Click HERE for Morongo Unified School District CORONAVIRUS Updates and Links to:

MUSD Digital Tools and Google Classroom:


P.B.I.S. (Positive Behavioral Interventions & Supports) and the F.C.C. (Falcon Code of Conduct)

Assembly Day Student Forum Survey

 Click on the link below: 


Behavior Management and Interventions for Distance Learning 2020-2021


Zoom Zombies, Lagging Skills

RFA, Escalate to T2 Team

T2 Team members (HANGOUTS)        
James Ruggiero
Jen Smith
Jackie Brandt                    
Andre Jones                    
Stacy Smalling   
Parent/guardian contact, social/emotional skills lessons, documentation tracking, report out success rates.  
Mr. Ruggiero documents the intervention in Illuminate Behavior T2 Tracker.  Teachers report outcomes (success rate) via e-mail to Mr. Ruggiero. 

Quick Calls

Behavior: “Zoom Zombies” aka students who do not respond.  

Procedure: After attempting camera on, text in chat, and/or e-mail, etc., contact T2 Team immediately..  

Contact: Via HANGOUTS James Ruggiero, Jen Smith, Jackie Brandt, Andre Jones (whoever is available to assist).   

Intervention: T2 Team will attempt to contact the home/parent/guardian of the student during class.  T2 Team e-mails Mr. Ruggiero the details of the Quick Call.  


Behavior: Students lagging in social/emotional skills required for distance learning.  Students falling short of F.C.C. behavior expectations.   

Procedure: After T1 Team (Apollo, Athenians, Odyssey, Olympians ) attempts and documents Behavior comments, BIRs, and T1 strategies, submit RFA to the T2 Team via e-mail.    

Contact: Via E-MAIL team leader contacts James Ruggiero and/or Jen Smith for guidance filling out the RFA form to submit a student for T2 intervention.   

Intervention: T2 Team will schedule a series of 3-4 social/emotional skills lessons specifically designed to address the lagging skills of the student.  These lessons are 20-30 minutes and will be scheduled rotating through the student’s schedule (so as not to miss instruction from the same class more than once). 

Request for Assistance

How to Escalate from Tier 1 into Tier 2 Supports




Tier 2 & 3 Screening Procedures

Decision Guidelines



FUNCTION: All Behavior Serves a Purpose

Students at Risk

Supports to Meet Students’ Needs: Reinforcers Based on Motivation(s)


Adult Attention

=         Have adult work with students

=         Have adult provide frequently scheduled attention with specific performance feedback

=         Provide opportunities to meet with teacher outside of class time

=         Provide opportunities to help the teacher

=         (If/When) adult is occupied, assign student more preferred activity


Peer Attention

=         Provide opportunities to help peers

=         Provide opportunities to assist in a class job

=         Pair student with peer

=         Use peer tutoring or mentoring

=         Offer earned “free time” with a friend

=         Provide opportunity to lead a group or be “teacher for the day/lesson”

=         Display work/photos of student on bulletin board

=         Offer awards (award system)



=         Teach and reinforce clear communication skills to request desired activities/items

=         Use “First/Then” strategy – First complete the task/Then get the desired activity/item

=         Use token economy with reward(s) students can choose

=         Use “Working Toward” model – Identify preferred activity/item and outline incremental steps to reach the goal of getting the activity/item



Sensory Stimulation

=         Provide “fidget” stress ball or other item(s) for student to occupy hands

=         Provide tactile/sensory pad (i.e. Velcro under the desk)

=         Provide a “foot stretcher” – Thera-band around the legs of the desk

=         Provide a weighted lap stuffed animal to increase proprioceptive (unconscious perception of movement) input and reduce popping out of chair


Adult Attention

=         Have student work with peers (buddies, partners, group, etc.)

=         Provide visual supports to get/keep student on-task – Visual schedules, First/Then Board, Contingency Map, Cue Cards

=         Provide opportunities for Think-Pair-Share

=         Teach appropriate “I need a break” signal

Avoid Escape


=         Provide structured choice of group or individual task completion

=         Provide appropriate use of “reset room” or “break room”

=         Provide extra computer time

=         Stay inside or join a preferred teacher/adult during lunch



=         Adjust demand difficulties of task – shorted activity, provide frequent breaks, use pleasant voice

=         Use activity sequencing – include easy/brief problems among longer and more difficult problems

=         Offer structured choices – work on-task at desk or at table

=         Offer equal choice(s):

=         Materials/resources – Apps, computer games, manipulatives

=         Knowledge demonstration – written report, diagrams, presentation, debates, recorded report, demonstration

=         Work place – desk, carpet, front/back table, library, quiet place, seating accommodation

=         Task to complete – sequence the order of tasks, when to complete task, with whom to complete task

=         Increase interest – solicit ideas and input for task/activity

=         Incorporate student hobbies/interest into task/activity

=         Change medium/materials

=         Replace pencil/paper with computer or vice versa

=         Assurance - clearly communicate meaningful task outcome

=         Provide multiple means of representation, action and expression, and engagement

=         Write and read social stories

=         Use Behavioral Momentum (making easy request of student before making challenging/difficult request)

=         Modify instructional delivery – direct instruction, video, choral response, peer tutoring, computer assisted instruction

=         Increase opportunities to respond – individual white boards, response cards, response clickers, signaling (thumbs up/down), moving activities, guided notes

=         Provide limited amounts of homework passes, tardy passes

=         Provide additional free time, extra time to read/preferred activity

=         Provide cues for transition – visual, non-verbal, auditory


Sensory Input

=         Provide sensory breaks

=         Teach student appropriate ways to request a break

=         Allow student to go to a “safe space,” “quiet room,” or “reset room” that is prearranged

=         Provide student with opportunity to leave the classroom – restroom pass, run errand to office

=         Provide extra time to read in quiet area

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