This brief looks at the Multi-Tiered System of Support (MTSS) and identifies effective strategies that address the needs of students with foster care experience (FCE). It details the findings of a case study of Sweetwater Union High School District, 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, the brief includes students’ recommendations for schools.
Wollen, S., Gomez, A., Day, A., Willis, T., and Estrella, E. (2023). Supporting the Academic Success of Students with Foster Care Experience: Lessons from Sweetwater Union High School District. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023.
There is a compelling need to reform California’s K-12 system and for additional investment in disadvantaged and minority students that lag far behind, to address these challenges and to reduce systemic inequities. This brief summarizes an 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.
Belfied, C. Rodgriguez, V., Bowden, A.B., Oas, J. (2023). The Economic Benefits of Equity Across California Schools. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 8, 2023. https://transformschools.ucla.edu/research/the-economic-benefits-of-equity-across-california-schools/
This brief is part of the Landscape of Language Learners in California’s MTSS (Multi-Tiered System of Support). It depicts trends related to academic performance, namely trends in English-Learner (EL) classified student1 performance on Math and English Language Arts (ELA) SBAC (Smarter Balanced Assessment System) assessments.
Leger, M-L., Santibanez, L., and Perez, S. (2023). The Landscape of Language Learners in California’s MTSS: The State of Academic Performance. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 8, 2023. https://transformschools.ucla.edu/research/the-landscape-of-language-learners-in-californias-mtss-the-state-of-academic-performance/
This brief depicts demographic trends and the rich diversity of the English-Learner (EL) classified students enrolled in California’s public schools. These data include the number of language learners, geographic trends in where they live, their home language, and their race.
Leger, M-L., Santibanez, L., Obeso, O. and Perez, S. (2023). The Landscape of Language Learners in California’s MTSS: Who are California’s English Language Learners? California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023.
This research article examines the differences between parent involvement (i.e., in activities structured by the school) and parent engagement (i.e. in school activities that parents help schools design and create). The researchers highlight parent engagement as an important strategy for preventing disproportionate representation.
Fenton, Patrice, Ludia Ocasio-Stoutenburg, and Beth Harry. 2017. “The Power of Parent Engagement: Sociocultural Considerations in the Quest for Equity.” Theory Into Practice 56 (3): 214–225.
This research study examines the effects of integrating culturally responsive instruction into a course hosted by the school of education at a institution of higher education.
Othman, Lama B. 2018. “The Problem of Disproportional Representation of Students from Minority Races in Special Education.” International Journal of Special Education 33 (1): 171–183.
This brief includes an empathic discipline program: an intervention for teachers that is designed to mitigate the consequences of bias on their students’ education outcomes with a focus on exclusionary discipline. Researchers 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.
Okonofua, J. and Semko, S. (2023) Through MTSS, Empathic Discipline Program Can Mitigate Racial Disparities in Suspension Rates. California MTSS Research Consortium, UCLA Center for the Transformation of Schools. Accessed September 5, 2023.
Teachers—especially White teachers—rarely have opportunities to learn how to teach for racial equity. This study explored 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.
Shah, N. Ph.D., Reinholz, D., and Harris, A. (2023) Using Equity Data from Classrooms to Support Teacher Learning for Racial Equity. California MTSS Research Consortium, UCLA Center for the Tran
This study examines assumptions underpinning disproportionality in the category of emotional disturbance and the implications for the meaning we make of research findings related to disparities in special education and students’ needs.
Sullivan, Amanda L. 2017. “Wading Through Quicksand: Making Sense of Minority Disproportionality in Identification of Emotional Disturbance.” Behavioral Disorders 43 (1): 244–252.
