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 >
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 >
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 >
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 >
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 >
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.
Tested practices for schools to identify gaps and implement interventions for secondary readers
Interdisciplinary practices for building collaboration between general and special education teams
Equity-based practices for using data at the district, school, and classroom levels to accelerate student supports
Proven school-based practices to empower students to transition into meaningful college, career, and community postsecondary pathways
One school’s skill-based practices for supporting students with emotional-based disabilities
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.”
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 schools across the country can adapt them for their students and transform schools for the better.
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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.
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.
Marshall Street supported schools to spread and scale their efforts to make best practice standard practice across their school systems.