District 15 is committed to helping all students be successful learners. As part of that commitment, our district uses a structure known as Multi-Tiered Systems of Support (MTSS). Multi-Tiered System of Support (MTSS) is a layered continuum of academic and behavioral support that meets ALL learners’ needs. 

In a multi-tiered system of instruction and support, teachers provide quality instruction across three tiers that is universally designed, differentiated, culturally and linguistically responsive, and aligned to grade-level content standards. MTSS is a framework that provides equitable access to high-quality, grade-level academic and behavioral instruction and supports for all students.

This process allows all schools to provide students across the continuum of need with a variety of academic and behavioral supports based upon their specific learning needs. These supports are organized into three levels referred to as “Tiers.” This helps educators to respond appropriately and provide students with the assistance they need to prosper in the classroom. 

• Tier 1 is the high quality instruction provided by general education teachers that all students receive as part of their regular school day. We call this core instruction. 
  
  
• Tier 2 interventions are provided when District-based assessments indicate that a student needs additional academic support. Classroom teachers and/or other school staff work together to provide this support to small groups of students. This support is provided in regular time increments referred to as an intervention cycle and occurs during a designated time within a school day. 
  
  
• Tier 3 support incorporates problem solving structures and supports to address needs not met in Tier 1 or Tier 2 interventions.

MTSS emphasizes the principle that all students can learn when:

• All teachers differentiate instruction to enhance learning within a research-based core curriculum.
  
  
• Early access to a multi-tiered system of research-based interventions is provided. 
  
  
• A problem-solving approach that depends on the use of reliable data and the progress monitoring of learners to assess the effects of interventions is used.
  
  

Academic Interventions

We have several programs we use with our students who qualify for intervention depending on the student’s needs: 

Wilson Fundations makes learning to read fun while laying the groundwork for life-long literacy. Students in grades K-2 receive a systematic program in critical foundational skills, emphasizing:

• Phonemic awareness

• Phonics/ word study

• High-frequency word study

• Reading fluency

• Vocabulary

• Comprehension strategies 

• Handwriting

• Spelling

Just Words is a multisensory decoding and spelling program for students in grades 4–8. It is designed for students who can benefit from the targeted word study focus. 

Fountas & Pinnell Leveled Literacy Intervention System (LLI) is an intensive, small-group, supplementary literacy intervention for students who find reading and writing difficult. The goal of LLI is to lift the literacy achievement of students who are not achieving grade-level expectations in reading.

El camino al éxito (K-1) is a Spanish Phonics Curriculum for Early Reading. The program develops phonological awareness and phonics skills so that students can decode and read syllables and words.

El próximo paso al éxito (1-2) is a is a Spanish Phonics program that develops phonological awareness and phonics skills so that students can decode and read syllables, words, and high-frequency words with automaticity and apply these skills to reading decodable text.

Soluciones (K-2) is a Spanish literacy intervention that accelerates students’ access to complex text using authentic Spanish resources.

Read 180 is an intervention option at WCJH.  READ 180 is the leading blended learning intervention program building reading comprehension, academic vocabulary, and writing skills.

Bridges Intervention provides targeted instruction and assessment for essential mathematics skills and concepts. A strengths-based approach builds on each student’s abilities—starting with manipulatives, then moving to two-dimensional representations and mental images.