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Intervention, Instruction, & Innovation Home

Torrin Johnson

Torrin Johnson

Director of Intervention, Innovation, & Instruction
District Office
Intervention, Instruction, and Innovation Logo
Debbie Perez

Debbie Perez

Equity & Accountability Assistant
District Office

Instruction & Innovation

Sheryl Garman

Sheryl Garman

Program Administrator- Innovation
District Office
Erica Cardey

Erica Cardey

InnovatED & Curriculum Support
District Office

Foster & Homeless Youth

Norma Cardona

Norma Cardona

Foster Youth Program Manager
District Office
Niza Crispin-Hernandez

Niza Crispin-Hernandez

Program Manager, Child Welfare & Attendance
District Office

New Teacher Induction Program

Marcia Carrillo

Marcia Carrillo

Induction Coordinator
MHS, District Office
Summer Eagle

Summer Eagle

Program Assistant for Induction, DISC
District Office
Rebecca Gibson

Rebecca Gibson

Induction Mentor
MHS, BCHS, District Office
Abby Souza

Abby Souza

Induction Mentor, GVHS & ECHS
District Office
Rachelle Mendes

Rachelle Mendes

Induction Mentor
District Office, AHS, LHS

Pre-SST Teacher Interventions

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.

image: human figure facing a bunch of working gears




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.

See infographic below for an overview

Made with Visme Infographic Maker

Foster & Homeless Youth

Foster/Homeless Youth Law

CA Ed Code 48850. (a) (1) It is the intent of the Legislature to ensure that all pupils in foster care and those who are homeless, as defined by the federal McKinney-Vento Homeless Assistance Act (42 U.S.C. Sec.11301 et seq.), have a meaningful opportunity to meet the challenging state pupil academic achievement standards to which all pupils are held. In fulfilling their responsibilities to these pupils,educators, county placing agencies, care providers, advocates,and the juvenile courts shall work together to maintain stable school placements and to ensure that each pupil is placed in the least restrictive educational programs, and has access to the academic resources, services, and extracurricular and enrichment activities that are available to all pupils, including, but not necessarily limited to, interscholastic sports administered by the California Interscholastic Federation. In all instances, educational and school placement decisions shall be based on the best interests of the child and shall consider, among other factors, educational stability and the opportunity to be educated in the least restrictive educational setting necessary to achieve academic progress. (2) A foster child who changes residences pursuant to a court order or decision of a child welfare worker or a homeless child or youth shall be immediately deemed to meet all residency requirements for participation in interscholastic sports or other extracurricular activities. (3) (A) Pursuant to the federal McKinney-Vento Homeless Assistance Act (42 U.S.C. Sec. 11301 et seq.), public schools, including charter schools, and county offices of education shall immediately enroll a homeless child or youth seeking enrollment except where the enrollment would be in conflict with subdivision (d) of Section 47605.

Foster Youth Support Guidelines

When a newly placed Foster Youth arrives at your campus, please follow these steps to enroll them:

  1. Call 325-2112 to confirm that the Foster Youth Program Manager, Norma Cardona, or Director of Equity and Accountability is available for enrollment. Refer the youth and adult enrolling him/her to the DISC at 3105 “G” St in Merced to meet with the Foster Youth Program Manager.

  1. The Program Manager will conduct an Educational Intake process to ensure proper school placement and request most recent student records from previous school(s) to include disenrollment grades, and confirmation of IEP or expulsion status.

  1. The program manager will e-mail complete Educational Intake forms to the registrar, counselor and Guidance AP at the site. Student should be enrolled within 24 hours.

  1. The site registrar must request the student’s records immediately. Schools and districts must forward educational records to requesting schools/districts within 2 business days.

  1. The day after registering, the student will come to campus and meet with the School Health Services Manager, their site contact. In the event that there is no Health Services Manager on site, the student will meet with the counselor.

