Lakewood Elementary had been fighting an uphill battle for years. Teachers were exhausted. Students were trying their best but falling behind. Many children were being raised by grandparents who were doing everything they could, yet often felt alone in navigating the school system.

One grandmother, Ms. Rosa, walked her grandson Mateo to school every morning. She worried constantly.

“He’s bright,” she would say, “but he needs more support than I can give on my own.”

Lakewood’s staff felt the same way. They cared deeply, but they needed more hands, more training, and more community support.

And then something remarkable happened.

San José State University (SJSU) reached out with a bold idea:

What if a college didn’t just prepare teachers in classrooms… but became a partner inside a real school that needed help?

This wasn’t a quick fix. It was a long‑term, hands‑on partnership built on trust and shared purpose.

What SJSU Brought to Lakewood Elementary

• Teacher candidates who worked daily in classrooms, giving students more one‑on‑one attention

• Professional development that helped teachers strengthen instruction and social‑emotional learning

• Evidence‑based teaching models that teachers could observe, practice, and refine

• Alignment between university coursework and real school needs, ensuring new teachers were prepared for the realities of the classroom

This wasn’t theory. It was transformation.

One afternoon, Mateo sat with a teacher candidate named Jordan. Reading had always been hard for him. He avoided it whenever he could.

Jordan noticed his frustration and said gently,

“You’re not bad at reading. You just haven’t had someone to practice with you every day. I’m here now. We’ll do this together.”

That word — together — changed everything.

Jordan met with Mateo three times a week.

Ms. Rosa joined a new “Grandparents in the Classroom” program inspired by the partnership.

Teachers began using new social‑emotional tools that helped students stay calm, focused, and confident.

Slowly, the school began to feel different.

Warmer.

More hopeful.

More connected.

Within a year, Lakewood Elementary saw meaningful improvements:

For Students

• More confidence and engagement

• Stronger reading and social‑emotional skills

• More consistent support from adults

For Teachers

• Better training and classroom strategies

• A sense of shared responsibility

• Relief from burnout

At GrandParents Hands & Children Charity, we believe in the power of community partnerships — especially those that bring together:

• Colleges with knowledge and resources

• Schools with heart and commitment

• Grandparents with wisdom and love

• Children with limitless potential

The SJSU–Lakewood partnership proves something we already know:

When a community wraps its arms around a school, children thrive.

Your support helps us build and strengthen these kinds of partnerships.

Your generosity helps grandparents feel empowered, teachers feel supported, and children feel seen and valued.

Publisher: Instructional Empowerment

Overview:  

Lakewood Elementary transformed from one of the lowest-performing schools in Florida to a high‑growth campus through instructional coaching, SEL integration, and leadership development.

What They Did:

• Implemented a schoolwide instructional model

• Provided daily coaching for teachers

• Used data cycles to adjust instruction

• Strengthened family engagement

Results:

• Double‑digit gains in reading and math

• 160% reduction in discipline referrals

• 9.2% decrease in chronic absenteeism

• School moved out of “failure” status

What They Did:

• One‑year residency in high‑need Seattle schools

• Co-teaching with master teachers

• Coursework aligned to real classroom practice

Results:

• 5‑year teacher retention rate above national average

• Strong gains in student achievement in partner schools

What They Did:

• BU embedded faculty inside Chelsea schools

• Provided tutoring, mentoring, and teacher PD

• Supported family engagement and bilingual education

Results:

• 30+ years of sustained improvement

• Increased graduation rates and bilingual supports

What They Did:

• Replaced single‑teacher classrooms with educator teams

• Integrated ASU teacher candidates into school teams

• Provided ongoing coaching and PD

Results:

• Improved teacher satisfaction

• More individualized student support

• Stronger pipeline from ASU to local districts

What They Did:

• University faculty co-designed curriculum

• Teacher candidates completed clinical practice onsite

• Research-to-practice model for literacy and math

Results:

• High student achievement

• Strong teacher preparation outcomes