- Research-based Assessment System: The WCS uses assessment tools with established reliability, validity, and utility (a) to universally screen students in early literacy, reading, early numeracy, and math, (b) to regularly monitor students who are at risk for developing severe learning problems, and (c) to further assess students’ specific skills to gauge whether skill deficits are contributing to incompetence within a major academic domain (e.g., reading).
- Multi-Tiered System of Supports (MTSS): The WCS is committed to a MTSS which includes the following components: (a) teacher-led, regularly delivered, skill specific, Tier 1 small-group instruction; (b) adult-led, regularly delivered, push in, Tier 2 small-group support services; (c) adult-led, regularly delivered, pull out, Tier 3 small-group support services; (d) meaningful, engaging student-led collaborative practice activities; and (e) meaningful, engaging student-led independent practice activities. It should be emphasized that Tier 2 and Tier 3 support services are based on and tailored to the specific needs of diverse learners.
- Response to Intervention Meetings (Pre-referral Problem Solving): The WCS uses a RtI Meeting process which encompasses an innovative and proactive approach to supporting teachers and other school personnel in their efforts to accommodate increasingly diverse learners within the general education setting. Teams are comprised of educators with varied backgrounds who have been trained in a systematic problem solving approach focused on creating, monitoring, and refining individualized, classroom-based interventions to assist a wider range of students in regular education.
Behavior – Positive Behavior Interventions and Supports (PBIS)