Every year, the U.S. Department of Education awards schools the National Blue Ribbon award for academic excellence. As a sponsor of the National Blue Ribbon Schools award, Lifetouch provides each awarded school with a complimentary, customized banner. Recipients can receive additional school-branded products, by contacting Stephanie Sontag, Lifetouch Account Executive, at [email protected].
View photos from the National Blue Ribbon award ceremony in Washington D.C. November 14 and 15, 2019. Scroll down to read the list of Lifetouch accounts that received the National Blue Ribbon.
We asked National Blue Ribbon Schools principals “What one activity had the greatest impact in helping your school achieve National Blue Ribbon status?” While they all acknowledge there isn’t just one activity, here’s what they had to say.
Teachers and Staff
- “PCHS faculty focuses on relationships which has had a great impact on the overall culture of the school. Teachers work hard to make sure each student knows they are important and can succeed. Students in return try hard to meet their academic goals.” – Dara Bennett, Pierce County High School, Blackshear, GA
- “Personalized Professional Development (PPD) is a shared leadership model, which values all staff members equally. Since implementing PPD, instructional changes have occurred more rapidly and deeper at Liberty than other schools in the district. Liberty’s staff have implemented Kagan, Visible Learning, Growth Mindset, Flexible Seating, and Social-Emotional Learning. PPD has dramatically improved Liberty’s test scores, which qualified the school for National Blue Ribbon Award.” – George Petersen, Liberty Elementary School, Fresno, CA
- “Over the past four years [we] redesigned our building schedule and underwent departmentalization. Our schedule has allowed us to standardize our learning model and times across the school building to ensure the needs of students ranging from learning support who require co-teaching to general education to gifted learners in need of acceleration are able to easily be met. This time has also allowed for increased collaboration times with teachers. Moreover, departmentalization has enabled us to ensure a common learning experience by students throughout the building and that teachers are solid in their understanding of the standards and able to building dynamic learning experiences focused on these skills.” – Justin Noel, Dutch Ridge Elementary School, Beaver, PA
Parent and Community Involvement
- “Having high expectations across the board. Our students have consistently risen up to the expectations we set for them. Not only our students but our families as well. We set high expectations, then work to achieve them.” – Adam Baker, Crimson View Elementary, St. George, UT
- “Collaboration among stakeholders is one activity that contributed greatly to our high school’s success. A tremendously talented teaching staff, a student body second to none, and a community that partners significantly with their high school all collaborate to ensure that teaching and learning are at their highest levels.” – Rick Misenti Guilford High School, Guilford, CT
- “The overwhelming cooperation of our teachers, staff, and parents in providing a Christ-centered culture of kindness, cooperation, and grace. Our headmaster, Dr. Steve Kitchens, really set the tone with a leadership style that nurtured this culture along with the determination to stay laser-focused on the basics.” – Bobby McCann, Weston Christian Academy, Weston, FL
- “The partnership that we develop, nourish and maintain with our families, students and school community. This partnership enables us to collaborate and work to support the success of all learners. – Mary Seidl, Van Hise Elementary, Madison, WI
- “We attribute our success to a confluence of factors, but largely due to community support, parental involvement, and teachers and assistants who go above and beyond. Our community and parents are highly engaged in volunteering and contributing to our academics and extracurricular activities through attendance and financial support. Our educators are lifelong learners who have strong relationships with our students, facilitate growth through individualized instruction, and maintain a safe atmosphere in which to learn. These combined efforts hold students accountable to enable mastery of grade-level standards and high achievement on state assessments.” – Maria Sweat, Ferdinand Elementary School, Ferdinand, IN
