Spark Insider - Spring 2024 Issue

SHOWCASING OUR DYNAMIC STUDENTS, TEACHERS &

INSIDER SPARK

CUNNINGHAM WINS ‘OSCARS

OF TEACHING’

PARTNERSHIP TO PROMOTE HEALTHCARE CAREERS

$15 MILLION GRANT TO FUND ELECTRIC BUSES

SHARING HER GIFTS

Hillside graduate Lauren E. Banks says the seed of acting was planted at Durham Public Schools

PS graduate Lauren E. Banks, who most recently starred in the Showtime series “City on a Hill,” is now starring in a new American Western on Paramount+ called “Lawmen: Bass Reeves.” Banks, a 2009 graduate of Hillside High School, stars as Jennie Reeves, the first Black U.S. Marshal.

Banks has had roles in a number of other productions, including “Instinct,” “Maniac,” “Gaslit,” and “Roar.”

She said, “The seed of acting was planted at Durham Public Schools, for sure,” and she has worked long and hard to get where she is now. She balances the hard work with yoga and meditation to ensure her mental and physical health.

Banks started her acting journey in Durham Public Schools, and she speaks fondly of her time here.

“It was a very beloved time, a very special place to grow up in Durham, North Carolina, and to be educated by Durham Public Schools,” she said. “I would put Durham Public Schools up against any public school program in the country. I didn’t know how special it was, of course, until I left North Carolina … the history, the culture, the village that exists is literally responsible for anything that I have today.”

Banks said teachers were major, affirming players in her life. “There is nothing more valuable than a teacher that sees a student and sees the student specifically and individually and then speaks life into them about what their strengths are.”

She said she first started acting at Shepard Middle School under the tutelage of Kenneth Wormack in the drama club. Wormack’s instruction was focused on continuous improvement, learning, and exploring humanity, Banks said.

Improv was the basis of that learning, and her exploration into humanity and the human spirit has never waned.

She eventually stopped acting at Shepard to play sports with her friends–cross country, basketball, and track – until Wormack told her she was throwing away her gift, which made her feel guilty. Then Wormack took her and her classmates on a field trip to Hillside High School.

“We got to see the big kids do their thing on stage. That was a big deal, and that’s where I met Mr. Tabb,” she said, referring to retired Hillside Drama Director Wendell Tabb.

She would enroll in drama classes when she attended Hillside. On her first day in drama class as a freshman, Tabb was walking around the class and he asked who wanted to act “for real.” Banks raised her hand to acknowledge her dream, although in the back of her mind, she remembered telling other adults about it and being told to have a backup plan. She started answering the question about her dreams differently because other answers seemed more acceptable.

Tabb then gave those who had raised their hands an improv prompt.

“I remember coming to the end of that improv and kind of looking up at my classmates and seeing their faces had changed,” she said. “Everybody had suddenly been transformed by the collective experience that we all had. And then, in that moment, I said, ‘that’s what a gift is. Got it.’”

Ironically, she said, sports began to take a back seat. “I spent that summer searching everything I could, acting, how to get into it, education programs like Yale drama, and here we are today,” Banks said.

Banks went to Howard University after graduating from Hillside. After her sophomore year in college, she and several friends started Camp Usani at Hillside. (“Usani” is Swahili for art.) The camp is an art enrichment intensive that’s been offered for nearly 10 years in conjunction with Hillside’s theater program. Banks said she wanted to make sure that Durhamites

“

I would put Durham Public Schools up against any public school program in the country.

Lauren E. Banks, Actor

(it’s open to any Durham middle or high school student) could learn how to become an artist. The five art disciplines taught include acting, creative writing, dance, music, and visual art.

Banks then continued her education at Yale School of Drama, where she earned her Master of Fine Arts. In 2017, her acting skills earned her Yale’s Carol Finch Dye Award, previously awarded to Frances McDormand and Meryl Streep.

“City on a Hill” was her first major job after graduating with her master’s last May. She booked the pilot for the show that December, and she’s been a regular on the show for three seasons.

“It is an extreme privilege to be an artist, to be an actor, and to also be able to support yourself as one. That’s what “City on a Hill” has given me,” she said.

She has shadowed two episodes as a director. She’s also started her own production company called Visionary Village, which provides artists, filmmakers, directors, and music artists with a platform to manifest their creative vision. She’s also produced short films and is writing her own projects.

“Storytelling is the thing that we’re doing,” she said. “We’re not just acting. We’re not just writing. We’re storytellers. Storytellers get fulfillment from any side of the story.”

As a successful actress, she now offers advice to those who, like her as a high school thespian, aspire to make it professionally. Her advice is this:

• Invest in the craft. Be curious about what acting is, what drives you towards it. What is your purpose?

• Define what your definition of success is. “You find success so often outside of yourself. That mantra will be what leads you in so many decisions that you’ll have to make. You have to have a guiding principle,” said Banks.

• Balance is important.

