Skip to main content
eScholarship
Open Access Publications from the University of California
Cover page of The MONARCH Room® Model: Implementation Findings From Trauma Sensory Processing Rooms in Schools

The MONARCH Room® Model: Implementation Findings From Trauma Sensory Processing Rooms in Schools

(2024)

Students with a history of trauma face unique challenges in the classroom and many educators don’t receive the necessary training and education to meet these students’ needs.

Students with foster care involvement are particularly affected, often experiencing multiple traumatic events that can impact their behavior and learning. The MONARCH Room® (Multifaceted Approach Offering New Beginnings Aimed at Recovery, Change, and Hope) intervention uses trauma-informed strategies to improve school discipline by keeping students engaged in learning rather than subjecting them to suspensions. Through the work of the CA MTSS Research Consortium and in partnership with Comprehensive Coordinated Early Intervening Services (CCEIS), the MONARCH Room® research team implemented the program in 12 Los Angeles Unified School District (LAUSD) middle and high schools, provided training for school staff known as Champions, and collected data through surveys and focus groups to evaluate the initiative’s effectiveness and challenges.

About the MONARCH Room® Intervention

The MONARCH Room® is a sensory integration and de-escalation space designed as an alternative to exclusionary discipline strategies.

Facilitated by behavioral interventionists, it provides students a safe, nonpunitive environment to self-regulate by using structured sensory techniques to process trauma triggers. The room allows students to explore which sensory tools help them best manage their emotions, with visits monitored and documented.

Learn more on the CTS website.

Cover page of Leveraging CA MTSS to Support English Learner-Classified Students: Insights from Three CA Districts

Leveraging CA MTSS to Support English Learner-Classified Students: Insights from Three CA Districts

(2023)

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 The Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support) series. Learn more on the CTS website.

Cover page of The State of High School Graduation Rates

The State of High School Graduation Rates

(2023)

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 met UC/CSU admission criteria and the rate of English Learners. This brief is part of The Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support) series. Learn more on the CTS website.

Cover page of Who Are California’s English Language Learners?

Who Are California’s English Language Learners?

(2023)

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 learners in California may be helpful in informing policy and implementation recommendations that help CA MTSS to provide targeted, impactful support to EL-classified students. The brief concludes with a discussion of the significance of these findings and policy recommendations related to CA MTSS. This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). Learn more on the CTS website.

Cover page of Using Equity Data from Classrooms to Support Teacher Learning for Racial Equity

Using Equity Data from Classrooms to Support Teacher Learning for Racial Equity

(2023)

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, they will be unlikely to change how they teach to address racial inequity. The brief concludes with recommendations for policymakers and professional developers. Learn more on the CTS website.

Cover page of Supporting the Academic Success of Students with Foster Care Experience: Lessons from Sweetwater Union High School District

Supporting the Academic Success of Students with Foster Care Experience: Lessons from Sweetwater Union High School District

(2023)

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.

Cover page of The State of Academic Performance

The State of Academic Performance

(2023)

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 grades; and The more proficient a student is in English Language, the more proficient they are in Math and English Language Arts. This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). Learn more on the CTS website.

Cover page of The State of Reclassification

The State of Reclassification

(2023)

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 brief is part of The Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support) series. Learn more on the CTS website.

Cover page of The Economic Benefits of Equity Across California Schools

The Economic Benefits of Equity Across California Schools

(2023)

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.

Cover page of Through MTSS, Empathic Discipline Program Can Mitigate Racial Disparities in Suspension Rates

Through MTSS, Empathic Discipline Program Can Mitigate Racial Disparities in Suspension Rates

(2023)

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.