Homeless Youth Support Guidelines

If a school staff person becomes aware that a student may be dealing with challenges concerning his/her housing situation, here are the steps to providing support:

  1. Send the student to the counselor, who will complete the Student Services Questionnaire and have the student sign and date it. If a parent/guardian is present, he/she should sign the questionnaire.
  2. The questionnaire is forwarded to the Homeless Youth Liaison through district mail or scanned to the liaison can also be reached at 325-2113.
  3. The Homeless Youth Liaison will meet with the student and complete an Intake and Referral form. Once the form is completed, the parent or eligible student will sign to begin receiving services under the McKinney-Vento Program.
  4. Available supports for students with the McKinney-Vento program are:
    1. School supplies
    2. School clothing
    3. Academic support
    4. Behavior support
    5. Referral for food assistance
    6. Medical referral
    7. Mental health support
    8. Community agency referral

InnovatED Professional Learning

The MUHSD InnovatED professional learning platform is designed to enhance instruction through improving technology skills, facilitating collaboration, increasing productivity, and providing tools and tips for better workflow management and instructional practices for improved teaching and learning. Participants have the opportunity to work at their own pace, in their own place, and self-enroll in courses through the InnovatED catalog.

InnovatED Information

Request Access/New Account

Most MUHSD (employee) accounts already exist in InnovatED, but if your attempts at logging in are unsuccessful, it means you may not have an account created yet. If you suspect you don't have an account yet, please request access for a new account by completing the form below. After submitting your request, be sure to check your inbox (usually within 48hr) for a notification email prompting you to finish your registration in the InnovatED platform.

If you are not a district employee (i.e. walk-on coach, educator from outside district, etc.), you'll need to request a new account for InnovatED by completing the form below.

Extra Compensation Schedule

Interested in Professional Learning?

The 2019-2020 year of professional learning is here! See schedule below.

Course Finalized with Email Confirmation by:Counts Toward:Paid Out:
Aug 12-Aug 252019-20 28hr capSept 30, 2019
Sept 25

2019-20 28hr cap

Oct 31, 2019

Oct 25

2019-20 28hr cap

Nov 30, 2019

Nov 25

2019-20 28hr cap

Dec 31, 2019

Dec 25

2019-20 28hr cap

Jan 31, 2020
Jan 25

2019-20 28hr cap

Feb 28, 2020

Feb 25

2019-20 28hr cap

Mar 31, 2020

Mar 25

2019-20 28hr cap

Apr 30, 2020

Apr 25

2019-20 28hr cap

May 31, 2020

May 25

2019-20 28hr cap

Jun 30, 2020

Essential Standards


Creating Opportunities for Personal Empowerment

What is C.O.P.E.?

COPE stands for Creating Opportunities for Personal Empowerment. COPE is designed to help educate students about the negative impact that violence has on their safety, the safety of the others, and their education.

COPE discusses violence prevention and will teach students problem solving skills they can use in anger situations. COPE also addresses the stressors and issues for students from violent families.

Students will be completing homework from their school site

Change Starts Here. Can we count you in?

Voluntary Referral Form

Click the image to make a copy of the form.

Link: COPE Voluntary Removal Form

COPE Brochure

Daily Schedule

Students can arrive at 8am

8:45 - Start

10:15 - Break (10:30 - Wed.)

11:30 - Lunch

TBA - Break

3:15 - Release

Our Location

1900 G Street, Merced, CA 95340- Rooms 25 & 26

Tier 1 Exit Survey

Feedback from Students

Contact Us


Understanding Drugs & Alcohol


Purpose of the UDA Program

Students that have violated California Education Code 48900.c can legally be expelled. Merced Union High School District (MUHSD) is providing a program for students which may serve as an alternative to expulsion. MUHSD’s District Opportunity Center (DOC) is a no cost, 4 consecutive day, 8:45 am-3:15 pm drug and alcohol intervention program.

How the Program Operates

Each day, time is allotted for students to maintain their academic schedule. Individual academic instruction is provided by a MUHSD credentialed teacher in the DOC. Time is also allotted each day for students to participate in a variety of drug, alcohol, and tobacco education and intervention lessons. These lessons will consist of group activities, computer interactive lessons, speaker presentations, and intensive individual intervention facilitated by MUHSD’s Intervention Specialist. Drug, alcohol, and tobacco intervention curriculum utilized by the DOC is researched-based and found effective for MUHSD’s student population. Curriculum tools have been gathered from publications by the University of Southern California’s Institute for Health Promotion and Disease Prevention Research, as well as, the University of Texas’s MD Anderson Cancer Center Department of Behavioral Science.