- “Perseverance and hard work of teachers and students play a huge role in reaching this high achievement status. Working together with our families and community, we are able to come together, united in purpose for student success. We celebrate the individual strengths and progress of every student. Building relationships and educating the whole child is a vital part of McMillan’s beliefs.” – Joy Sanford, McMillan Elementary, Murray, UT
- “We believe it is our diverse, multi-lingual, compassionate, and connected students, staff and families that is the key to our success.” – Celia Pascual, Yu Ming Charter School, Oakland, CA
- “Empathy and the sincere desire to meet the unique needs of students and families stand out as our greatest attribute to our school community. Staff and parents utilize their individual gifts to partner together so each child is able to achieve their fullest potential through a wealth of experiences in a nurturing supportive environment.” – Dan Schmidt, Lincoln Elementary School, White Bear Lake, MN
Culture
- “[We] strive to navigate all children toward excellence in leadership and learning. Our school’s progress toward this goal is founded on the concept of collaborative practice. Our amazing school culture promotes strong partnerships and a shared vision among educators, parents, and community stakeholders all working together to do whatever it takes to reach ALL students.” – Jennifer Stanley, Lake Murray Elementary, Lexington, SC
- “The inclusive nature of our traditional model and core tenets is the key to creating a successful school community. The tenets are teacher-guided instruction in self-contained classrooms; nightly homework at all grade levels; written weekly summaries; promotion based on grade-level mastery; behavior, dress, and grooming standards; and weekly school-wide assemblies. The ABC’s of Success – Academics, Behavior, and Character is the motto, mantra, and culture of Arlington Traditional School that echoes beyond our school walls.” – Holly Hawthorne, Arlington Traditional School, Arlington, Virginia
- “Teacher commitment to student growth and development.” – Tricia Patterson, Marietta Center for Advanced Academics, Marietta, GA
- “Our THINK (Tenacity, High Expectations, Integrity, No Excuses and Kindness) principles are the foundation for all of the students, staff, parents and community. This common language of expectations creates a safe and welcoming learning environment, conducive to promoting educational risks. THINK allows for relationships to flourish and creates a true community of learners.” – Melanie Jiskra, Aspen Academy, Savage, MN
- “School culture is foremost in what makes Marcy great! Teaching is truly a passion and a calling for everyone at Marcy. Marcy staff members are invested in their own development so that they can provide the best environment possible for our learners. The relationships we build with our students, community and staff are what cement us in continually reaching higher levels of achievement. We reach beyond excellence and work towards what is possible. Students want to be their best because we strive to be our best.” – Michele Trawicki, Marcy Elementary School, Menomonee Falls, WI
- “Due to our shared vision of “Together, we will beat all odds.” All members of the John Barry community worked toward the common goal of doing what is best for all students (regardless of circumstances) and changing the status quo. Staff was consistently encouraged and challenged to present innovative ideas and embrace leadership roles. Each day, the school maximized instructional minutes, aligned small group instruction across grade levels, differentiated to ensure all students were learning, and continuously reflected on how teachers could improve instructional delivery. John Barry’s collective transparency and shared leadership structures promoted a reflective, action-based mindset to become a National Blue Ribbon award recipient.” – Daniel Crispino, John Barry Elementary School, Meriden, CT
