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Transformation Network

Transforming Schools, Transforming Lives

The Division of Transformation Network

The Transformation Network Division believes education is life’s great equalizer, and that it is our job as educational leaders to eradicate systemic and pervasive barriers by advancing opportunity and access for every student in our school district. To elevate educational experiences and build a sense of optimism in each school community, we must take bold actions that gracefully and intentionally allow district and school-based personnel to lead and disrupt systemic barriers. The Transformation Network will focus on ensuring:

  1. Rigorous, High Quality Instruction
  2. Grade Level Appropriate Assignments
  3. High Expectations
  4. Deep Engagement

Additionally, we will focus on closing the achievement gaps and level the playing field for students in underperforming schools by creating equitable systems of support resulting in rapid, sustainable improvement of student outcomes.

Mission for Transformation Network

The Transformation Network will relentlessly focus on bold, innovative approaches that create equitable access to high quality instructional practices, develop organizational talent and capacity, design high achieving collaborative school cultures and empower family involvement and community partnerships.

Transformation Network Improvement Model

Organizational Redesign – From Achievement Schools to the Transformation Network

Many factors contribute to rapid school improvement. One of the most powerful influences on student achievement is scaling high-quality, academically rigorous instruction across every school in the network. Without high-quality instruction, achievement gaps create disparate outcomes for our most disenfranchised students, leading to future opportunity gaps. A restructuring of our current organizational design will now allow for a deeper impact on the instructional infrastructure in schools, while also continuing to support the development of school-based leaders, schools cultures and community engagement. This restructuring will also have a significant impact on the alignment and empowerment of district divisions to eliminate barriers and support improvements led by the Superintendent, resulting in a streamlined and concentrated effort to improve the academic outcomes for students and establish common systems for sustainability across all schools.

The redesign results in the following improvements:

  1. Transformation Network re-design for 2020-2021 reduces the number of schools from 50 to 28 by eliminating schools C-rated or higher. (Schools removed from Transformation Network will be supported through the Chief of Schools Office. They will be part of a tiered approach for leadership and instructional coaching.)

  2. Of the 28 schools in the division, eight will be managed by a single External Operator MGT, leaving 21 schools requiring intensive support from the district office.

  3. The focus of support will shift from a leadership-coaching design to a direct support model for teaching and learning. The previous design was anchored in coaching and development of school-based leadership. This is an important component; however, it did not provide equal supports to address the development of the instructional infrastructure in each school, which directly impacts the quality of instruction being provided in the classroom. A direct support model for teaching and learning will allow for strategic, timely support to be provided in implementing researched-based practices and frameworks that support improvements in instructional delivery. The reorganization results in a significant increase in content-specific specialists for classroom support. Leadership support will be provided by the Chief of Transformation, two Region Superintendents and Executive Directors.

  4. The inclusion of a Data Strategist and a Response to Intervention (RtI) Facilitator will create systems of support to allow the primary focus to remain on strengthening teaching and leadership practices instead of data mining and paperwork processes.
    • The RtI Facilitator will help school-based teams design, implement and facilitate a school wide RtI process, which is a multi-tiered system of support that is driven by a student’s response to interventions. Additionally, they will provide job embedded professional development and procedural support to guide teachers and staff through the RtI process, work with academic coaches to help teachers select and implement the most appropriate academic intervention strategies, and help with data collection and analysis. The development of attendance and behavioral interventions through incentive-based structures will also be implemented to improve student performance.
    • A Data Strategist will work with the Assessment Department to develop appropriate data reports for individual schools to utilize during data planning sessions. The Data Strategist will work with administration, academic coaches and teachers to enhance the use of data in real time in order to develop and execute aggressive improvement plans focused on improving the quality of instruction in the classroom.

  5. Other existing support positions (i.e. Exceptional Student Education Specialists) will be deployed from the district’s ESE division, allowing for a deeper level of professional expertise and consistent services across all departments.
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