Many communities across the state have a history of being “high performing” — i.e., sending a large percentage of students to 4-year universities. In these communities, they often believe that these high expectations and college-going rates alone lead to student success. This strand is premised on the belief that students need more, such as emotional intelligence, healthy relationships, demonstration of 21st century skills, and the desire and mindset to become culturally-competent citizens. Before districts can realize their Graduate Profiles in a meaningful way, often there must be a mindset shift among students, parents, educators, and community members.
How can we engage communities in healthy dialog to consider a more robust definition of student success beyond the narrow way in which some communities historically have viewed it? How can those community conversations lead to shifts in priorities, educational practices, and policies? How will we know if students are better adjusted and even more prepared for future success?
This strand is co-designed and co-facilitated by Inflexion, Learner-Centered Collaborative, and YouthTruth.