- “Garwood Elementary School has worked with determination and high expectations to establish a safe learning community for students. Teachers work collaboratively to plan quality instruction for each student based on performance data and identified needs. When asked to identify one instructional strategy that has impacted instruction and helped to make students successful, teachers gave the same answer time after time. Campus staff identified the implementation of The Fundamental Five: The Formula for Quality Instruction by Sean Cain and Mike Laird as the instructional strategy that has made an overall impact on instruction and student success.” – Leroy Stavinoha Jr., Garwood Elementary School, Garwood, TX
- “At morning prayer and at the end of the day our students participate in centering prayer. This Christian mindfulness practice provides an opportunity for the children to calm their minds, their hearts, and their bodies. We encourage this quiet time to be a time to listen to the Holy Spirit!” – Mary Ann De Angelo, Cardinal John Foley Regional Catholic School, Havertown, PA
Curriculum
- “The staff continuously evaluates student achievement in order to design and/or adjust appropriate differentiated instruction based on the learning styles and needs of the students. All instruction is focused on the minimum goal of one academic grade level of student growth per year. Our robust resource program for all grade levels is in place to meet the needs of our students for both remediation and enrichment. Faculty and staff is always mindful of a year’s-worth of growth in each subject area.” – Vince Barnes, Saint Maria Goretti Catholic School, Westfield, IN
- “Our specific efforts and collaboration to integrate and blend literacy and math curriculum to activities with science and social studies instruction have been key. Also, a focus on providing authentic student project-based learning.” – Doug Savage, Boyd E. Smith, Milford, OH
- “The combination of rigorous academic core courses and an extensive arts curriculum with nine arts areas has the greatest impact on our students’ high achievement level. This combination allows our students to excel in an accelerated curriculum and to develop their creativity.” – Jannette Wright, Baldwin Arts and Academics Magnet School, Montgomery, AL
- “The increased use of various technology across the curriculum. We use Ipads, Chromebooks, aerial drones, 3D pens and printers, robotics, a class in civil engineering, a robotic team challenge that participates in competition. We feel this has increased the interest of our classes across the curriculum and provides the students with a hands-on approach to solving problems in the real world. The faculty has embraced the use of various technologies in all classes and student involvement.” – John W. Keeley, St. Thomas the Apostle, Glen Mills, PA
- “Teachers have taken greater ownership in the school improvement process, working together to achieve goals, leading professional learning, and are committed to transforming learning environments into spaces that excite and engage students. Most powerful of all, Amerman continues to collectively grow a culture of student empowerment, agency and ownership in the learning process. Students set and track individual goals, participate in and lead visible thinking routines, work in collaborative groups, engage in rigorous, project-based learning opportunities, and participate in student-led conferences. Peer-to-peer mentorships, an application station for jobs, service-learning experiences, and student-run action teams, leadership days and monthly leadership assemblies are a few examples of the opportunities students have to explore their interests, share their genius and develop leadership capacity.” – Devon Caudill, Amerman Elementary, Northville, MI
- “Built-in intervention and enrichment time during our daily schedule has made a significant impact on our school climate and student achievement. It’s an all hands on deck effort in which each student has access to weekly Tier II intervention in their core subject. Students not requiring intervention select an enrichment course that matches an area of their interest. The enrichment offerings push our students to explore STEM-based activities, advanced art and music offerings, and competitive learning opportunities like debate, Model UN, and National History Day.” – Michael Archambault, Rodney E. Thompson Middle School, Stafford, VA
- “All students at Trinity School follow the same course of study, there are no electives. Students discuss original texts in Humane Letters seminars, solve calculus problems, do chemistry experiments, sing in choir, paint in art and translate Latin texts. This fosters a community with love of learning at its center where teachers and student learn together and from one another.” – Beth Schmitz, Trinity School at River Ridge, Eagan, MN
