http://www.rssboard.org/rss-specification 720 https://escholarship.org/uc/ucla_cts_cmtss/rss Recent eScholarship items from CA Multi-Tiered System of Support Implementation Pilot Program Sun, 21 Jun 2026 07:10:12 +0000 https://escholarship.org/uc/item/82b6b80n In this report, we present findings from the qualitative data collection and analysis of publicly available data of the California Multi-Tiered System of Support (CA MTSS) Pilot Phase II. This report aims to describe, through administrator interviews conducted by the UCLA Center for the Transformation of Schools (CTS) research team, the factors that influenced the implementation of the CA MTSS Pilot Phase II during the fourth year of participation in Phase 2A and the second year of participation in Phase 2B. The CA MTSS Pilot Phase II encompasses 35 schools from 26 districts across California as they implement the MTSS framework at the school level, focusing on school climate, positive behavioral supports, and social-emotional learning. Additionally, this report shares longitudinal findings from the qualitative data collection and analysis of the California Scaling Up Multi-Tiered System of Support (MTSS) Statewide (SUMS)for Phases 2A and 2B during the 2018–19 through 2022–23... https://escholarship.org/uc/item/82b6b80n Wed, 16 Jul 2025 00:00:00 +0000 Huff, Brian Bishop, Joseph https://escholarship.org/uc/item/1fz0270h <p>Study’s Purpose:</p><p>California’s public schools face significant pressure to improve across a range of metrics, to improve educational efficiency and reduce inequities between student groups. One student support framework is the Multi-Tiered System of Support (MTSS), which includes screening of students’ needs, monitoring their progress, data-based decision making and a multi-level prevention system. MTSS has the potential to maximize student success. However, to set MTSS in context, it is necessary to calculate the full economic consequences of failing to invest in MTSS (and other educational support strategies).</p><p>Here we investigate the economic consequences of failure to graduate from high school; chronic absenteeism; and disciplinary sanctions (suspension, expulsion, and restraint). Applying a standard economic model, we calculate the burdens to society, families, schools, and the California taxpayer. We find significant burdens from each perspective and that these... https://escholarship.org/uc/item/1fz0270h Mon, 14 Jul 2025 00:00:00 +0000 Belfield, Clive Rodriguez, Viviana Bowden, A. Brooks Oas, Julia https://escholarship.org/uc/item/8mh7751j This report includes findings from the CA MTSS Phase 2A Pilot Project’s Year 2 of participation qualitative data collection and analysis. This pilot project follows 14 schools from 7 districts across California as they implement the California Multi-tiered System of Support (CA MTSS) framework at the school level with a focus on school climate, positive behavioral supports, and social-emotional learning. The purpose is to shed light on California Multi-Tiered System of Support (CA MTSS) implementation processes, successes, and challenges from the schools participating in the pilot. This report builds on the Baseline Data Summary, in which we presented data from Year 1 of participation, the 2019-20 school year. Learn more on the CTS website. The CA MTSS Phase 2A pilot project follows 14 schools (6 elementary schools, 7 middle or junior high schools, and 1 high school) from 7 districts across California as they implement the CA MTSS framework at the school level with a focus... https://escholarship.org/uc/item/8mh7751j Mon, 6 Jan 2025 00:00:00 +0000 Farkas, Timea Bishop, Joseph P. James, Angela Valencia, Gabriela Corona Sanchez, Shena Liu, Lu (Priscilla) Blanchard, Sam Huff, Brian Lozano, Jennifer Berdan https://escholarship.org/uc/item/8308r2ck Research and practice highlight the need for fewer student behavior problems in schools and the need for more equitable disciplinary outcomes. The empathic discipline program is an intervention for teachers that is designed to mitigate the consequences of bias on their students’ education outcomes, namely exclusionary discipline. The present research tested whether the empathic discipline program could be implemented through MTSS (Multi-Tiered System of Support) networks in a large and diverse school district and whether it could mitigate yearlong suspension rates. As compared to control conditions, the empathic discipline program meaningfully reduced yearlong suspension rates and mitigated racial disparities in them. Implications and recommendations are discussed. Learn more on the CTS website. https://escholarship.org/uc/item/8308r2ck Mon, 6 Jan 2025 00:00:00 +0000 Okonofua, Jason Semko, Sierra https://escholarship.org/uc/item/7kt5c6f0 This brief highlights findings from a study focused on how California’s Multi-Tiered System of Support (CA