Multi-Tiered System of Supports (MTSS) framework for alternative discipline approaches in CPS¶

Element · All elements
Evidence · 3 claims (3 for) · 1 study (1 associational), q2 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

CPS adopted a Multi-Tiered System of Supports (MTSS), also known as Response to Intervention (RtI), to guide the use of alternative discipline approaches. The framework includes "the prevention of exclusionary disciplinary practices among all students, targeted supports for students with higher needs, and individualized interventions for the most at-risk students." Schools have implemented programs teaching positive behaviors (e.g., PBIS) or addressing social-emotional learning needs, and many schools are implementing restorative justice programs where students take responsibility and repair harm rather than receiving suspensions.

Design Implications¶

Context¶

Requirements¶

• Requires district-level policy support and funding for alternative programs addressing behavioral problems

Constraints¶

• The report notes non-exclusionary practices were not included in this report's analysis and are the focus of future work in the series

Target Learners¶

• All students in grades 6-12, with targeted supports for students with higher needs and individualized interventions for the most at-risk students

Target Learning Goals¶

• Reduce exclusionary discipline practices
• Teach students positive behaviors
• Address social-emotional learning needs

Claims¶

• African American boys received out-of-school suspensions at five times the rate of white/Asian boys in CPS high schools in 2013-14 [+W]
• Out-of-school suspension rates in CPS high schools declined each year from 24 percent in 2009-10 to 16 percent in 2013-14 [+W]
• In-school suspension rates nearly doubled for African American high school students between 2008-09 and 2013-14 while remaining steady for other groups [+W]

Related Elements¶

Examples¶

-

Key Sources¶

• Stevens, W. D., Sartain, L., Allensworth, E. M., & Levenstein, R., with Guiltinan, S., Mader, N., Huynh, M. H., & Porter, S. (2015). Discipline Practices in Chicago Schools: Trends in the Use of Suspensions and Arrests. UChicago CCSR Research Report. https://consortium.uchicago.edu/publications/discipline-practices-chicago-schools-trends-use-suspensions-and-arrests