- “Keeping student’s natural curiosity at the forefront of instruction ensures engaging, exceptional instruction. Writer’s Workshop, Cognitively Guided Instruction, PBL in science and social studies are inquiry-based instructional strategies that provide the basis for an exceptional program at Monterey Hills Elementary School.” – Laurie Narro, Monterey Hills Elementary School, South Pasadena, CA
- “International is committed to each student having a deep learning experience. Students study seven core content areas over the seven years they attend our school, with each year building on the last. Students learn to work together and to persevere, even when encountering challenges.” – Tara Gray, International School, Bellevue, WA
One-on-One Attention
- “Our school has a highly effective intervention program that helps to bridge educational gaps for many of our students. We also emphasize and teach the importance of leadership with students, staff, and parents.” – Travis Long, Longley Way Elementary, Arcadia, CA
- “Addressing the whole child – academically, socially, emotionally and mentally – has increased our ability to know, love and inspire mostly military-impacted children. We have special transitions and build leadership skills, which is part of our response to students’ needs.” – Alisa Bender, Hickam Elementary School, Honolulu, HI
- “The philosophy of addressing every child’s unique needs, whether academic, social, or emotional, has arguably had the greatest impact on Bogert School. The teachers, who are exceptional for many reasons, truly embrace the importance of lifting every individual child, and they have adopted a team-based approach in doing so.” – David Kaplan, Bogert Elementary School, Upper Saddle River, NJ
- “Beyond having a dedicated staff, strong parental involvement, and outstanding community support, our emphasis on building positive relationships between students and staff makes our students feel welcome, wanted, and loved. They are better able to learn and they thrive.” – Daniel F. Grandfield, Dayton Elementary School, Dayton, IA
- “ROBS first opened its doors in 1955, and in the ensuing years has been regarded as a model independent school. This regard was confirmed recently with the completion of a $65 million capital campaign with a focus on building a student-centered learning environment for Middle School students that would allow for increased collaboration, communication, and creativity. The new building will allow already innovative educators even more opportunities to engage students and their learning.” – Leanne Reynolds, River Oaks Baptist School, Houston, TX
- “Success of our program comes from differentiated instruction and the opportunity for acceleration and enrichment for students. We keep students’ individual needs at the heart of everyday instruction.” – Rachel Reid, Saginaw Arts and Sciences Academy, Saginaw, MI
- “The commitment from our teachers to take ALL kids and move them forward on their individual paths of learning is both inspiring and amazing. They are relentless in their pursuit of developing a high-quality curriculum and their desire to improve their craft. This buy-in is the result of maintaining high expectations and building a strong connection between home and school.” – Ben Lawalin, Lincoln Trail Elementary, Lamar, IN
- “Our teachers know the individual academic needs of their students and they strive to meet their students’ needs by having quarterly student goal setting conferences with them. The teachers analyze students’ data weekly and meet their students’ needs based on assessment data. This is the key ingredient to our schools’ success because the data has a name and face. Our teachers, students and parents understand that continuous academic improvements only occur when data drives the teaching and learning environment.” – Cecelia Jones-Bowlding, Glenarden Woods Elementary School, Glenarden, MD
- “Our teachers provide direct instruction to all of our students. They then differentiate and break into stations. The teacher takes a group of students who need reteaching and an aide provides an additional layer of student support for others in need of remediation.” – Christina Cortez, George West Primary School, George West, TX