• Be about discovery.

• Enjoy being who you are.

• Take work that supports your belief. It is sacred and special. “I take work that I believe in and avoid taking work just for work’s sake. I avoid giving my gift over to something that would shame me.”

Kwaku Alston/Paramount

PARTNERS IN PROGRESS

DPS, Duke Health, and Durham Tech receive $29.5 million grant to prepare students for healthcare careers

partnership between Duke Health, Durham Technical Community College, and Durham Public Schools has been awarded a transformative $29.5 million grant from Bloomberg Philanthropies to establish an early college for high school students interested in pursuing healthcare careers upon graduation.

The grant is one of 10 awarded nationally through Bloomberg Philanthropies’ “Student-centered, Market-driven Healthcare Education Initiative.” The initiative’s goal is to address critical healthcare workforce needs while preparing young adults for successful careers in the field.

“For too long, our education system has failed to prepare students for good jobs in high-growth industries,” said Michael R. Bloomberg, founder of Bloomberg Philanthropies and Bloomberg LP and former mayor of New York City. “By combining classroom learning with hands-on experience, these specialized healthcare high schools will prepare students for careers with opportunities for growth and advancement. America needs more healthcare workers, and we need a stronger, larger middle class – and this is a way to help accomplish both goals.”

The Durham partnership will provide the preparation needed for careers in nursing, allied health, surgical tech, and clinical research. The key elements of the partnership are:

• Interested DPS students in grades 9-12 will attend the early college high school and simultaneously earn both a high school diploma and an associate degree or workforce credential for aligned healthcare occupations.

• The Middle College at Durham Tech will expand to an early college high school and will be housed at Durham Tech in a newly renovated space, with the school opening in the fall of 2025.

• Upon graduation, students will have an immediate pathway to jobs or research roles at Duke Health.

“This partnership is about much more than an innovative educational approach,” said J.B. Buxton, president of Durham Tech. “It’s about creating a high-quality pathway to some of the most important jobs in our community. It’s about making sure our healthcare workforce looks like the patients it serves. It’s about improving the quality of patient care and the health outcomes for all. It’s about the role of education and health in improving people’s lives.”

The program is expected to open in the fall of 2025 with an initial class of 100 ninth graders. It will then enroll additional classes of 100 students for each of the next three years.

CREATING A TALENT PIPELINE

The Bloomberg Philanthropies grant will allow DPS to further increase Durham’s talent pipeline in the healthcare sector. The district currently offers career-focused medical courses and experiences through its City of Medicine Academy.

“This innovative partnership marks a significant milestone in our collective commitment to provide students with unparalleled opportunities and prepare them for successful futures in the dynamic health sciences sector,” said Dr. Pascal Mubenga, former superintendent of Durham Public Schools. “This will also help us keep qualified talent right here in Durham to strengthen our network of care.”

Students will graduate with one or more credentials required to fill high-demand positions, including certified nursing assistant, emergency medical technician, phlebotomist, and central sterile processing technician.

Duke University Health System (DUHS), which comprises Duke’s hospitals, clinics, and other patient care services, is expected to hire at least 60 students directly after graduation from the early college high school, fulfilling a critical need for a diverse and skilled workforce. To promote retention and career advancement, the health system will provide mentoring, flexible scheduling, and assistance with other support services such as transportation or childcare.

“This exciting new partnership encompasses education, research, patient care, and community enhancement to advance a bold and innovative healthcare education model for Durham,” said Vincent E. Price, president of Duke University. “We are grateful to Bloomberg Philanthropies for supporting this vital work, and thankful for our innovative regional partners as we create compelling new opportunities for Durham students and address critical workforce shortages.”

The initiative reflects Duke’s broad commitment to forging partnerships to support strategic community priorities such as college and career readiness. Through Bloomberg Philanthropy’s generosity, this innovative model of collaboration will provide significant opportunities for young people to be prepared as the next generation of leaders in healthcare, as well as advance the overall well-being of communities.

“Through this collaboration, we will advance economic stability and economic mobility within our communities by expanding educational and career opportunities while addressing critical workforce shortages,” said Craig T. Albanese, chief executive officer of Duke University Health System. “Duke Health’s engagement in this partnership, led by Debra Clark Jones, our associate vice president for Community Health, is one of many DUHS initiatives aimed at improving the overall health, both clinically and socially, of the communities we serve.”

“Duke Health is committed to health equity where everyone in our community has a fair and just opportunity to be their healthiest,” said Clark Jones,. “Working collaboratively with our community partners to remove barriers to education and good jobs is critical to advancing health equity. I cannot be prouder of leading this important effort on behalf of Duke Health. This initiative is a great example of how we improve overall community health by partnering with intention and leveraging our respective strengths and assets.”

In addition to providing a direct pathway to healthcare jobs, an apprenticeship program through the Duke University School of Medicine will offer a direct route for students to pursue clinical research.

