We bring together communities of educators, instructional coaches, and experts to co-develop and implement evidence-based practices and make them available to all schools.
Using the tools of continuous improvement – the science of getting better at getting better – we support educators along the path from theory to transformation to achieve lasting change.
Sign up for our newsletter to get updates from Marshall CoLab. If you are interested in learning more about our networked improvement communities or other partnerships, please email us at MarshallCoLab@summitps.org.
Our approach is driven by collaborative partnerships with schools and districts across the country. We recognize that each school community context is unique. That’s why our work is guided by these principles.
From 2019–2023, Marshall CoLab led the Networked Improvement Community for Students with Disabilities, which included 10 public charter school networks serving more than 75,000 students nationwide. Beginning in the 2024–25 school year, we will partner with additional schools committed to using evidence-based practices to improve learning experiences, environments, and outcomes for Black and Latinx students with disabilities experiencing poverty.
Transforming education systems is challenging, but school and district leaders shouldn’t have to start from scratch. Marshall CoLab develops resources that advance the field of continuous improvement in education, including white papers, playbooks, and implementation tools that help educators turn best practice into standard practice.
Changing behaviors starts with shifting mindsets. At Marshall CoLab, we recognize the power of visiting a classroom where students and teachers are thriving. Alongside our partners, we document the journeys of schools that are making pathbreaking progress for historically underserved students.
The Networked Improvement Community for Students with Disabilities developed more than 20 evidence-based practices to meet the needs of Black and Latinx students with disabilities experiencing poverty. These practices helped network schools achieve positive outcomes on a wide range of student achievement measures, as well as attendance and postsecondary transitions.
Tested practices for schools to identify gaps and implement interventions for secondary readers
This collection includes a set of best practices for improving learning outcomes in secondary students using evidence-based practices for reading intervention in the secondary setting.
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Interdisciplinary practices for building collaboration between general and special education teams
This collection includes a set of best practices for improving learning outcomes, experiences, and environments in secondary students by bolstering collaborative practices between general educators and special educators.
Equity-based practices for using data at the district, school, and classroom levels to accelerate student supports
This collection includes a set of best practices for leveraging data within an MTSS model to equitably respond to student academic and social-emotional needs.
Proven school-based practices to empower students to transition into meaningful college, career, and community postsecondary pathways
This collection includes a set of best practices for improving learning and postsecondary outcomes in secondary students using transition programming that empowers students to pursue their individualized postsecondary pathways.
One school’s skill-based practices for supporting students with emotional-based disabilities
The Anchor program at Mastery Schools is a unique approach to serve students with emotional and behavioral disabilities in neighborhood schools. This collection is based on the Mastery program and includes a set of best practices for comprehensively improving learning environments and outcomes in secondary schools.
Explore evidence-based practices to improve outcomes for Black and Latinx students with disabilities experiencing poverty.
Director of Improvement Programs
“Schools can create inclusive, equitable learning environments where all students reach their full potential. To do that, we need to shift mindsets about what’s possible and redesign systems and practices in ways that center the needs of students furthest from opportunity. Our team of educators, coaches, and content experts is dedicated to partnering with school communities to bring this vision to life – and make it stick.”
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.