Continuous Improvement is a set of principles and practices to help educators “get better at getting better.” Marshall’s Continuous Improvement team uses these tools to tackle intricate, systems-level problems in K-12 education.
For three years, we have led a Networked Improvement Community (NIC) made up of 10 public charter school networks serving more than 75,000 students nationwide. Made possible by the Bill & Melinda Gates Foundation and led by Marshall Street, the purpose of the pilot NIC for students with disabilities has been to systematically improve the way our education system serves Black and Latinx students with disabilities experiencing poverty and share these solutions with school systems everywhere.
In Year 1, our NIC team recruited 10 partners and set up the infrastructure needed for this important work. In Year 2, we led schools to explore new practices, interventions, and programs to learn what works and what doesn’t work for their students. In Year 3, we supported schools to expand their efforts to make best practice standard practice across their systems. In the end, all school partners met or exceeded their goals, ultimately making dramatic gains for their Black and Latinx students with disabilities experiencing poverty.
Developed over the past three years in partnership with leading researchers, content experts and educators, Marshall has produced more than 20 best practices that improve learning experiences, environments and outcomes for Black and Latinx students with disabilities experiencing poverty. The practices will be available spring 2024, benefiting all schools and students. Check out a sneak preview of the first five practices.
To learn more about this work, or begin to explore these practices, join our Fall Collaboration events.
The first five evidence-based practices showing early, positive outcomes for Black and Latinx students with disabilities experiencing poverty are now available. In spring 2024, we will publish five collections with more than 20 Research-to-Impact Practices.
The NIC Playbook is a practical guide to the continuous improvement process with illustrative examples, descriptions, and tools.
To be scheduled
Uncover the effectiveness of strategic co-planning as we delve into the concept of Quarterly Planning Days. In this session, Marshall is joined by guest presenters from Green Dot California to explore how educators can leverage dedicated planning days to enhance student outcomes. Discover the power of intentional collaboration, data analysis, and targeted interventions to drive academic success.
Unlock the potential of every student as capable readers. In this session, we will uncover how strong Oral Reading Fluency practices play a vital role in constructing sturdy reading foundations that directly contribute to student achievement. Through evidence-based practices, discover how to cultivate more fluent and expressive readers.
Access the agenda and watch the recording.
Purposeful collaboration plays an important role in creating inclusive learning spaces. Our first Brown Bag Lunch event showcased how collaborative planning caters to diverse student needs and fosters enriching educational experiences. Marshall Street’s Nykeisha Bryer and guest practitioner Kate McElligott from Collegiate Academies shared how co-planning empowers educators to cultivate an environment where every student thrives.
Read about our work with charter management organizations in our network.
Summit Public Schools has always valued research-based model design and improvement. In the 2013-2014, we began formally learning about improvement science through working with the Carnegie Foundation’s Student Agency Improvement Community (SAIC).
Two years later, we conducted our first fully-embedded internal improvement efforts to reduce the inequity in academic outcomes for our English Learners, which resulted in a 50% reduction in the “gap” of incomplete course grades across the network. This impact was recognized with the Carnegie Spotlight on Quality in Continuous Improvement.
Through our work with English Learners, we realized there was a more foundational issue to address. As we continued to grow our expertise in systems and structures for improvement, data collection and analysis, and synthesizing and disseminating actionable knowledge, we refocused our efforts on the population of students furthest behind grade-level in literacy and numeracy.
Today, we are honored to have the opportunity to provide support to others as they are beginning, or taking the next steps in, their own improvement journeys.
We use the tools of continuous improvement to identify students who are positioned furthest from opportunity within a system and partner with young people and community members to improve the system. This approach marries the technical and adaptive expertise of improvement science with the philosophy of targeted universalism to drive system improvements that produce more equitable learning environments and outcomes.
Because all communities are different, we must be adaptive to a range of needs. The specific roles and responsibilities, systems and structures, and processes and protocols must be tailored to the people they serve. Each community also has its own working norms, knowledge and expertise, relationships, and localized best practices that must be built into the Continuous Improvement process.
Improvement efforts start with a Problem Statement that defines a systemic problem experienced by students. We create a specific and measurable goal, or Aim, to guide our collective effort in solving the problem. Commonly understood and constantly revised Theories of Action guide where and how teams can introduce changes to reach their Aim. Through rigorous testing and measurement, we codify those learnings into Change Packages so that others can enact the changes as they spread and scale.
Marshall Street launched the Continuous Improvement initiative in 2019, using the learnings from Summit Public Schools. Since 2013, Summit has used the tools of continuous improvement to make sizable gains in student outcomes. Our work in reducing inequity in academic outcomes for our English Learners was recognized with the Carnegie Spotlight on Quality in Continuous Improvement.
As Marshall, we continue to grow our expertise in systems and structures for improvement, data collection and analysis, and synthesizing and disseminating actionable knowledge. Today, we are part of a nationwide networked improvement community for students with disabilities.
In the Fall of 2016, Summit launched a continuous improvement initiative focused on English Language Learners, resulting in a 50% reduction in the achievement gap. We share our learnings in this brief, originally published for the Aspen Institute.
Director of Improvement Programs
Our Networked Improvement Community is a unique collective of educators, school leaders, technical assistance providers and content experts unified in our Aim to improve learning experiences, environments and outcomes for our students, in particular our students at the intersection of race, class and ability. The power of our Network is our people, and the emerging best practices that are shared rapidly across the Network to ensure we are making gains each day for our students.
A veteran Special Educator and Structured Literacy Teacher, Stephanie brings her classroom expertise to her work every day as the Director of Improvement Programs at Marshall. Previously, she served as a K-5 Resource Specialist and Lead Teacher in San Ramon Valley Unified School District, where she was also a Board-appointed voting member of the Community Advisory Committee. Before that, Stephanie worked as an Education Specialist at Aspire Public Schools. Outside of work, Stephanie is passionately involved with the Junior League of Oakland-East Bay and currently serves on its Board of Directors.
A first-generation college student and a seasoned educator with over ten years’ experience, Nykeisha is dedicated to the vision of dismantling oppressive systems that permeate minority communities. Her desire to provide students with a type of holistic education — one that she was not afforded — drives her in her role as an Improvement Advisor with the NIC. As a young Black woman, she embraces her identity and the value of her voice. She graduated from Southern University and A&M College, the illustrious Baton Rouge HBCU, and began her career as an educator through Teach for America, where she developed her passion for education. Nykeisha is a lifelong learner who truly seeks to empathize and lead from the heart.