“We are delighted by this opportunity to extend and deepen our work with local education partners,” said Mary E. Klotman, Duke University’s executive vice president for health affairs and dean of Duke University School of Medicine.

“Duke brings strength to this partnership not only as the lead employer for this program but also because we are especially well-positioned to support learners,” Klotman said. “This initiative’s innovative apprenticeship program will offer a more direct pathway for talented young people to enter the profession in clinical research units across Duke.

PARTNERS IN PROGRESS

This helps address acute talent shortages, while allowing students to gain professional experience in a supportive learning environment.”

The early college high school could help ensure that a significant percentage of new frontline healthcare workers reflect the Durham communities served by DUHS. Because Durham Public Schools is one of the most diverse districts in the region, with approximately 81 percent of students who are non-white, the graduates of the early college who join DUHS could help improve healthcare access, patient care and engagement, and equity in health outcomes.

“The Bloomberg grant provides a unique opportunity for Durham Public Schools, Duke Health, and Durham Tech to create a transformative educational partnership that will be a ‘win’ for everyone in our community,” said Tara Fikes, Durham Tech Board of Trustees chairwoman. “As a result, DPS students will have a pathway through Durham Tech to well-paying jobs in healthcare, helping to address the shortage of workers in the field while providing greater access to healthcare for all residents.”

A TRUE PARTNERSHIP

Administratively, the early college high school will be part of the DPS system, operated jointly by the public school system and Durham Tech. DPS will provide high school teachers, a principal, support staff, student services, and curricular resources. Students will also be dually enrolled at DTCC, which will begin renovating a building on site to house the new school.

DUHS will also contribute employee time to engage with students in classroom projects, co-teach, and supervise workbased learning opportunities. In addition, the health system will evaluate the program and calculate its overall value and measures of success.

“The plans and aspirations of our partnerships align with the Bloomberg initiative’s vision,” said Bettina Umstead, chair of the DPS Board of Education. “Together, we will create innovative education models, prepare young adults for successful career opportunities, and address critical shortages in healthcare talent, ultimately ensuring our DPS students connect with healthcare career opportunities in their home, the City of Medicine.”

DRIVING THE FUTURE

DRIVING THE FUTURE

DPS gets $15 million to buy electric buses

he U.S. Environmental Protection Agency announced in Durham that Durham Public Schools will receive $15 million in grant funding through the 2023 Clean School Bus Program Awards for the purchase of 38 electric school buses and the installation of charging infrastructure. These grant funds will be used to replace existing school buses with zero-emission and clean school buses. The $15 million is a combined total stemming from awards for two of the three competitive grant applications that DPS submitted.

“This truly was a group effort made possible with contributions from the DPS Operations Services department, but especially a testament to Transportation Director Joe Harris’ team,” said Mathew Palmer, DPS Senior Executive Director of Planning and Operational Services.

In the second round of the EPA’s Clean School Bus Program, $965 million in funding from the 2022 Bipartisan Infrastructure Law was made available nationwide to Local Education Agencies, Tribal Districts, and thirdparty applicants through a lottery rebate program and a competitive grant. DPS participated in the first-round rebate lottery but did not receive an award.

For the second-round grant program, DPS joined separate third-party applications by Carolina Thomas and Highland Electric Fleets to gain a competitive edge by joining a larger, diverse pool of applicants. Recipients of the second-round

grant would receive $395,000 per bus towards the purchase of their requested number of replacement electric buses and funding for charging stations and infrastructure.

“We are extremely excited and proud to be the recipient of these funds,” said former Superintendent Dr. Pascal Mubenga. “This award demonstrates that our district places a high priority on quality of life, academics, and environmental justice for our students. The training and professional development for our drivers and staff will serve to further enhance the skills and services we provide on a daily basis. I applaud our operations department for its futuristic thinking.”

The EPA evaluated applications using the criteria of identifying districts with high need (those with 20 percent or more of the student population in poverty, tribal, or rural) and assessing their ability to implement the replacement program once awarded.

In addition to the self-certification and support letters, these two winning grant applications received notable letters of support from the following:

• N.C. Governor’s Office

• Triangle Clean Cities

• N.C. Department of Environmental Quality

• N.C. Clean Energy Technology Center

• N.C. Clean Energy Fund

• N.C. Department of Public Instruction

• Duke Energy

HERE ARE SOME HIGHLIGHTS FROM THE GRANTS:

• The Bipartisan Infrastructure Law (BIL) provides $5 billion for the Clean School Bus (CSB) Program to replace existing school buses with clean and zero-emission school buses. For each fiscal year between 2022 and 2026, $500 million will be made available to fund zero-emission and clean school buses, and $500 million will be made available to fund only zero-emission school buses.

• Durham Public Schools’ 38 electric school buses will be allocated to routes servicing students and schools that receive federal Title 1 Program funding.

• As DPS works to integrate the Everyday STEM by Design framework into the curriculum, these vehicles will serve as mobile STEM laboratories where students will be able to learn about and experience innovative transportation technologies.

