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

About

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.

Connection to Instruction

The What:

MUHSD's identified Essential Standards serve as the Tier 1 core instruction that all students receive. (See the Essential Standards tab also on this webpage).

The How:

The use of Universal Design for Learning (UDL) instructional strategies that provide all students opportunities for learning through differentiated content and processes is a critical component of MTSS.

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

DRC/UDA Form Help Guide

• Using UDA/DRC Forms

 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