Multi-Tiered System of Supports Home

PBIS (positive behavior interventions and supports) is an architecture for addressing behavior through the prevention-oriented structuring of research-based interventions and supports in a hierarchical and progressive manner for the purpose of improved behavioral and academic outcomes.

PRIM improves the teacher's ability to individualize instruction for students in the classroom. PRIM was developed by regular and special education teachers.

PBIS Interventions

-Anxiety
-Confrontational / Defensive
-Defiant
-Disorganized
-Disrespectful
-Disruptive Behavior
-Frustration
-Hyperactivity
-Impulsive
-Inappropriate Language
-Lack of Participation
-Lack of Productivity
-Negative Attitude
-Off-Task Disruptive
-Off Task, Non Disruptive
-Out of Seat
-Tardiness
-Unable to Work Independently
-Unfocused / Inattentive
-Unmotivated

PRIM Interventions

-Disorganized
-Does not stay in assigned areas for specified time
-Has difficulty concentrating
-Perseverates - does the same thing over and over
-Does not listen to or follow verbal directions
-Requires eye contact in order to listen successfully
-Does not listen to what other students are saying
-Has a limited speaking vocabulary
-Does not complete statements or express complete thoughts when speaking
-Does not comprehend what he/she reads
-Fails to finish assignments because of reading difficulties
-Understands what is read to him/her but not what he/she reads silently
-Fails to correctly organize writing activities
-Fails to use spelling rules
-Has difficulty solving math word problems
-Fails to follow necessary steps in math problems
-Does not perform or complete classroom assignments during class time
-Fails to complete homework assignments and return them to school
-Fails to perform tasks or assignments independently
-Does not prepare for assigned activities or daily routines
-Does not remain on-task for the required length of time
-Does not perform academically at his/her ability level
-Does not complete assignments after receiving directions, instructions, etc.
-Not Concerned About Performance

Multi-Tiered System of Support (MTSS)

In California, Multi-Tiered System of Supports (MTSS) is an integrated, comprehensive framework that focuses on CCSS, core instruction, differentiated learning, student-centered learning, individualized student needs, and the alignment of systems necessary for all students’ academic, behavioral, and social success.

MTSS offers the potential to create needed systematic change through intentional design and redesign of services and supports that quickly identify and match the needs of all students.

The Merced Union High School District is transitioning to a Multi-Tiered System of Support as a proactive approach to meeting the needs of all students, which requires the intentional integration of academic, behavioral, and social-emotional interventions and services.

Instruction

Every student can learn and we plan for all students.

Universal Design for Learning (UDL)

The goal of UDL is to use a variety of teaching methods to remove any barriers to learning and give all students queal opportunities to succeed. It’s about buiding in flexibility that can be adjusted for every student’s strenghts and needs.

• Multiple Means of Engagement: How are learners challenged, excited, or interested?
• Multiple Means of Representation:  Present content and information in different ways.
• Multiple Means of Action & Expression: Differentiate the ways students can express what they know.

Interventions

Tier 1

All students receive core instruction with reserached based, best instructional practices inan inclusive, equitable learning environment.

• 80% will achieve with high-quality core instruction in place
• Examples: Essential standards, universal design for learning

Tier 2

Some students have academic gaps and social-emotional and/or behavioral needs so they get Tier 1 + supplemental support & intervention in order to achieve.

• 15% of students
• Examples: Small group pull-out, academic support

Tier 3

Few students have greater academic gaps and social-emotional and/or behavioral needs so they get Tier 1 + Tier 2 + intensive intervention in order to achieve.

• 5% of students
• Example: SST convened to access needs

Isn’t this all just Response to Intervention (RtI)?

The RtI framework can be part of an MTSS approach. MTSS goes beyond RtI to include social-emotional supports, professional development for teachers, and is a comprehensive approach to the whole child.

UDA/DRC Forms:

MUHSD MTSS UDA/DRC 25-26 Registration Form

MUHSD UDA/DRC 25-26 Parent Active Consent Form

DRC/UDA Personnel:

• Intervention Teacher: Mark Gutierrez
• Intervention Specialist: Phil Jenkins
• Intervention Specialist: Bonny Siharath
• Intervention Counselor: Darren Leonardo

East Campus Educational Center Room 24

UDA Virtual Back to School Night

Ripple Effects for Teens is a comprehensive Intervention System used across tiers and settings for students in grades 6-12. With over 400 lessons to build core SEL skills, address presenting behaviors, and their root causes. Teens have built-in privacy safeguards that allow students to probe issues freely yet confidentially.

Ripple Effects Website

Web and mobile programs for Social & Emotional Learning, Character Development, and Intervention/Restorative Practices.

Suite 360 Website