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.
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.
The Essential Standards are a carefully selected subset of the total content-specific standards that students must know and be able to do by the end of each school year in order to be prepared to enter the next grade level or course. They are the minimum that all students in the MUHSD must receive in order to reach high levels of learning.
Why are they Important?
Essential Standards also:
Provide consistency and equity across the district.
Create space in the scope and sequence for teachers to plan and implement deeper learning experiences for students.
Help define Tier 1 Core instruction in the MTSS framework.
Viviana Barajas is a first-generation Mexican-American who was born and raised in California. She earned her Bachelor’s degree in Human Development at UC San Diego, and received her Master’s in Educational Counseling from California State University, Stanislaus. She is the proud mother of two amazing boys and has always had a passion for helping underserved populations and for finding opportunities to promote positive relationships. Her experience includes early childhood education, non-profit community work, domestic violence and sexual assault advocacy, early intervention and prevention services for children and families, foster youth advocacy, residential treatment facility training and support, and program development. For the past 8 years, Viviana has been working exclusively to integrate the Nurtured Heart Approach as an Advanced Certified Trainer into school and agency settings and has grown a successful independent consulting business. Viviana has created a Nurtured Heart Approach mental health high school course for teens, is a certified instructor in Teen Mental Health First Aid, and is the creator of Greatness Project, a non-profit organization in the making to provide a platform for youth to share this life-changing method with other youth and adults. Her Greatness Project includes youth who are homeless, displaced, in the foster care system, and recently released youth from juvenile detention centers and in an alternative educational setting. For the past four years, she has led parent workshops through Modesto Junior College for resource families in Stanislaus County, including CASA workers, social workers, residential treatment staff, teachers, counselors, administrators, families, and community partners. She has professionally trained thousands of adult professionals, parents, and students in San Joaquin, Fresno, Kings, Stanislaus, and Merced Counties, with no plans to slow down. She has been consulting with MUHSD for 3 years.
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