The School District of Tomahawk's MLSS framework is designed to meet the needs of all learners by providing the right level of support at the right time. We recognize that every student is unique, and we are committed to meeting them where they are—academically, socially, and emotionally—and helping them grow from that point forward.
We use a variety of data sources, along with feedback from teachers and families, to make informed instructional decisions. These insights allow us to identify strengths, address areas of need, and adjust supports as needed. Through this collaborative, responsive approach, we ensure that each student has the opportunity to succeed and reach their full potential.
A common misconception about a Multi-Level System of Support is that it is only designed for students who are struggling. In reality, MLSS is built to support all learners. Whether a student is exceeding expectations or not yet meeting them, every student benefits from targeted support—tailored to their current needs, strengths, and learning goals. The difference lies in the type and intensity of support provided, not in whether support is needed.
For more information on the School District of Tomahawk's Multi-Level Systems of Support, contact your child's Building Principal at 715-453-5555.
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Per Wis. Stat. §§ 118.016, “‘at-risk’ means a pupil scored below the 25th percentile on a universal screening assessment or diagnostic assessment, as indicated by the publisher of the assessment (aimsWeb Plus). If a student is identified as at-risk a Personal Reading Plan is developed and must include the following per Act 20:
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The pupil's specific early literacy skill deficiencies, as identified by the applicable assessment.
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Goals and benchmarks for the pupil's progress toward grade-level literacy skills.
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How the pupil's progress will be monitored.
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A description of the interventions and any additional instructional services that will be provided to the pupil to address the pupil's early literacy skill deficiencies.
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The programming that the pupil's teacher will use to provide reading instruction to the pupil. This programming must align to the definition of science-based early literacy instruction as stated in Act 20 and address the areas of phonemic awareness, phonics, fluency, vocabulary, and comprehension.
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Strategies the pupil's parent is encouraged to use to help the pupil achieve grade-level literacy skills.
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Any additional services available and appropriate to accelerate the pupil's early literacy skill development.
In 5K through grade 3, the first time a student scores at or below the 25th percentile on the universal screener, the student is engaged in diagnostic assessment and a personal reading plan is created. A personal reading plan begins the first time a student scores below the 25th percentile on the universal screener. Therefore, a personal reading plan could begin after fall, midyear, or spring administration of the screener. A personal reading plan is considered to have been completed if parents/caregivers and the school agree the student has met the goals in the personal reading plan and the student scores at or above grade-level on the reading portion of the Wisconsin Forward exam in grade 3 (118.016(5)(d)).
Required by 2019 Wisconsin Act 86, the informational dyslexia guidebook was created through collaboration between an advisory committee created by Act 86 and DPI. Feedback was solicited from advisory committee members at several points in the drafting process.
Per Act 86, the informational guidebook discusses screening, instruction and intervention, and resources that can support improved learning for school-aged individuals with characteristics of dyslexia. The audience for the information is broad and includes, but is not limited to, parents and families, educators, interventionists or reading teachers, and educational leaders to engage in conversations about how to best meet the needs of all readers who struggle, including learners with characteristics of dyslexia.
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The School District of Tomahawk recognizes that high potential students have unique educational needs which require specific attention. Students with high-performance capabilities are provided with opportunities to develop their talents. The School District of Tomahawk, along with districts across the state of WI and nation are implementing RtI as it pertains to gifted education programming. Statute 121.02(1)(t) states “Each school board shall provide access to an appropriate program for students identified as gifted and talented.” Statute 118.35 and Rule 8.01(2)(t)2 describe the five areas of giftedness (general intellectual, specific academic, leadership, creativity, and visual/ performing arts) and the need to use multiple measures and culturally- responsive practices in identification and programming for gifted students.
Efforts nationally to meet the needs of gifted and talented students have been shifting from pull- out or self- contained “programs” for identified students to broader attempts to identify the needs of students and provide for them in the regular classroom when possible. The emphasis is on identifying needs (what does this student need in order to meet their potential?) rather than identifying students (is this student gifted or not?). Differentiation of instruction is an important component of this effort, and gifted education fits into the RtI framework.
In Tomahawk, we are developing whole grade programming and some individual class structures that allow for personalized learning as another method of meeting students' needs with more targeted and sometimes self-selected differentiation. We have systems in place that enable teacher teams to look at data and discuss student programming regularly across all levels. We will continue to strive to meet students' needs through continual analysis of programming, enrichment opportunities, and flexible grouping as options for our students who have demonstrated needs across multiple measures. We also believe with the implementation of Academic & Career Planning (ACP) students will be better informed of their talents, interests, and future goals much earlier than in the past, which will also contribute to better overall student planning.
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Students who are identified as English Learners during the registration process or who have taken the ACCESS test in a previous district will develop in Individual Language Plan within the first 30 days of the school year. This plan will describe the goals of the student in regards to English language acquisition in the areas of reading, writing, speaking and listening. In addition, it will detail the supports in place to reach those goals.
We are committed to supporting the whole child, including their social and emotional well-being. Social-emotional supports are provided on a student-by-student basis, recognizing that each learner has unique needs. Using input from staff, families, and data, we tailor these supports to help students build skills such as self-awareness, emotional regulation, relationship-building, and responsible decision-making. Whether through classroom instruction, small groups, or individualized support, we ensure that every student has the tools they need to thrive socially and emotionally.
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