Case Study: School Transformation Office Partnership 

Broward County Public Schools, February 2025 - 2026

The Challenge

When the Department of Innovative Learning partnered with the School Transformation Office (STO) to bring instructional technology and professional learning support directly into the STO schools, the initiative required careful coordination across multiple layers of district leadership, school administration, and a team of eight Instructional Technology Facilitators working simultaneously across multiple campuses.

The Approach

I served as the operational and instructional coordinator for the partnership, managing every logistical and communication component of the initiative from the ground up.

The STO directors identified the schools they felt would benefit most from our support and shared those names with me. I organized meetings between our ITFs and the administrative teams at each assigned campus to set expectations, establish communication structures, and build out the support calendar for the year.

In year one, five schools received six weeks of targeted fluency support using Microsoft Reading Progress, with ITFs working with students on site every Tuesday and Wednesday . A sixth school was added toward the end of the initiative. To maximize impact in the time available, I met with the leadership team to discuss the four-week plan. I deployed all eight ITFs to that campus, rotating in groups of four each week, and organized scheduling and logistics to ensure the support was as targeted and efficient as possible.

Throughout the initiative ITFs worked directly with targeted small groups of students on reading fluency using Microsoft Reading Progress, collecting weekly reading accuracy rates and words per minute data from assigned readings curated in collaboration with school staff. While ITFs also introduced teachers to the program and helped them understand how to use the data to guide instruction, the primary focus was hands-on small group work within the schools.

Each ITF entered their data into a shared school-level data sheet. I then transferred that information into two separate reporting documents I designed and maintained: a school-specific Excel sheet shared with each campus's administration showing only their school's data, and a consolidated Excel spreadsheet shared with STO directors and the regional superintendent showing all schools in one place for easier navigation. When the regional superintendent and directors requested a consistent reporting template across all schools, I redesigned the sheets using one ITF's layout as a foundation and incorporating the specific data points leadership wanted. I updated these reports every two weeks to ensure all stakeholders had a current, transparent view of progress and growth trends.

The Solution

Year two brought both expansion and unexpected change. Based on the results of year one, the partnership expanded to a full school year beginning in September 2025, again serving six schools with two campuses carrying over from the prior year. The longer timeline allowed for more sustained coaching, deeper relationships with school staff, and more consistent data collection across the full academic year.

In January 2026, three of our eight ITFs were reassigned to serve as classroom teachers due to the district's teacher shortage, a significant mid-year change to a high stakes initiative. I communicated the adjustment immediately and transparently to STO directors, school principals, and school staff. At one school where two ITFs had been working as a pair, the remaining ITF was able to absorb the other colleague's reading groups without losing momentum. Two schools lost their ITF coverage entirely as redistributing those assignments would have compromised support at the remaining campuses. The ITFs who remained continued their school support through the end of April and the start of the testing window.

Full results for year two are pending, as specific and detailed data is typically released during the summer. The complete picture of student growth will not be available until then.

The Outcome

The results from year one were significant. Four of the five schools that received the full six weeks of support were removed from the state intervention list, including one school that improved from a C to an A rating. 

The initiative drew recognition at the district level. The regional superintendent requested a white paper from the district's Research and Evaluation department, reviewing the department's support alongside that of another department. The research found that participating students exhibited growth typical of academic peers with similar prior achievement.

The year one outcomes directly informed the decision to expand the partnership in year two, extending support from six weeks to a full academic year and deepening the department's commitment to sustained, data-driven instructional coaching in Broward County's STO schools.