60 schools, K-12 Provide executive level leadership to 60 schools serving approximately 58,000 students in urban and rural environments. The Northwest Region is comprised of a demographically diverse population of students. Under my leadership the overall percentage of middle schools making AYP increased from 50% to 90% and increased the number of high schools making AYP from 0% to Richard Acosta Carranza Page 6 60%. The dropout rate for all Northwest Region high schools has been reduced by 0.2% over the last two years to 4.8% as compared to the district average of 5.8%. • Closed the achievement gap by decreasing the percent difference between region and district averages in proficient IEP students in English Language Arts - elementary from -34.0% to -29.8%; middle schools from -48.3% to -41.8%; and high schools from -40.6% to -29.8%. • Reduced the number of non-proficient IEP students by 25.60% and Limited English Proficient (LEP) students by 20.90% in English Language Arts. Northwest Region schools also reduced the number of non-proficient IEP students by 18.43% and Limited English Proficient (LEP) students by 24.94% in Mathematics at the end of the 2007-08 school year. • Provided leadership for the creation of a comprehensive regional improvement plan through a shared leadership model which guided region efforts at increased student achievement and closing the achievement gap. • Created and implemented a comprehensive restructuring model for use with schools not making consistent adequate yearly progress. • Increased the number of schools operating under an Inclusionary Schools Practice (ISP) model which included special education students into the regular classroom setting. 84% of the ISP schools made AYP on the IEP indicator. • Received $740,000 from the State Department of Education to support regional initiatives. Funding provided structured teacher planning time and professional development for all region middle school English teachers to create common assessments based on the analytic traits rubric as a region-wide initiative to increase writing proficiency. • Created "Project Connect" to provide training for faculty and staff in the development of relational capacity skills for working with children. Training provided faculty and staff with proven, repeatable skills that help: develop safe, trusting, self-managing classrooms; improve classroom attendance by building students' motivation and helping them take responsibility for their actions and performance; decrease delinquent behaviors such as disruptive outbursts, violent acts, and other risky behavior. Additionally, faculty and staff were trained to reinforce the role of emotional intelligence in teaching and develop students' empathy for diverse cultures and backgrounds. High School Principal - (2004 - 2007) Eldorado High School Clark County School District Las Vegas, NV • • • • • School District Size: School Size: Staff Size: 311,000 students 3,425 students 204 Instructional leader of a high school with a student population of 3,425, a teaching faculty of 122, an administrative team of 8 administrators, and a support staff of 74. Under my leadership the overall percentage of students meeting or exceeding the state expectation for proficiency on the Nevada High School Proficiency Exam increased +12.6% in English Language Arts, and +9.6% in Math in the last year of my tenure. The dropout rate was reduced by 2.8% over the last two years of my tenure. Eldorado High School was recognized as the high school in the East Region having the lowest dropout rate (6.2%), the greatest reduction in dropouts, the lowest percentage of students requiring remediation at UNLV, having the greatest percentage of students exiting ELL, and having the largest number of AP course sections. Eldorado High School is an inner city school with a transiency rate of over 34%. Developed and implemented a small schools concept which led to the creation of smaller learning communities and a freshman academy (school within a school). Richard Acosta Carranza Page 7 • Communicated and implemented the school and district accountability goals and school improvement plan. • Selected, supervised and evaluated staff • Facilitated, organized, and implemented staff development activities aligned with the school strategic plan for increased academic achievement. • Evaluated staff for effective instruction pursuant to CCSD regulation and policy • Fostered and cultivated strong relationships with student, parent, faculty and community stakeholder groups. • Supervised extracurricular and athletic activities. • Assured adherence to Board of Trustees policies and Nevada state law. • Developed the Newcomer Academy for English language acquisition High School Principal - (2002 - 2004) Pueblo Magnet High School Tucson Unified School District Tucson, AZ • • • • • • • • • • 62,000 students 2,200 students 145 Instructional leader of a magnet high school with a student population of 1990, a teaching faculty of 102, an administrative team of 4 administrators, and a support staff of 39. Under my leadership student achievement in 02-03 increased: 10.5% in writing, 7.3% in mathematics, the dropout rate was lowered by 1.7%, and the attendance rate increased over 1%. This is in an inner city school with a student mobility rate of 61.7%. Communicated and implemented the District’s accountability goals and plans Selected, supervised and evaluated staff Facilitated, organized, and implemented staff development activities aligned with the school strategic plan for increased academic achievement Evaluated staff for effective instruction tied to increased student achievement Fostered and cultivated strong relationships with students, parents, faculty