• Funding will be provided to third-party vendors for the procurement of the 38 electric school buses, and these partners will submit for reimbursement from the EPA. There will be minimal exchange of federal funding on DPS’ behalf between the vendors who provide the vehicles and the EPA.

• 65 percent of DPS students are enrolled as bus riders and assigned school bus routes.

• DPS operates 155 school buses daily.

THE OSCARS OF TEACHING

DPS principal wins prestigious national award for excellence in education

earsontown Elementary School Principal Asia Cunningham received the $25,000 Milken Educator Award in November for her educational leadership. A master educator and school leader, she’s led Pearsontown since 2021. The veteran educator said she took a leap of faith to take a pay cut and start her education career as a teacher assistant, staying true to a goal she had set early in life. She set out to become a principal after her parents died when she was a teenager and she became her siblings’ caretaker. She said she watched them struggle and was determined to help them through those struggles by teaching them how, which she said educators do.

“We are extremely proud of Ms. Cunningham’s accomplishment. She personifies what it means to ensure that our students are exposed to innovative, exceptional instruction, which is what the Milken award recognizes.

Former Superintendent Dr. Pascal Mubenga

“I wanted to make sure my brother and sister had what they needed. I watched them struggle and I thought ‘If I just teach it to you this way. You’ve got it.’ If somebody just takes their time to work you through your struggle, you’ve got it,” Cunningham said.

Though her work is not for glory, and she is rewarded with daily hugs from her adoring students, she has been rewarded for her passion and competence.

Cunningham is one of only two educators in North Carolina to earn the award this year.

“We are extremely proud of Ms. Cunningham’s accomplishment. She personifies what it means to ensure that our students are exposed to innovative, exceptional instruction, which is what the Milken award recognizes,” said former Superintendent Dr. Pascal Mubenga.

The Milken Educator Awards were created by Lowell Milken in 1987 to publicly recognize excellence in teaching not only to inspire educators, but also students and communities to “Celebrate, Elevate, and Activate” the American K-12 teaching profession. The award uplifts the fact that the quality of the teacher in the classroom is the most important school-based factor for determining student performance.

The Milken Educator Award is a prestigious honor that has been called “the Oscars of teaching.” Honorees join the national Milken Educator Network, a group whose expertise is a valuable resource to those shaping the future of education.

Catherine Truitt, the N.C. Department of Public Instruction Superintendent, said, “It’s widely known the impact a principal makes on their school, and Ms. Cunningham has made a tremendous impact, to say the least. She leads her staff by keeping students at the

center of her work, creating a community of learners and leaders at Pearsontown. Her clear goals, collaboration, and accountability with her staff translates into student success for the whole child.”

DPS ART STARS

Student artists from across Durham Public Schools were recognized as “Durham’s Finest” in an exhibition hosted by N.C. Central University in February. We’re proud of all our talented students!

TEACHING GLOBAL CITIZENS

Dual-language immersion programs teach students more than two languages

urham Public Schools is known for its excellent application programs, which give parents and students more options when it comes to meeting the needs of their learning styles or their goals for their overall educational experience.

Dual Language Immersion (DLI) is one of those application options, and it gives students the chance to learn in two languages: English and Spanish. Students must enter the program in kindergarten, and half of the students are English speakers, and the other half are Spanish speakers. Students begin by receiving 90 percent of all their instruction—in all subjects —in Spanish.

As students progress through the grades, the percentage of content taught in English increases, going to 20 percent in first grade, 30 percent in second, and then 50 percent in third. The model remains at 50/50 throughout the remainder of the program.

Victor Hiraldo, the district’s DLI coordinator, says there are three pillars of the DLI program:

1. Bilingualism and biliteracy (being able to speak, read, and write in both languages);

2. High academic achievement; and

3. Social-cultural learning.

Though some students enter the program not knowing any Spanish at all Hiraldo explains that they are still able to learn the content thanks to contextual teaching strategies such as using pictures by words.

Beyond that, Africa Dutor, the DLI site coordinator at Southwest Elementary School, explained that “Dual language is not a translation of an English class. The way we use the language is different. It’s not as easy as I translate this text and it makes sense – it needs more explanation. The sense of the words is different. The way we talk is different. If I just translate what I say into English, it doesn’t make sense.”

FAR-REACHING BENEFITS

Students in DLI programs enjoy a lot of benefits. Students who are bilingual and biliterate will be better positioned in the job market when they graduate. Hiraldo said that students who are enrolled in dual-language programs also tend to perform better academically as they progress through their studies.

In Durham, where a large percentage of the population is Spanish-speaking, having DLI programs available also better serves our community.

“The more programs we have, we will help bilingual students to be in a safe place to learn,” he said.

Parents say their students have experienced these benefits and more by attending the DLI programs. Sharon Thomas has a seventh-grade son who graduated from the program at Southwest, and her daughter is currently in the program in fourth grade. She said that both of her children loved the program and the teachers, and they now read at a high level in English.

