Focus Area 3 – Collaboration: Across and Within Systems
For each rubric indicator within this focus area, school Equity Leadership Teams are asked to identify a rating for their school from four possible options:
- Initiating – “Thinking About It”
- Developing – “Working on It”
- Implementing – “Living It”
- Transforming – “Shifting the Paradigm”
The exhibit below shows the percentage of GEAR UP schools in the Implementing or Transforming stages between the 2019–20 and 2022–23 school years.
| Description | 2019-20 | 2020-21 | 2021-22 | 2022-23 |
|---|---|---|---|---|
| Information on college admission requirements and financial aid are disseminated to all students and families in a variety of ways throughout the school year. | 35% | 40% | 53% | 48% |
| Cultural strengths are consistently leveraged to support a college-going mindset. | 11% | 18% | 24% | 21% |
| Teachers, parents, and counselors consistently discuss student progress schoolwide. | 33% | 41% | 53% | 69% |
| There is consistent monitoring and collaborating with all members of the school community around student on-track progression. | 23% | 27% | 32% | 41% |
| There are robust Career and Technical Education Pathways that prepare students for postsecondary education and work. Articulation with postsecondary institutions and an array of industry-aligned work-based learning opportunities for students is systemic and sustainable. | 27% | 31% | 58% | 48% |
| Schoolwide dissemination plan includes a systemic process for identifying, obtaining, implementing new and expanded college readiness resources. | 19% | 27% | 45% | 51% |
| All teachers communicate student and course expectations that will assist in seamless transitions between grade levels and feeder schools. | 15% | 21% | 33% | 43% |
| Multi-tiered collaboration exists within feeder schools (teacher-to-teacher, course-alike, department, schoolwide) to share strategies and address challenges to learning. | 0% | 0% | 0% | 0% |
| All teachers provide course content that prepares all students for course-level and grade-level transitions. | 23% | 46% | 48% | 65% |