and community stakeholder groups, and implemented safety procedures and plans for student and staff safety Supervised extracurricular and athletic activities Assured adherence to Governing Board policies and state law Enforced student discipline guidelines High School Assistant Principal - (1998 - 2002) Pueblo Magnet High School Tucson Unified School District Tucson, AZ • • • • • • • • • • • • School District Size: School Size: Staff Size: School District Size: School Size: Staff Size: 62,000 students 2,200 students 145 Enforced student discipline guidelines Responsible for school security and safety procedures Supervisor of Truancy Program Facilities/Rentals contact Created the student handbook Construction coordinator Summer School administrator liaison Safe Schools Safety Grant Administrator – Pueblo Magnet High School Administrative Liaison to Pima County Attorney’s Office Fire safety coordinator Coordinator of off-duty police officers to work on campus Supervised and evaluated certified teachers as a Qualified Evaluator Richard Acosta Carranza Page 8 • Supervised activities and athletics, including the evaluation of coaches • Implemented the Victory With Honor – Ethics in Sports program within the PHMS athletic department • Responsible for facilities and operations, including the supervision of all blue collar employees • Administrative contact for gang related information • Responsible for Freshman/New Student Orientation and Transition program • Contact for the Drug Free School Zone • Chair, North Central Association Target Area Sub-Committee – Student Responsibility Richard Acosta Carranza Page 9 TEACHING EXPERIENCE Bilingual Social Studies Teacher – Pueblo Magnet High School (1991-2000) Mariachi Music Teacher – Pueblo Magnet High School (1992 – 2000) Coordinator of Mariachi Program – Pima Community College Desert Vista Campus (1997 – 1999) Language Arts Teacher – Project SER / Summer Youth Employment Program (6/1992 – 8/1994) Basic Skills English Teacher – Summer Employment Program / Tucson Youth Dev. (12/1990 – 5/1992) Alternative Education Instructor – ACE Program / Tucson Youth Development (9/1990 – 5/1991) EDUCATIONAL / PROFESSIONAL ORGANIZATIONS • • • • • • • • • • • • • • • American Association of School Administrators (AASA) § Past member - National Executive Committee Association of California School Administrators (ACSA) Association of Latino Administrators and Superintendents (ALAS) § Board of Directors California Association of Latino Superintendents and Administrators (CALSA) California County Superintendents’ Educational Services Association (CCSESA) § Past member California Office to Reform Education (CORE) § Past member - Executive Board Council of the Great City Schools (CGCS) § Chair of the Board, 2015-16 § Executive Committee Fine Arts Museums of San Francisco § Past member - Trustee MENC National Committee for Mariachi Education § Past member National Association of Black School Educators National Commission on Teaching & America’s Future (NCTAF) § Past Commissioner San Francisco Symphony Board of Governors § Past member Texas Association of Latino(a) Administrators and Superintendents (TALAS) § Executive Committee member Texas Association of School Administrators (TASA) WestEd Board of Directors § Past member Richard Acosta Carranza Page 10 PROFESSIONAL HONORS / AWARDS • • • • • • • • • • • • • • • • • • • • • • • • “Mercedes Bonner Leadership Award,” Texas Council of Teachers of English Language Arts. January, 2018. College of Education Alumni of the Year Award, University of Arizona. October, 2017. “Courage in Crisis Award,” Council of the Great City Schools. October, 2017. 2017 TABE Honoree Award for Public Education, Texas Association for Bilingual Education. October, 2017. Young Audiences Arts for Learning Honoree, Houston Young Audiences. November, 2017. Houston Hispanic Historical Award, League of Latin American Citizens (LULAC). September, 2017. Hispanics in Philanthropy Leadership Award, Hispanics in Philanthropy. March, 2017. Outstanding Dedication and Service Award, Houston Hispanic Chamber of Commerce. October, 2016. Tucson International Mariachi Hall of Fame. April, 2016. ACSA Region 5 Superintendent of the Year. 2016. National Leader to Learn From, Education Week. 2015 ALAS Superintendents Academy, Cohort One. July, 2011 - May, 2012. San Francisco Visual and Performing Arts “Dream Catcher” Award for leadership in arts education. May, 2011. ALAS/Houghton Mifflin Harcourt Doctoral Scholarship Award Recipient. October, 2010 RAVE! Award for Outstanding Service – Clark County School District. April, 2007. Commendation for Outstanding Service placed in personnel file – Clark County School District. December, 2006. RAVE! Award for Outstanding Service – Clark County School District. April, 2006. Outstanding Community Service in Education – Hispanic Professional Action Committee. December, 2003. Administrator of the Year – Luz Social Services of Southern Arizona. May, 2002. U.S. Department of Justice, Federal Bureau of Investigation Outstanding Community Service Award. September, 2000. One of the “Twenty Most Influential Tucsonans in Music” Tucson Citizen. January, 1999. Finalist for the University of Arizona / Circle K Teacher of the Year Award for Southern Arizona. November 1997. Pueblo Magnet High School nominee for the University of Arizona / Circle K Outstanding High School Faculty Award. October, 1997. Nomination was by a vote of the faculty Superintendent’s Honor Roll for Outstanding Service to the District (TUSD). January, 1996. PUBLISHED ARTICLES Mariachi Instruction in Support of Literacy. In W. Gradante (Ed.), Foundations of Mariachi Education, Vol. 1. National Association for Music Education (2007).