- “Hills-Beaver Creek status as a National Blue Ribbon School is greatly impacted by the fact that the school’s Response To Interventions system is top-notch in addressing student learning styles and needs.” – Todd Holthaus, Hills-Beaver Creek Elementary School, Beaver Creek, MN
Congratulations to the following Lifetouch accounts who received the National Blue Ribbon award!
- Advanced Technologies Academy, Las Vegas, Nevada
- African Road Elementary School, Vestal, New York
- Afton Elementary School, Yardley, Pennsylvania
- Akron Early College High School, Akron, Ohio
- Alice Deal Middle School, Washington, District of Columbia
- Amerman Elementary School, Northville, Michigan
- Ann Letort Elementary School, Washington Boro, Pennsylvania
- Arnold Adreani Elementary School, Sacramento, California
- Ascension School, Louisville, Kentucky
- Ashaway Elementary School, Ashaway, Rhode Island
- Aspen Academy, Savage, Minnesota
- Atlantic Technical College and Technical High School, Coconut Creek, Florida
- Aurora Elementary School, JBER, Alaska
- Baldwin Arts and Academics Magnet School, Montgomery, Alabama
- Bayfield Elementary School, Bayfield, Wisconsin
- Beachwood Middle School, Beachwood, Ohio
- Bethpage Senior High School, Bethpage, New York
- Bluffsview Elementary School, Columbus, Ohio
- Boyd E. Smith Elementary, Milford, Ohio
- Bradley International School, Denver, Colorado
- Brown Avenue Elementary School, Johnston, Rhode Island
- Campus Elementary School, Memphis, Tennessee
- Cape Elizabeth High School, Cape Elizabeth, Maine
- Career Enrichment Center & Early College Academy Magnet High School, Albuquerque, New Mexico
- Central Elementary School, Elizabeth, Pennsylvania
- Central Plains Elementary School-Holyrood, Holyrood, Kansas
- Charles A. Lindbergh Elementary School, Dearborn, Michigan
- Charles J. Prescott Elementary School, Norwood, Massachusetts
- Christian Brothers Academy, Syracuse, New York
- City Heights Elementary School, Van Buren, Arkansas
- Columbus Elementary School, Edwardsville, Illinois
- Communications High School, Wall, New Jersey
- Cornwall Central High School, New Windsor, New York
- Crockett Elementary School, Brentwood, Tennessee
- Daves Creek Elementary School, Cumming, Georgia
- Dayton Elementary School, Dayton, Iowa
- DSST Byers Middle School, Denver, Colorado
- Dublin Elementary School, Dublin, Texas
- Eagle Crest Charter Academy, Holland, Michigan
- East Valley Elementary School, West Liberty, Kentucky
- Eastview Elementary School, Algonquin, Illinois
- Edith A. Bogert Elementary School, Upper Saddle River, New Jersey
- Eisenhower Elementary School, Indiana, Pennsylvania
- Elkhorn Middle School, Elkhorn, Nebraska
- Elkhorn School, Stockton, California
- Espiritu Santo Catholic School, Safety Harbor, Florida
- Flora S. Curtis Memorial School, Pawtucket, Rhode Island
- Florida SouthWestern Collegiate High School, Punta Gorda, Florida
- Forest Hill Elementary School, San Jose, California
- Fort Benton Elementary School, Fort Benton, Montana
- Frank C. Leal Elementary School, Cerritos, California
- Franklin Elementary School, Delphos, Ohio
- Fred and Sarah Machetanz Elementary School, Wasilla, Alaska
- Frederick Law Olmsted #64, Buffalo, New York
- Fruit Street School, Bangor, Maine
- Garwood Elementary School, Altair, Texas
- Glenmont Elementary School, Glenmont, New York
- Grandin Court Elementary School, Roanoke, Virginia
- Greenmont Elementary School, Vienna, West Virginia
- Hampton Cove Elementary School, Owens Cross Roads, Alabama
- Hawkins Elementary School, Hawkins, Texas
- Hills-Beaver Creek Elementary School, Beaver Creek, Minnesota
- Hilton Elementary School, Zillah, Washington
- Immaculate Heart of Mary School, Indianapolis, Indiana
- Infinity Institute, Jersey City, New Jersey
- International School, Bellevue, Washington
- Ivy Hall Elementary School, Buffalo Grove, Illinois
- Ivy Hill Elementary School, Arlington Heights, Illinois
- Joe A. Gonsalves Elementary School, Cerritos, California
- John F. Farrell-Emmett Elementary School, Emmett, Michigan
- Joseph D. Sharp Elementary School, Cherry Hill, New Jersey
- Josephine Dobbs Clement Early College High School, Durham, North Carolina
- Juan Diego Catholic High School, Draper, Utah
- Kathryn O’Loughlin McCarthy Elementary School, Hays, Kansas
- Laie Elementary School, Laie, Hawaii
