The Collaborative Response to Reimagine Schools for All (CRRSA) project at GRREC focuses on working with the region's member districts and schools to design and create sustainable systems of support for accelerated academic achievement and social-emotional learning. The CRRSA team collaborates with educational stakeholders to ensure cohesive and aligned curriculum, instruction, and assessment plans; strengthen capacity to drive change and innovation; and support students' ability to communicate effectively, negotiate conflict, practice empathy, manage behavior, and develop other social and emotional skills that promote better academic and life outcomes.
Deeper learning is an umbrella term for the skills, knowledge and dispositions that students must possess to succeed in 21st century jobs and life after high school. There are eight regional education cooperatives in the state of Kentucky, and together, the cooperatives wrote for funding from the Kentucky Department of Education to be able to provide support to districts at the local level in designing learning experiences for students that are deeper, relevant and more engaging than traditional methods of learning.
Each educational cooperative was awarded funding to be able to design Deeper Learning teams and collectively work towards the vision of all learners thriving in life. Deeper Learning competencies promote the ability to transfer learning and apply it to new and complex situations in an ever-changing global environment. In practice, deeper learning prepares students for postsecondary education. They should graduate from high school equipped to:
1. Master core academic content
2. Think critically and solve complex problems
3. Work collaboratively
4. Communicate effectively
5. Learn how to learn
6. Develop academic mindsets
Thirty school districts in the Green River Regional Education Cooperative participate in the Deeper Learning project. Each district has a Deeper Learning team. Team members receive stipends for the additional time commitment to the Deeper Learning work. In partnership with GRREC, each district team designs and implements a plan based on the six competencies of Deeper Learning to fit their local context and the needs of their students.
The GRREC Special Education team provides professional learning experiences, coaching, and technical assistance to member districts to support the unique needs of students with disabilities. With an emphasis on closing the achievement gap between all students and students with disabilities, Special Education Consultants offer assistance in the areas of math, literacy, behavior, low incidence disabilities, assistive technology, transition, and due process.
Project ACCESS, a mental health grant awarded to GRREC in 2023, focuses on elevating mental health services within GRREC districts. The initiative aims to diversify mental health providers in high-need schools, thereby addressing behavioral and attendance issues and enhancing academic performance.
Recent graduates participating in the project enjoy various benefits, including one-on-one mentoring, on-the-job training with clinical supervision, preferred hiring status, preparatory sessions for licensure exams, and free clinical supervision towards licensure. The program recognizes the importance of mental health services in underserved communities, particularly in high-risk rural areas. It strives to augment access to mental health support by recruiting and training graduate students from Western Kentucky University.
PROJECT PREVENT SAFE*PLACE
Project Prevent Safe*PLACE is a five-year federally funded grant with the intention to support schools as they build a new, sustainable mental health support system that targets all students at the appropriate level. The project goal is for ALL students to learn in a safe, trusting, trauma-sensitive school environment. The purpose is to increase the school’s capacity to identify, assess, and serve students exposed to pervasive violence, help offered affected students mental health services for trauma or anxiety, and reduce the likelihood these students will later commit violent acts. The grant serves 121 schools and more than 54,700 students across 13 districts. Nine mental health professionals will be embedded in the participating districts to support identified students/families with mental health.
STEM-CS is a five year federally funded EIR grant with the intention to increase teacher effectiveness in the classroom and increase student achievement in STEM fields. Teacher participants are from seven different GRREC school districts who serve rural communities. The high school cohort will begin project work in the first year of the grant with the middle school cohort joining in the third year. Project work will include completing the U.S. Satellite Laboratory's Endeavor STEM Leadership program and then have the option of pursuing either a Master's degree (to achieve dual-credit certification), Micro-credentials, or National Board Certification. Additionally, the grant will support professional learning opportunities that address understanding poverty, STEM curriculum development, using achievement data, establishing a STEM network, and increasing access to more STEM opportunities for students.
GRREC’s STOP School Violence Prevention Program, STAAR (School Threat Assessment & Anonymous Reporting), is a three-year federally funded grant with the goal of preventing and reducing school violence. To meet our goal, STAAR has three main objectives: 1) implement school threat assessments; 2) implement school intervention teams to identify potential school violence risks among students; and 3) promote district STOP (Safety Tip-line Online Prevention) tip lines and other anonymous reporting options. STAAR is designed to build capacity in each school, district and across the GRREC region by working side by side with districts, School Safety Coordinators, and districts’ local law enforcement agencies to assess school safety and security risks and develop an all-hazards approach to school safety. The grant will also provide specific trainings for schools or districts around school safety and violence prevention identified through school security risk/safety assessments.