“The challenge of the dual-language classroom has helped them to learn and be really advanced in other areas, as well,” she said, including higher math scores, participation in honor courses, and more. “I really do feel like the foundation of English and learning the language strengthened their skills.”

She said that she also enjoyed benefits as a result of her children being in the program. She said that she was able to connect with Spanish speakers and that her whole family was able to learn more about different communities and the issues that impact them.

“It was great in terms of bridging communities and having a diverse classroom,” she said.

FIGHTING MISCONCEPTIONS

Despite the many benefits of the dual-language program, Hiraldo said that many misconceptions persist.

“The biggest misconception of the programs is that students will be proficient in English and Spanish starting in kindergarten, and that’s not possible,” he said. “You can’t compare DLI students to the performance of monolingual students since they don’t get the same instruction in English.”

However, he noted, student performance may not proceed at the same level, but it eventually surpasses benchmarks across the board.

Dutor agreed, noting that there is a “preoccupation that students are not performing in English as high as their peers in the regular classroom, and of course they are not for several years because they are learning Spanish. People need to understand that they are learning two languages at the same time.”

The second misconception is that it is only for students who need to learn English as a second language. But the program teaches students content in both languages and enhances their academic abilities.

EXPANDING THE PROGRAM

DPS has been offering a DLI program for the last 17 years, with its oldest program at Southwest. Over the years, two more programs were added at Bethesda and Lakewood. Under the student reassignment plan, at least one DLI program will be available in each of the district’s five regions, which will expand the program to seven schools. Students can only enter a DLI program by applying through the annual lottery, and only in kindergarten. Only one DLI class is available at each program school, and those students progress through each year as a cohort.

In 2025-26, when the student reassignment plan is implemented at the middle and high schools, the DLI program will be expanded through eighth grade. Students who want to enter the middle school DLI programs will need to have been in the program in elementary school or they will have to take a Spanish proficiency test.

Dutor said that “having the opportunity for more kids in the district is very exciting.”

BEYOND THE

BOOKS

Social-emotional learning helps children be successful in and out of the classroom

t Durham Public Schools, we strive to educate the whole child so that we can ignite the limitless potential of every student – both in and outside of the classroom. In addition to their academic education, students in DPS elementary schools have also been getting a social-emotional education. Now students in middle and high schools will do the same.

“When we teach skills like selfregulation, self-awareness, these are not only important skills for our classrooms, but also for our students as lifelong learners,” explained Gloria Sanchez, SEL and mental health coordinator for the district.

Sanchez said that there are many benefits associated with social-emotional learning (SEL), including improved behaviors in the classroom, improved attendance, and an improved sense of self.

“We know that teaching SEL increases academic achievement,” she said. “SEL helps with engagement, with feeling connected, feeling a part of the culture, a part of the school. When kids are better able to identify their feelings … there’s more connection with their peers and their teachers. We see a decrease in discipline referrals and a reduction in bullying.”

Over the last three years, elementary schools have been teaching social-emotional lessons through a formal curriculum. Last year, middle- and high-school educators

were presented with two SEL curriculum options and asked to choose one: Rethink ED and Character Strong.

Tomeka Ward-Satterfield, Director of Student Wellness and Advocacy, said that both programs are comprehensive in the types of lessons they offer, and both are grounded in the five SEL competencies: self-awareness, self-management, social awareness, relationship skills, and responsible decision making.

“Both are very much click-and-go,” she said, adding that teachers do not have to make copies, prepare lessons, or make other arrangements, which makes it easier for them to incorporate the lessons into their classroom activities.

Sanchez said that the programs also offer great flexibility to suit the needs of individual classes.

“Let’s say in the classroom there’s an issue with bullying, you could specifically go and find a lesson on bullying,” she said. Discussions focus on how to help students deal with problems.

CURRICULUM IN ACTION

Some early adopters added the SEL curriculum at the end of the last school year, like Jordan High School, but widespread implementation began at middle and high schools this fall. Some schools, like Carrington Middle School, are teaching them during elective classes like art and music. Some schools, like Riverside High School, are teaching them during “free” blocks like homeroom or study hall.

At Carrington, teachers are using the Rethink ED curriculum, and school social worker J.B. Hallan said that

“every student in our building is receiving some form of SEL instruction” once a week. The basic lessons consist of video content about various topics followed by a group discussion. Lessons are grouped into categories like self-management or social skills, and then divided into subcategories such as focus, self-control, or stress-management.

Hallan said that educators have been focusing on areas of concern revealed in its Panorama Survey data and then choosing lessons that address those needs. He said that sense of belonging, emotional regulation, and self-efficacy were the top concerns revealed in the survey data.

“I feel like kids can’t learn if their social-emotional needs aren’t met,” Hallan said. “Yes, a school is an academic setting, but we do want to focus on the development of the whole child. We’re raising the next generation of citizens of our country. We’re trying to raise decent human beings.”

