Intervention, Instruction, & Innovation Home
- Pre-SST Teacher Interventions
- Foster & Homeless Youth
- InnovatED Professional Learning
- Essential Standards
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.
-Confrontational / Defensive
-Lack of Participation
-Lack of Productivity
-Off Task, Non Disruptive
-Out of Seat
-Unable to Work Independently
-Unfocused / Inattentive
-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
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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
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 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
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.
- MUHSD Assembly Bill (AB) 167/216, AB 1806 and AB 2306 Credit Verification Worksheet
- Distrito de la Unión Escolar de Preparatorias de Merced Ficha de verificación de créditos del proyecto de ley (AB, por sus siglas en inglés) 167/216, AB 1806 y AB 2306
- Exemption Notification Letter of Graduation Requirements AB 167/216 Verification for Foster Youth
- Carta de notificación de exención de los requisitos para la graduación Proyecto ley 167/216 Verificación para jóvenes de crianza temporal
- MUHSD Exemption Notification Letter of Graduation Requirements AB 1806 Verification for McKinney-Vento/AB 2306 for Former Juvenile Court Pupils
- Carta de notificación de exención de los requisitos para la graduación Proyecto de ley 1806 Verificación para McKinney-Vento/ Proyecto de ley 2306 para ex alumnos de tribunales de menores
Foster Youth Support Guidelines
When a newly placed Foster Youth arrives at your campus, please follow these steps to enroll them:
- 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.
- 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.
- 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.
- 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.
- 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:
- 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.
- The questionnaire is forwarded to the Homeless Youth Liaison through district mail or scanned to email@example.com the liaison can also be reached at 325-2113.
- 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.
- Available supports for students with the McKinney-Vento program are:
- School supplies
- School clothing
- Academic support
- Behavior support
- Referral for food assistance
- Medical referral
- Mental health support
- Community agency referral
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.
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.
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 25||2019-20 28hr cap||Sept 30, 2019|
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|Dec 31, 2019|
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|Jan 31, 2020|
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|Feb 28, 2020|
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|Mar 31, 2020|
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|Apr 30, 2020|
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|May 31, 2020|
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|Jun 30, 2020|
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
- Voluntary Referral Form
- COPE Brochure
- Daily Schedule
- Our Location
- Tier 1 Exit Survey
- Feedback from Students
- Contact Us
Understanding Drugs & Alcohol
- Partnering Agencies
- Resource Links
- Voluntary Referral Form
- Student Testimonials
- Student Pre-Survey
- Student Post-Survey
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.
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.
This is a facilitated group discussion that allows the students an opportunity to consider the immediate and long-term dangers of alcohol 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.
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.
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.
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.
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.