Targeted Transformation Partnership
Applying gap-closing perspectives and providing tailored transformation strategies to address the specific needs of student groups.
We facilitate positive changes and implement evidence-based practices that promote academic excellence
MGT’s Targeted Transformation Partnerships focus on the unique needs of specific student groups. By tailoring evidence-based strategies to these populations, we promote equity, close achievement gaps, and support academic success. Our data-driven approach helps create customized interventions that foster an inclusive school climate where every student can thrive. Working closely with district and school leaders, we ensure that our interventions are precisely aligned with the specific needs of each learner.
Benefits of Targeted Transformation
Transformation requires educators to understand the needs of diverse student populations so they can create plans to address these needs. When educational leaders and teachers focus on specific student populations during transformation efforts, a variety of benefits can be unlocked.
Targeted efforts can foster stronger relationships between educators and students. When teachers understand the specific backgrounds, cultures, and experiences of their students, they can build more meaningful connections. This rapport can enhance student engagement, motivation, and overall academic performance.
Different student populations often have unique needs and challenges. By focusing on a specific group, educators and administrators can tailor interventions to address these needs more effectively. For example, English language learners may require additional language support, while students with disabilities might need specialized resources and accommodations to experience success.
Targeting specific populations helps in identifying and closing achievement gaps. Historically marginalized groups, such as minority students or students from low-income families, often face systemic barriers to academic success. Focused efforts can help ensure that these students receive the support necessary to achieve at the same level as their peers.
Focusing on specific populations can promote equity and inclusion within the school community. It demonstrates a commitment to addressing the needs of all students, particularly those who may have been underserved in the past. This focus can help create a more inclusive and supportive learning environment for everyone.
Targeted efforts can also involve the broader community and families in the improvement process. Engaging families and community organizations that support specific student populations can provide additional resources, support, and advocacy. This collaboration can strengthen the overall school improvement efforts.
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Success Stories
There is FINALLY a strong movement to center [multilingual] learning in our teaching practice!
A2A+ Participant
Teacher Leader
My district has enjoyed a long-standing partnership with MGT through various grants, including RSSP, Strong Foundations, and ESF/TIL. Their unwavering support, guidance, and positive attitude have been invaluable throughout our collaborative projects. I am confident that I would not have been able to manage these grants successfully without MGT’s assistance. Their support has boosted my confidence and contributed to my daily successes!
Stephanie Reagle
Innovations Grant Coordinator, Stafford Municipal School District
The staff at MGT are professionals who are experts in all facets of the Strong Foundation Grant. They effectively guided us through all steps of the process, and our teachers truly valued their insights and session facilitation…our local goals and challenges became their goals and challenges.
Dr. Jimmie Walker
Executive Director Curriculum & Instruction, Alamo Heights ISD
MGT has led our district through data protocols that pinpoint strengths and growth areas for all students. Additionally, the professional learning support to develop our capacity to provide tiered instruction using evidence-based practices has strengthened our intervention model, allowing us to be proactive in remediating students’ identified needs and/or gaps in prior learning.
Director Curriculum, Instruction, Assessment, and Accountability
Data Fellows Project, Texas
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