At Riverside, the teachers are using Character Strong, which Assistant Principal Greg Goble said that he had experience with during his time as an educator in Washington state.

“What Character Strong did for me and the other administrators in the last school I was in was – in a very unthreatening and low-pressure way – it allows you to feel out your students and the things they’re interested in, the things they’re not interested in, the things they have anxiety about, the things they’re passionate about,” he said. “You learn about the kids who are hurting a little bit more when they have an adverse reaction about a certain topic.”

Goble said the program covers topics relevant to teenagers, but it does so in an indirect way. In addition to conversational exercises, the program teaches coping strategies, such as breathwork or meditation.

Goble said that the program has “the potential to be life-altering for teachers and students,” but he cautioned that it is important to reflect on “How do you set the table so that it can be as successful as it possibly can be?”

BEYOND THE BOOKS

BENEFITS BEYOND THE CLASSROOM

Ward-Satterfield said that the goal is for all middle and high schools to offer SEL instruction at least once a week. She said that SEL is important for students and educators alike “because it really helps to build this idea of community and shared responsibility for each other. It drives the idea that we want to make our workplace, our school, a good place to be. We want to be excited to be here every day.”

In the long term, SEL also helps students learn how to be successful adults.

“They’ll know how to navigate issues that arrive in real life–in the workplace, in college, in relationships–if they really understand the impact that social emotional learning has for not just them, but for the people around them who may have less understanding and exposure to those concepts,” WardSatterfield said.

“Without those skills, we’re launching them out into the world with lots of science content and math content but no ability to interact with other people,” she said.

SPOTLIGHT ON SENIORS

Our Class of ’24 has achieved great things and is ready for more

raduation is always a bittersweet moment – for students, their parents, and our educators. We are so proud to see our students graduate and get ready for the next stage of their lives as young adults, but we are sad to say goodbye to them. We’ve seen many of these students grow from

MIDDLE

the time they entered kindergarten, but we feel equally committed to those who have only been with us a short time. We love to help every student reach their potential, and we are so happy to wish them well as they take the skills they have learned here and go forward to make their mark on the world.

Please meet just a few of the members of the Class of 2024 and learn more about their accomplishments. Then join us in wishing all our graduates the very best.

When she graduates from Middle College High School with both her high school diploma and an associate in science degree from Durham Technical Community College, Kelsey Kusi hopes to make a big impact in the lives of others.

“The major career goal I have is to work in GMO foods to help them last longer in third world countries, where growing food is a lot harder than it is in other countries,” she said. “Apart from that, I would also like to be a research and development director in a pharmaceutical or biotechnology company, working on medicine that can help improve human life in a healthy way.”

Before she gets there, she plans to earn a bachelor’s degree in biochemistry or biology and then pursue a PhD in biochemistry or a related field. She is a finalist for the Levine Scholarship at UNC Charlotte, which would help her achieve that goal.

Kusi is active in her school community as the senior class president and a leader in clubs such as the MCHS Maverick Ambassador Program, National Honor Society, and Youth in Action.

She also volunteers at Durham Tech’s food pantry and with her church’s music and media team.

KELSEY KUSI

COLLEGE HIGH SCHOOL

CHRISTIAN BARRON-ANAYA THE SCHOOL FOR CREATIVE STUDIES

Christian Barron-Anaya said he had a rocky start to high school, though you’d never know it looking at where The School for Creative Studies senior ended up.

“It was a challenge at first since I didn’t know how to balance life with schoolwork and my various applications, but after a while, I got the hang of it,” he said.

Now, Principal Chaundra Clay says that Barron-Anaya is a successful student who is a contender for being his class valedictorian and for graduating summa cum laude. She called him “an outstanding student” and noted that he also scored a 35 on the ACT – just one point shy of a perfect score.

“As a student who persevered despite having a hearing impairment, Christian has risen above to help others,” Clay said.

After graduation, Barron-Anaya plans to go to college and get a bachelor’s in computer engineering. He’s been accepted into many colleges, including N.C. State University, UNC Charlotte, Wake Forest University, and UNC Chapel Hill.

“I have been interested in technology since fourth grade, when I entered into my elementary school’s computer lab for the first time,” he said. “I hope to make an impact in technology in the future, and more broadly in the STEM area.”

Britney Mungia-Castillo, a senior at Northern High School, has taken “advantage of every opportunity that has been provided to her,” according to Principal Emmet Alexander. That includes completing more than 10 internships during high school, including the City of Durham’s YouthWorks Internship, Duke University’s MaryAnn Black Summer Internship, and the National Institute of Environmental Health Sciences Internship.

“Britney also excels academically, challenging herself with AP courses and achieving excellent grades,” Alexander said.

Mungia-Castillo is also involved in an extensive list of clubs and has numerous hobbies. She has even written a fantasy novel that she is ready to submit to agents.

