As part of Strategic Partnerships, we are dedicated to supporting our component districts and their schools in creating bi-directional engagement with their major stakeholders: students and their caretakers. We provide training, coaching, consultation, and technical assistance in supporting our schools in setting up student voice opportunities in classroom and school-wide settings, and using Karen Mapp’s Dual Capacity Framework to engage our families in authentic, learning-centered ways.

In addition, we believe building inclusive schools is essential to closing learning gaps, encouraging regular attendance, promoting robust student engagement, and creating healthy, vibrant communities. To do so takes deep learning in equity, courageous conversations on race, class and gender, and strong systems to support the work. Strategic Partnerships is here to help our schools and districts create and strengthen their systems to support this goal, and to provide the training, discussions, and coaching on the learning required to do this work successfully.

Ross Davis

Improvement and Engagement Liaison

Ross Davis

Ross Davis has been an educator for more than a quarter of a century. He served as a teacher, instructional coach, dean of students, and administrator. He holds certificates in English Language Arts, ESOL, Social Studies, Administration, and Reading Intervention. He served as the program manager for the Every Day Matters grant for our region, and has worked directly with district and building leadership to build systems, interventions and partnerships to increase the number of regular attenders.

He is currently working to support our schools with a diverse set of initiatives, including: rebuilding regular attender support systems, partnering with The Center for High School Success in order to increase the number of 9th graders on-track to graduation, establishing/strengthening student voice and equity, school-family engagement, and improving systems of behavioral support through restorative practices, PBIS, and trauma-informed environments.