MTSS) framework serves English- Learner (EL) classified students. Our findings are based on analyses of interview data with district- and school site-based educators from three districts in California that are relatively successful in serving their EL-classified student populations and are diverse in their geographical locations, size, and linguistic demographics. Key findings include: Existing EL-related services were difficult to incorporate into the framework of tiered supports; Advocacy for EL-classified students was important within MTSS planning processes to encourage shared responsibility for these students; Engaging parents, families, and caregivers of EL-classified students in meaningful relationships was easier at the Tier 2 level; and EL-classified student density within a district or school affected how MTSS structures were organized. This brief is part of... https://escholarship.org/uc/item/7kt5c6f0 Mon, 6 Jan 2025 00:00:00 +0000 Obeso, Olivia Santibanez, Lucrucia Perez, Sarah Leger, Mary-Louise https://escholarship.org/uc/item/6hc4z119 California’s students face a number of challenges that have been greatly exacerbated by the pandemic. Low public funding state-wide, compounded over many years, has meant slow growth in learning and educational productivity. Disadvantaged and minority students lag far behind such that there are large inequities across California’s K-12 system. There is a compelling need for reform and for additional investment to address these challenges and to reduce systemic inequities. This brief summarizes our economic analysis of three specific –and related – issues facing California’s public school system: students’ failure to complete high school, chronic absenteeism, and disciplinary infractions. We identify substantial benefits if there are improvements across any of these domains. Improvements might be general – affecting all students — or they might be targeted – reducing gaps by race or level of disadvantage. Learn more on the CTS website. https://escholarship.org/uc/item/6hc4z119 Mon, 6 Jan 2025 00:00:00 +0000 Belfield, Clive Rodriguez, Viviana Bowden, A. Brooks Oas, Julia https://escholarship.org/uc/item/5vk855cj This brief presents key findings on English-Learner classified students (ELs) in California and their reclassification, offering valuable insights for policymakers and educators. Researchers depict trends in English-Learner classified student reclassification rates. Key findings include: The number of Reclassified Fluent English Proficient (RFEP) students has shown an upward trend, with an increase from 183,272 in 2017 to 193,899 in 2018. The overall enrollment of ELs has declined from 1,332,405 in 2017 to 1,062,290 in 2021. The percentage of ELs in the overall enrollment has decreased from 21.4% in 2017 to 17.7% in 2021. The reclassification rate for ELs has varied, with the highest rate of 14.6% in 2018 and the lowest rate of 6.9% in 2021. In the top 10 largest districts, the proportion of ELs who are Long-Term English-Learner classified students (LTELs) ranges from 13.1% to 21.9%. The percentage of Ever-ELs who are RFEP in the top 10 districts ranges from 37.1% to 53.9%. This... https://escholarship.org/uc/item/5vk855cj Mon, 6 Jan 2025 00:00:00 +0000 Leger, Mary-Louise Santibanez, Lucrecia Obeso, Olivia Perez, Sarah https://escholarship.org/uc/item/5jw411ct This brief depicts trends related to academic performance, namely trends in English-Learner (EL) classified student performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments. CA MTSS is a comprehensive framework that aligns academic, behavioral, social and emotional learning and mental health supports in a fully integrated system of support to benefit all students. By providing a comprehensive and individualized approach to academic support, MTSS can help EL-classified students overcome academic challenges and achieve academic success. Key findings include: A small percentage of EL students are meeting or exceeding standards: 9.2% in mathematics and 12.5% in English Language Arts, suggesting that the education system may not adequately support the progression and achievement of English Learners, particularly as they advance to higher grade levels; EL students are performing better academically in elementary compared to secondary... https://escholarship.org/uc/item/5jw411ct Mon, 6 Jan 2025 00:00:00 +0000 Leger, Mary-Louise Santibanez, Lucrecia Obeso, Olivia Perez, Sarah https://escholarship.org/uc/item/546451dp The Multi-Tiered System of Support (MTSS) has brought considerable attention to the academic needs of students with foster care experience (FCE). To help identify effective strategies that address these needs, this brief details the findings of a case study of Sweetwater Union High School District (SUHSD), based in Chula Vista, California, and its practices, programs, and policies that promote the