Research-to-Impact Practices

Making best practice standard practice.

In partnership with leading researchers, content experts and educators, Marshall Street developed more than 20 evidence-based practices that improve learning experiences, environments and outcomes for Black and Latinx students with disabilities experiencing poverty. The Research-to-Impact Practices are now available for any school to use.

Research-to-Impact Practice Collections

Schools across America struggle to meet the diverse needs of students, particularly students who face the adverse effects of systemic racism, ableism, and classism. Yet through three years of concentrated effort, 10 public charter school networks across the United States joined together to demonstrate that it is possible to transform teaching and learning for students with disabilities. The collections below document their work and offer a guide for schools committed to creating a more equitable education system. The practices are sorted into five collections by content area. Each collection includes a literature review summarizing relevant research, and each practice features step-by-step instructions, templates, and case studies from schools that participated in the Networked Improvement Community for Students with Disabilities.

  • Achieving math proficiency with multi-tiered systems of support
    Achieving math proficiency with multi-tiered systems of support, Fall 2023
    Achieving math proficiency with multi-tiered systems of support, Fall 2023

    STEM Preparatory Schools used Routine Data Cycles to increase the percentage of students with disabilities who earned an A or B in math from 25% to 81%.

    Download the practice: Implementing Routine Data Cycles to Rapidly Address Student Needs >

  • Supporting more students to meet graduation requirements with co-planning
    Supporting more students to meet graduation requirements with co-planning, Fall 2023
    Supporting more students to meet graduation requirements with co-planning, Fall 2023

    With a co-planning model, Collegiate Academies doubled the number of students with disabilities who met graduation requirements through alternative pathways.

    Download the practice: Co-Planning for Differentiated Instruction >

  • Accelerating reading proficiency for secondary readers
    Accelerating reading proficiency for secondary readers, Fall 2023
    Accelerating reading proficiency for secondary readers, Fall 2023

    Students with disabilities experienced reading growth rates of 2+ years increased from 3% to 35% at Green Dot Public Schools after implementing adapted brain-based literacy practices.

    Download the practice: Guiding Literacy Interventions Through Tiered Assessment >

  • Doubling reading fluency through repeated reading
    Doubling reading fluency through repeated reading, Fall 2023
    Doubling reading fluency through repeated reading, Fall 2023

    Through a daily oral reading fluency practice, students with IEPs at Noble Schools more than doubled their progress toward Lexile targets, and experienced a 200% increase in student literacy activity completion.

    Download the practice: Repeated Reading: Building Oral Reading Fluency in Secondary Readers >

  • Dramatically increasing the number of students achieving course mastery with quarterly collaborative co-planning days
    Dramatically increasing the number of students achieving course mastery with quarterly collaborative co-planning days,
    Dramatically increasing the number of students achieving course mastery with quarterly collaborative co-planning days,

    After Green Dot launched quarterly co-planning PD days, co-taught courses at the pilot campuses have seen an increase of nearly three times the percentage of students with disabilities passing classes with a C or higher

    Download the case study: How Quarterly Professional Development Cycles Helped a Network Maximize Data-Driven Co-Planning for Co-Teachers at Green Dot Public Schools >

Collections

Schools across America struggle to meet the diverse needs of students, particularly students who face the adverse effects of systemic racism, ableism, and classism. Yet through three years of concentrated effort, 10 public charter school networks across the United States joined together to demonstrate that it is possible for schools to dramatically improve learning experiences, environments and outcomes for Black and Latinx students with disabilities experiencing poverty. The complete collections of Research-to-Impact Practices will be available in Spring 2024.

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    Turning the Page to Secondary Literacy

    Tested practices for schools to identify gaps and implement interventions for secondary readers 

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    Opening Doors to Collaboration

    Interdisciplinary practices for building collaboration between general and special education teams

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    Navigating Data for Multi-Tiered Systems of Support

    Equity-based practices for using data at the district, school, and classroom levels to accelerate student supports

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    Igniting Postsecondary Aspirations

    Proven school-based practices to empower students to transition into meaningful college, career, and community postsecondary pathways

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    Anchoring Emotions

    One school’s skill-based practices for supporting students with emotional-based disabilities

Meeting each student's needs

Glynis Shulters

Improvement Lead, Green Dot Public Schools California

“Over the last three years, we have found ways to improve reading levels for our most impacted readers that are replicable and scalable, focusing on identifying specific gaps so intervention is highly targeted.”

Collaboration that makes a difference

Leah Krandel

Director of Student Support Services, Collegiate Academies

“Since we started doing co-planning/co-teaching, I have noticed that general education teacher ownership of April Dunn plans is significantly higher. Our students benefited from this additional support and integration, as evidenced by the 30% growth in April Dunn project completion.”

Making change stick

Dr. Susana Campo-Contreras

Senior Director, Special Education & Psychological Services, Green Dot Public Schools 

“Three years later, I’m so grateful and thankful for the improvement science work because it pushed us not to settle on behalf of our kids. Improvement science really helped us narrow down and focus on student voice and what students can accomplish. Using improvement science is going to carry on and change how we do things and how we show up on behalf of our students.”

A vision for the future

Cady Ching

CEO, Summit Public Schools

“[The work] truly can be a reallocation of resources within the system…that allows for us to design a system with historically marginalized students in the center.”

Designed by Educators, Inspired by Research

In public schools across America, students with disabilities often face low expectations, barriers to rigorous courses, and insufficient support to graduate high school and pursue their dreams. For Black and Latinx students with disabilities experiencing poverty, the challenges are even greater. Research shows that 85-90% of students with disabilities can achieve at grade-level when they receive high-quality instruction and appropriate accommodations. Educators need better resources and more support to help students with disabilities achieve their full potential.

From 2019-2023, 10 public charter school communities serving 75,000 students across the United States formed an intentional community — one of the only focused on our priority population — to identify and test best practices to make dramatic gains for Black and Latinx students with disabilities experiencing poverty.

Made possible by the Bill & Melinda Gates Foundation and in partnership with technical assistance providers NIRN, RTI International, SRI International, and SWIFT Education Center, Marshall Street led the 10 charter school communities in using the processes of Continuous Improvement — principles and practices to help educators “get better at getting better” — to systematically address the critical intersection where students face multiple adverse effects of systemic racism, ableism, and classism embedded in America’s public school system.

Together, the community identified more than 20 best practices that demonstrate early evidence of positive outcomes for students. Now, we’re sharing these best practices so educators across the country can adapt them for their students and transform schools for the better.

Our Three-Year Journey

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    Year 1

    Marshall Street recruited 10 school partners, convened technical assistant and content expert partners, and set up the infrastructure needed for this important work. Read our white paper.

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    Year 2

    Marshall Street led a community of practitioners, researchers and content experts to explore new practices, interventions, and programs inspired by academic research to learn what works and what doesn’t work for their students.

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    Year 3

    Marshall Street supported schools to spread and scale their efforts to make best practice standard practice across their school systems.

Research-to-Impact Schools