After graduating, Mungia-Castillo will attend UNC Chapel Hill. Then she plans to go to medical school on a track to become a surgeon by the time she’s 30.

“The functions of the human body have always fascinated me,” she said. “And being a hands-on person, I can’t wait to operate on people. I also plan to have four to five books published by then, too (all fiction).”

BRITNEY MUNGIA-CASTILLO NORTHERN HIGH SCHOOL

GENESIS CRAWFORD RIVERSIDE HIGH SCHOOL

GAenesis Crawford is not just an excellent student, but she’s also an excellent athlete and an active member of the community.

“Genesis is a four-year varsity volleyball player with two years as captain. She has been MVP, All-Conference, and All-Durham Chapel Hill,” said her principal, Gloria Woods-Weeks. “She spends a lot of her time as a community volunteer and supporter. She understands the saying that community service is the responsibility of us all.”

Crawford is also involved in the Black Student Union, Interact Club, Red Cross Club, and the National Honor Society. Outside of school, she’s involved with the Durham chapter of Jack and Jill of America, the Cardinal chapter of the National Charity League, and the National Society of High School Scholars.

Her volunteer work has earned her prestigious recognition, including the Girl Scouts Silver Award and the President’s Volunteer Service Gold Award (under President Barack Obama).

“Genesis is a great human being and a very enthusiastic student,” WoodsWeeks said. “She has spent most of her elementary and secondary school years creating and attending learning opportunities beyond the classroom.”

After she graduates, Crawford plans to attend Elon University and major in international global studies. After college, she’d like to use her major “to work in international relations and diplomacy working to promote peace while representing the best interests of America.”

s she forges her future, Kamryn Rempson has a legacy in mind. She says her fondest memory from high school was Hillside’s homecoming her junior year. “There was so much energy and school spirit for Hillside’s 100th anniversary. I was proud of being a legacy. My grandparents were also graduates of Hillside.”

She’s been admitted to 33 colleges, but she is deciding between three: Winston-Salem State University, where she has been named a Chancellor Scholar; N.C. Central University, where she is a finalist for a full scholarship; and N.C. A&T University, where she is also a finalist for a full scholarship.

At Hillside, Rempson has maintained a perfect, 4.0 unweighted GPA. She is also a member of the Theta Phi Delta Sorority, National Honor Society, W.E.B. DuBois Honor Society, and student council.

“Kamryn has demonstrated excellence in all areas as a student here at Hillside High School,” said her principal, Dr. William Logan. We are extremely proud of her and all of her accomplishments.”

After she graduates, Rempson said “My ultimate goal is to serve my community as a criminal defense attorney specializing in juvenile law. I think I can make a difference in supporting my fellow African American peers that are often misunderstood and underrepresented.”

KAMRYN REMPSON HILLSIDE HIGH SCHOOL

JAZLYNN RAMIREZ IGNITE! ONLINE ACADEMY

Despite facing some personal obstacles, Lead Counselor Shara Settle at Ignite! Online Academy says that senior Jazlynn Ramirez never took “her focus off her goal of college,” and that she “always has a light in her voice.”

“Jazlynn is focused and goal driven,” Settle said. “She advocates for herself and is excited about her future.”

Ramirez says that her future is one that helps injured and endangered animals—work that she has already been doing while finishing her high school studies. She said that she has taken in “animals that weren’t in the best home and environment,” including a chinchilla, a cat, three geckos, and a Russian tortoise.

It’s no surprise that this motivated senior wants to study veterinary medicine in college. After college, she wants to help animals, and exotic, foreign, and non-native species are her primary interest. “I want to help cure diseases, help out the injured animals and endangered species. Also, I want to help develop new medicines. A great example would be to create a medicine that will cure rabies or, hopefully, eliminate it.”

She thanks teachers like Mrs. Throne for being “very respectful, dedicated, and a mentor” and Mrs. Taylor for showing her the steps to a career path helping animals.

Anh Nguyen has faced a number of challenges, but she has risen above them with hard work, dedication, and focus.

“Anh’s transition from Vietnam to the States has been the most challenging for her, but you will never know from her bubbling personality,” said Principal Jerome Leathers, her principal at Southern School of Energy and Sustainability. “Not being able to speak English upon her arrival in 2015, to now being fluent and thriving in and outside of the classroom. She has always challenged herself through her academics and has shown determination and dedication.”

Nguyen also cited learning through the pandemic, her stepfather’s fight with cancer, and helping take care of her sister when her mother had to return to work as significant challenges in high school.

“I’ve emerged with a newfound sense of maturity, equipped with enhanced time management skills and a resilient mindset that allows me to find the silver lining in any negative situation,” Nguyen said.

Nguyen’s goal is to get a nursing degree from UNC Chapel Hill, then a Doctor in Nursing Practice, to become a pediatric oncology nurse practitioner.

“I am passionate about contributing to the advancement of medical knowledge and treatment options through research,” Nguyen said.

