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 designed to provide additional support to learners. 

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 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.

Behavior Interventions

We have several behavior and mental health interventions we provide to students who qualify for intervention depending on the student’s needs. District 15 integrates evidence-based Positive Behavior Intervention & Supports (PBIS) through multi-layers of positive supports and interventions. The interventions that are part of the continuum of behavior supports are described below: 

Check In Check Out/Pop In Pop Out (CICO or PIPO): the goal is for students to feel motivated, supported, and connected to their school environment by establishing a positive connection and  providing frequent positive feedback. Students check in and out with a staff member and receive feedback through a Daily Progress Report.

Social Academic Instructional Group (SAIG): targeted social emotional/behavioral lessons provided to groups of students to teach and build skills related to prosocial, academic behavior, executive functioning, safety, responsibility, respect & coping skills. 

Mentoring: Adult mentor provides a positive connection through an individualized, nurturing, and supportive relationship to a single student.

Behavior Intervention Plan: individualized plan for a student focused on a specific, target behavior that provides preventative strategies, replacement behaviors, instruction, and reinforcement to help increase positive behavior. 

Social Emotional Plan (SE Plan): individualized plan that addresses social emotional needs through direct counseling services at school.

Wraparound: Individualized services that bring multiple systems together with the student and family to provide a highly individualized plan to meet the unique needs of the student and family.