academic well-being of students with FCE. Conjointly, drawing from interviews with California high school graduates with FCE, we will also report students’ recommendations for schools serving such students, as well as best practices identified in focus groups conducted with educators and service providers. Learn more on the CTS website. https://escholarship.org/uc/item/546451dp Mon, 6 Jan 2025 00:00:00 +0000 Wollen, Sierra Gomez, Anthony Day, Angelique Willis, Tamarie Estrella, Elvia https://escholarship.org/uc/item/4wt1n2pk This report includes findings from the CA MTSS Phase 2A Pilot Project’s Year 1 of participation qualitative data collection and analysis. This pilot project follows 14 schools from 7 districts across California as they implement the California Multi Tiered System of Support (CA MTSS) framework at the school level with a focus on school climate, positive behavioral supports, and social-emotional learning. The purpose is to shed light on California Multi-Tiered System of Support (CA MTSS) implementation processes, successes, and challenges from the schools participating in the pilot. Schools participated in the pilot project during the 2019-20 and 2020-21 academic years. During the fall of the first year, school leadership teams, along with district and county stakeholders, attended a two-day pilot project “kick-off” centering on a school-level approach to implementing the CA MTSS framework; during summers, school staff and other stakeholders attended three-day Professional Learning... https://escholarship.org/uc/item/4wt1n2pk Mon, 6 Jan 2025 00:00:00 +0000 Farkas, Timea Bishop, Joseph P. James, Angela Valencia, Gabriela Corona Sanchez, Shena Liu, Lu (Priscilla) Blanchard, Sam Huff, Brian Lozano, Jennifer Berdan https://escholarship.org/uc/item/44n2v1kv This policy brief distills key lessons on policy implementation, content, and rollout from the pilot phase of the Scaling Up MTSS Statewide Initiative that supported school-site implementation of the Multi-Tiered System of Support (MTSS). This brief details how educators’ experiences with other tiered intervention programs fundamentally shaped how MTSS implementation unfolded at school sites. This was due in large part to the MTSS framework being too broad in scope to provide schools with clarity and guidance; too narrow in how student behaviors are assessed and addressed to facilitate innovation; and silent on issues of race and culture. Troublingly, the rollout of the pilot in terms of funding model, site selection processes, and support structures likely aggravated existing resource inequalities between schools. Recommendations for future MTSS-related initiatives build on these insights. Learn more on the CTS website. https://escholarship.org/uc/item/44n2v1kv Mon, 6 Jan 2025 00:00:00 +0000 Chong, Seenae Ortiz-Gonzalez, Izamar Koon, Danfeng Soto-Vigil Winn, Lawrence https://escholarship.org/uc/item/3c34418d The library focuses on prioritizing restorative and racial justice in education and includes materials that schools can use to integrate restorative mindsets, practices and policies during a time of extraordinary challenges for young people, families, educators and communities. In response to the goals of CA MTSS, the materials in this library focus on approaches that can reduce racial disparities in discipline by improving school climate. All materials in the library have been catalogued by implementation domain, type of material, and primary audience. The titles are hyperlinked to additional information about the materials including the primary audience, overview of what the material entails, a suggestion for how to use it, and a link to the original source. Learn more on the CTS website. https://escholarship.org/uc/item/3c34418d Mon, 6 Jan 2025 00:00:00 +0000 Anyon, Yolanda Legette, Kamilah B. Castro, Erica Melero, Ariana Trujillo, Miguel https://escholarship.org/uc/item/35q3m5xd Teachers are key agents for racial equity in school systems. As the MTSS framework shows, what happens in classrooms connects to high-stakes policies and practices at higher levels in the educational system. However, teachers—especially White teachers—rarely have opportunities to learn how to teach for racial equity. This study explores a teacher professional development model organized around EQUIP (https://www.equip.ninja/), a research-based classroom observation tool that generates quantitative data on equity patterns in students’ classroom participation. In analyzing the impact of a yearlong EQUIP-based professional development, researchers found that teachers were more likely to engage in social marker talk (i.e., talk about race, gender, and other social markers) when engaging with EQUIP data, as opposed to only watching and discussing video of lessons they had taught. This is significant because if teachers are not comfortable with naming how race matters