Phil JenkinsTBD



East Campus Educational Center Rm 24


1900 G Street, Merced, CA 95340


The focus of the UDA Program is to intervene and assist students that are experiencing substance use and/or substance abuse related issues. Our goal is to educate students through lessons, videos, activities, one-on-one counseling, group support, and other available resources so that students fully understand the dangers of substance abuse.

The program operates from 9:00am to 3:30pm and requires students to participate and engage in four days of intervention lessons. Each morning, from 9:00am to 10:30am, students are given time to work on classwork that they will be missing while participating in the program. During this morning period, students are pulled for one-on-one meetings with the District Intervention Specialist for risk assessment, intervention counseling, and exit planning. From 10:30pm to 3:30pm students are engaged in lessons and activities that are focused on substance use/abuse. The lessons that the students are engaged in include:


A 15-minute daily presentation designed to inform all students of the rules, expectations, and confidentiality pertaining to the program.


Alcohol Abuse:

This is a facilitated group discussion that allows the students an opportunity to consider the immediate and long-term dangers of alcohol abuse.

Marijuana Abuse:

This is a facilitated group discussion that allows the students an opportunity to consider the immediate and long-term dangers of marijuana abuse.


Myths & Denial:

This lesson is intended to shatter some of the most common myths pertaining to substance use. Students are also made aware of several forms of denial and encouraged to reflect on the role denial has played in their personal experience with substance use.


This lesson challenges students to look within and consider how stereotyping influences perception, emotion, and behavior. Students are also educated on the concept of “self-fulfilling prophecy”and consider the power in positive self-talk.


Drugs & Their Effects:

The lesson is intended to enhance awareness of drug classification and their physiological effects.

Pros & Cons:

This is a guided activity in which students provide all the lesson content. Students brainstorm all possible pros and cons stemming from substance use. The diagram used for plotting this student-given information paints a clear picture of the cost of choosing to use and the benefits from choosing to abstain from substance use.

Good-Bye Letter:

Students compose a personal good-bye letter to their drug of choice. Students are encouraged to share their letter with the group.



The objective of this lesson is to examine situations which may pose added challenges for maintaining ones self-control. Students are also provided strategies for dealing with challenging situations and emotions. Furthermore, this lesson also contains a focus on the idea of recidivism. This concept is used to emphasize the increased likelihood of future school, legal, life problems if substance use behaviors do not change.

Goal Setting:

Establishing and pursuing goals is an essential process for behavioral modification. This lesson consists of a facilitated group discussion pertaining to short-term and long-term goals. Students are then given 20-30 minutes to develop goals and discuss the action plans for achieving said goals.

Personal Reflection:

Time is provided at the conclusion of each day for students to write about their experience, reflect upon the day’s lessons, and process emotions.

Upon completing the UDA program requirements, the Intervention Specialist facilitates an exit conference with the parent/guardian and student. The objective of this conference is to communicate to the parent/guardian the established exit plan, which may contain referrals to outside agencies based on the student’s particular needs. Students are also encouraged during this time to share their short-term and long-term goals with parents/guardians with the hope to increase accountability.

Partnering Agencies

Resource Links

Voluntary Referral Form

Student Testimonials

I am finished... posted Dec 14, 2012

I feel this class has impacted my life for the good. I am finished doing what I did. I believe I can reach my goals now that weed is out of my life.

I am going to stop... posted Dec 14, 2012

After this program, I have learned many new things I didn't know about marijuana. I found it very helpful. I am going to stop using it because it doesn't only have affects on me, it has affects on my family, friends, and girlfriend. In other words, all of my relationships. It's also not good for my health and can prevent me from achieving my goals. I don't want to become an addict so I'm going to do the right thing and stop using it for my own good and for others.

I really enjoyed it. posted Oct 14, 2009

How I feel about the DOC program is that it was helpful and that I really enjoyed it. When I first came into the class I thought that because marijuana was natural it wouldn't hurt my body but what I found out is that it only doesn't hurt you, it hurts the people around you by second hand smoke and by emotional problems. I thank the teachers here for being there for students like me and I really look up to them. Thank you!

My Experience posted Oct 14, 2009

I feel like it really helped me understand that what I was doing was bad. Also, I now understand that I don't need it in my life to get by or feel better. I had a really good experience in the DOC. My experience in DOC helped me in ways I didn't think it would.

Student Pre-Survey

Student Post-Survey