We will focus on the creation of an MTSS process in a 50/50 dual program addressing supports within tiers, and how they are adjusted and monitored through learning cycles and data tracking. We will discuss the Spanish and English interventions and who is intervened with, by whom, and how this has been implemented. Our work has been informed by the CAL Guiding Principles for DL and we will show how we have integrated our work into our district-wide systems.
