Missouri State University’s Center for Rural Education and the Arizona Rural School Association (ARSA) join The University of West Alabama and California’s North State Together as part of the GRAD Partnership’s rural cohort Intermediaries, an initiative led in conjunction with the Rural Schools Collaborative.
The network of Northern California cradle-to-career organizations was chosen as a GRAD Partnership Spotlight for its efforts to help schools across the region implement student success systems to better support the academic progress, college and career transitions, and well-being of all students.
Reflecting on another Black History Month, I am reminded of the many missed opportunities we’ve had to truly align our actions with our ideals. This includes the ideal of ensuring all students have the supports they need to succeed in school and graduate prepared for the future of their dreams. Yet it is clear that, at too many schools across the country, our usual actions fall short. What might it look like to do something different?
A recent CoP session focused on the importance of trust building as teams use data to collaborate and improve experiences and outcomes for students. The event featured a trio of successful Chicago public high school principals, who were each asked, “What recommendations do you have for other principals on how to foster trust within student success teams?”
In great news for students and schools, the Biden-Harris Administration recently announced its Improving Student Achievement Agenda for 2024. The four core components of student success systems offer a robust roadmap for the initiative’s goal of increasing attendance.
The GRAD Partnership for student success is pleased to see a renewed commitment to improving attendance included in the Biden-Harris Administration’s Improving Student Achievement Agenda for 2024. The agenda specifically calls out “targeted parent and family engagement – such as home visits, the…
Strong, supportive relationships, including those between “school adults” and parents/guardians, are one of the four key components of student success systems. Students benefit greatly from parental involvement, including parents’ relationships with principals, teachers, counselors, and IEP team members. When school and home adults trust each other as equal partners in supporting a child’s education, the solutions they develop to support a child can be informed by a holistic picture of the student – one that includes context from both in and outside the classroom.
Recently, the Rural Schools Collaborative Team and GRAD Partnership Intermediaries from the University of West Alabama (UWA) and North State Together (NST) had the opportunity to visit with students and faculty at Pickens County High School in Reform, AL to learn more about their work promoting student success.
Redding School of the Arts (RSA), a charter school located in Far Northern California, believes that when it comes to young minds, art enriches, expands, and prepares them for a full life in useful and unexpected ways. RSA opened its state-of-the-art campus in 2012 and became the first in the world certified Platinum Leadership in Energy and Environmental Design (LEED) school. Every aspect of the campus is purpose-built as a visual and performing arts school, with a focus on green architecture and sustainable use.
Johnson Central High School was chosen as GRAD Partnership’s fourth spotlight school for its efforts to improve student outcomes by implementing a student success system centered on relationships and school connectedness. A rural high school in eastern Kentucky, Johnson Central struggled with…