ANH NGUYEN SOUTHERN SCHOOL OF ENERGY AND SUSTAINABILITY

JOSHUA GONZALES BARRIOS CITY OF MEDICINE ACADEMY

JNoshua Gonzales Barrios has always had high expectations for himself, and competition drives him to be the best he can be.

“He pushes himself and strives for nothing less than excellence in all he does,” said Renita GriffinJordan, his principal at the City of Medicine Academy. “A time came when he began to feel overwhelmed and realized the need to put more balance in his life and responsibilities. He learned to see life as less of a competition and more of a challenge. His lesson wasn’t to stop challenging himself, but to do it differently. As he believes, ‘Challenges build character, and character is gold.’”

Gonzales Barrios said he works to balance his studies, sports, choice commitments like student government, and volunteer work.

“Giving back to the community is an important part of being a citizen,” he said. “My parents ingrained this into me when I was younger, and it’s only become more vital to who I am since I’ve been a member of my school’s NHS chapter.”

Gonzales Barrios said he thought he’d like to become a biomedical engineer, but has been considering other options after receiving career advice.

“One thing I’m sure of, however, is that I want to major in a science field, and I plan to do a lot more shadowing to discover how exactly I’ll achieve my dream life,” he said.

ot every student gets to train for the Olympics. Lucca Battaglini is not only doing that, he is also excelling in school and in swimming competitions. The Durham School of the Arts senior has been breaking swimming records and winning medals while also excelling in his studies.

“Lucca has received multiple offers for college athletic scholarships. He holds numerous state and national swim records,” said MaryKatherine Scheppegrell, school counselor at DSA.

It hasn’t always been smooth sailing though. Battaglini said he broke the scaphoid bone on his left hand and had to have surgery, making it hard for him to swim and do schoolwork. But he persevered and continued to succeed, all with a great attitude.

Battaglini said his immediate goal is to qualify for and represent the United States at the 2028 Olympics in Los Angeles and to win a gold medal. In the meantime, he’ll also go to college.

“I have been blessed with the opportunity to swim and study at the University of California at Berkeley following graduation,” he said. “I will be at Berkeley learning business administration at the Haas School of Business and will be swimming for the Cal Bears.”

LUCCA BATTAGLINI DURHAM SCHOOL OF THE ARTS

Durham School of Technology Principal Lamont Dixon says that senior Kennedy Watkins “has a wonderful personality. She is hardworking and takes her academics very seriously. She loves life and has a genuine positive attitude daily.”

Watkins is active in and outside of her school, participating in sports, school clubs, and more, while also working part-time and occasionally helping her grandmother with her cake business.

She is a member of the Future Business Leaders of America (FBLA) and the Hillside indoor and outdoor track and field team. Last summer, she attended the Free Enterprise Leadership Challenge hosted by Wingate University. She has also played basketball and enjoyed the experience very much.

After graduation, Watkins said that she plans to get a bachelor’s degree in criminal justice, and then she plans to go to law school to prepare to become a criminal defense attorney. Lamont said that she’s already well on her way after earning credits from Durham Tech and maintaining a high GPA.

JSPOTLIGHT ON SENIORS

KENNEDY WATKINS DURHAM SCHOOL OF TECHNOLOGY

ordan High School senior Lul Gebreab is a scholar athlete, though he hasn’t taken the traditional path for either. He has chosen a sport that’s not typical for high school athletes, and he struggled at first with his studies.

“I remember I had my first AP class in my junior year, and I was the only Black kid in the class,” he said. “From then on, I realized it was much more than just me I was working for, so I started taking school more seriously.”

Principal Susan Stewart Taylor and Assistant Principal Kenya Blackwell said that Gebreab’s maturity and focus make him stand out among his peers.

“The growth of Lul as a student from his freshman year to his senior year has been amazing,” they said.

Though he’ll go to community college after high school, Gebreab said, “mainly, I’ll be perusing a career in boxing in which I want to be the next champion of the world. Being one of the first African-born champions means a lot to me, and I want to help my community in so many ways, and I feel boxing gives me the best audience to do so.”

Spring 2024

Crystal Roberts

Maria Bajgain

Tony

Aaron Daye

Kevin Brown

Harrison Brackett

LUL GEBREAB JORDAN HIGH SCHOOL

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The DPS Spark Insider is a publication produced by Durham Public Schools in partnership with Durham Magazine. The Spark Insider shares the stories of DPS students, teachers, and staff with the larger Durham community.

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Back row from left: Madeline Stepanek, Philippa Bragg, Huda Sujood, Nora Myers, Jackson Puryear and Bethany Ayivi.

Middle row from left: Brody Hernandez, Dawnicia Gibbs, Principal Asia Cunningham, Mila Isaak and Harper Gattis.

Bottom row from left: Grace Tita, Grayson Pivetta, Mina Hernandez, Sydney Brown and Eugene Gibbs.