- Lake Murray Elementary School, Lexington, South Carolina
- Lakeview Technology Academy, Pleasant Prairie, Wisconsin
- Lincoln Elementary School, White Bear Lake, Minnesota
- Lincoln Elementary School, Alexandria, Minnesota
- Lockeland Design Center Elementary, Nashville, Tennessee
- Logan Elementary School, Logan, New Mexico
- Loge Elementary School, Boonville, Indiana
- Longley Way Elementary School, Arcadia, California
- Lowell Alternative High School, San Francisco, California
- Lt Col Horrace Meek Hickam Elementary School, Honolulu, Hawaii
- Marietta Center for Advanced Academics, Marietta, Georgia
- Mars Area High School, Mars, Pennsylvania
- Maxwell AFB Elementary/Middle School, Maxwell Air Force Base, Alabama, Department of Defense
- McMillan Elementary School, Murray, Utah
- Meadowlark Elementary School, Sheridan, Wyoming
- Mendham Township Elementary School, Brookside, New Jersey
- Mohawk Trails Elementary School, Carmel, Indiana
- Monte Vista Elementary School, La Crescenta, California
- Montessori Education Centre Charter School – Mesa, Mesa, Arizona
- Mount Harmony Elementary School, Owings, Maryland
- New Buffalo Senior High School, New Buffalo, Michigan
- New Rockford-Sheyenne Elementary School, New Rockford, North Dakota
- North Rich Elementary, Laketown, Utah
- Notre Dame Academy, Park Hills, Kentucky
- O’Malley Elementary School, Anchorage, Alaska
- Oak Grove Elementary School, Poplar Bluff, Missouri
- Oak Hills Elementary School, Valencia, California
- Ocean Bay Elementary School, Myrtle Beach, South Carolina
- Ocean City Elementary School, Ocean City, Maryland
- Our Lady of Grace Catholic School, Edina, Minnesota
- Our Lady of Mount Carmel Academy, Chicago, Illinois
- Oxford Academy, Cypress, California
- Paul Munro Elementary School, Lynchburg, Virginia
- Pico Canyon Elementary School, Stevenson Ranch, California
- Pinewood Elementary School, Timonium, Maryland
- Radix Elementary School, Williamstown, New Jersey
- Robert H. Down Elementary School, Pacific Grove, California
- Rodney E. Thompson Middle School, Stafford, Virginia
- Rural Retreat Elementary School, Rural Retreat, Virginia
- Saginaw Arts and Sciences Academy, Saginaw, Michigan
- Saint Dominic School, Springfield, Kentucky
- Saint Joseph Regional Catholic School, Beltsville, Maryland
- Saint Maria Goretti School, Westfield, Indiana
- Saint Raphael School, Rockville, Maryland
- Saint Thomas Aquinas School, Indianapolis, Indiana
- Saint Thomas School, Fort Thomas, Kentucky
- Saint Thomas the Apostle School, Glen Mills, Pennsylvania
- Sequoyah Elementary School, Russellville, Arkansas
- Shopville Elementary School, Somerset, Kentucky
- Shoreham-Wading River High School, Shoreham, New York
- Slavens K-8 School, Denver, Colorado
- Solon High School, Solon, Ohio
- St. Charles Elementary School, Thibodaux, Louisiana
- St. Francis of Assisi School, Triangle, Virginia
- Stevenson Ranch Elementary School, Stevenson Ranch, California
- Summit Middle Charter School, Boulder, Colorado
- Tallwood Elementary School, Virginia Beach, Virginia
- TCU Lonsdale PreK-6 Elementary School, Lonsdale, Minnesota
- Terence C. Reilly School No. 7, Elizabeth, New Jersey
- The Charter School of Wilmington, Wilmington, Delaware
- Tiffany Creek Elementary School, Boyceville, Wisconsin
- Timothy Christian High School, Elmhurst, Illinois
- Tioga Senior High School, Tioga Center, New York
- Torrey Pines Elementary School, La Jolla, California
- Tracey Magnet School, Norwalk, Connecticut
- Trinity School at River Ridge, Eagan, Minnesota
- Truman Elementary School, Green River, Wyoming
- Union Elementary School, Shallotte, North Carolina
- Urbana High School, Ijamsville, Maryland
- Van Hise Elementary School, Madison, Wisconsin
- Wadsworth Middle School, Wadsworth, Ohio
- Waialua Elementary School, Waialua, Hawaii
- Walnut Hill Elementary School, Dallas, Texas
- Washington Elementary School, Westfield, New Jersey
- Wayzata West Middle School, Wayzata, Minnesota
- West Park Place Elementary School, Newark, Delaware
- West Teays Elementary School, Hurricane, West Virginia
- Westhampton Elementary School, Westhampton, Massachusetts
- Wheaton Academy, West Chicago, Illinois
- Winneconne Middle School, Winneconne, Wisconsin
- Winterset Middle School, Winterset, Iowa
- Yarmouth High School, Yarmouth, Maine
- Yorktown High School, Yorktown Heights, New York
- Yu Ming Charter School, Oakland, California