in their classrooms,... https://escholarship.org/uc/item/35q3m5xd Mon, 6 Jan 2025 00:00:00 +0000 Shah, Niral Reinholz, Daniel L. Harris, Audrey https://escholarship.org/uc/item/261024v4 This brief depicts demographic trends and the rich diversity of the English-Learner (EL) classified students enrolled in California’s public schools, including the number of language learners, geographic trends in where they live, their home language, and their race. Key findings include: The number and proportion of EL-classified students in California is decreasing; The majority of EL-classified students are Latinx and Spanish speaking, but within this classification there remain rich diversity; While Spanish remains the predominant language, the proportion of EL-classified students who speak Spanish has experienced a slight decline; and Only 5% of California districts have proportions of EL-classified students equal to or exceeding 50%. CA MTSS is a comprehensive framework that aligns academic, behavioral, social and emotional learning, and mental health supports in a fully integrated system of support for the benefit of all students. Understanding the landscape of language... https://escholarship.org/uc/item/261024v4 Mon, 6 Jan 2025 00:00:00 +0000 Leger, Mary-Louise Santibanez, Lucrecia Obeso, Olivia Perez, Sarah https://escholarship.org/uc/item/1kj719tg This report includes findings from the CA MTSS Phase 2A Pilot Project’s Year 3 and Phase 2B Pilot Project’s Year 1 of participation qualitative data collection and analysis. In this report, we share findings from analysis across 35 schools from 26 districts in California as they implement the MTSS framework at the school site level. For the past five years, CTS has been leading a statewide CA MTSS pilot program to support schools in building positive school climates by ensuring that all students’ academic, behavioral, and social-emotional needs are met. Our team has been exploring how educators implement the CA MTSS framework and how educators think about—and address—discipline disparities apparent by race. Students of color—especially Black and American Indian students—are more likely to experience lower achievement outcomes than their white peers; and are more likely to receive punitive, exclusionary discipline (e.g., suspensions) than their peers for the same behaviors. The... https://escholarship.org/uc/item/1kj719tg Mon, 6 Jan 2025 00:00:00 +0000 Huff, Brian Blanchard, Sam Berdan, Jennifer Sarkissyan, Tatev Fischbacher, Lauren Cazares-Minero, Mayra https://escholarship.org/uc/item/1133w2rt This brief examines the notable trends and disparities in high school graduation rates between English-Learner classified students (ELs) and non-English-Learner classified students in California over the past five years. The analysis reveals that while overall graduation rates have shown a positive increase, English-Learner classified students continue to have consistently lower graduation rates compared to their non-EL peers. These findings highlight the need for targeted interventions and support systems to address the unique challenges faced by English-Learner classified students and ensure equitable access to educational opportunities. Key findings include: English Learners are less likely to graduate compared to their peers. CA’s 15 largest districts had an average gap of 11.64 percentage points. UC/CSU admission was even less likely for English Learners: among these 15 districts, there was an average gap of 24.31 percentage points between the rate of total students who... https://escholarship.org/uc/item/1133w2rt Mon, 6 Jan 2025 00:00:00 +0000 Leger, Mary-Louise Santibanez, Lucrecia Obeso, Olivia Perez, Sarah https://escholarship.org/uc/item/0cc0m9v9 <p>Study’s Purpose:The MONARCH Room® model provides trauma-informed sensory processing spaces in schools as an alternative to punitive discipline. Students with histories of trauma—particularly foster-involved youth—are disproportionately suspended and expelled, yet most educators lack training to address their needs. This study examined the implementation of the MONARCH Room® in Los Angeles Unified School District (LAUSD) middle and high schools to understand its potential to reduce disciplinary actions and foster supportive school environments.</p><p>Research Methods:In partnership with Comprehensive Coordinated Early Intervening Services (CCEIS), the MONARCH Room® research team introduced the model in 12 LAUSD schools. School staff (“Champions”) completed baseline surveys (n=116) assessing trauma-informed knowledge and school climate. Champions also participated in training modules and two rounds of focus groups (n=62 total) between September 2023 and February 2024 to explore... https://escholarship.org/uc/item/0cc0m9v9 Fri, 6 Dec 2024 00:00:00 +0000 Willis, Tamarie Gómez, Anthony Vanderwill, Lori Flores, L. Patty Day, Angelique