The Tomah Area School District supports all students including those with dyslexia and other related conditions. Below you will find information on how to find support and guidance for those with dyslexia or if you suspect a student cold be struggling with dyslexia or other related conditions.

Wisconsin's Informational Guidebook on Dyslexia and Related Conditions, required by 2019 Wisconsin Act 86, was created through collaboration between an advisory committee created by Act 86 and DPI.

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.

Wisconsin's informational guidebook on Dyslexia & related conditions

PDF Version

Tomah Area School District Instructional Coaches are student centered and data driven. Our coaches are instructional specialists who collaborate using the 4 questions of the PLC with administrators, teachers, and other coaches to increase student growth. Our framework involves coaching cycles of goal setting, data collection, utilizing best instructional practices and reflection.

Our Instructional Playbook is a comprehensive collection of tools, strategies, and ideas that we encourage our professional staff to follow. The content in this playbook directly aligns with our mission of "High quality student learning. Every child. Every day." 

PBIS stands for Positive Behavioral Interventions and Supports, which is a school-wide approach that aims to promote good behavior and safety.

In the Tomah Area School District, our mission is High Quality Student Learning, Every Child, Every Day. To accomplish this vision and get the best results for all students, we need to ensure that each of our schools is a place where all students are able and expected to learn. This means putting the right systems in place to support positive behavior in every student.

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Social and Emotional Learning (SEL) Questions

What is SEL?

Social Emotional Learning (SEL) is how people learn to understand and manage their emotions, build positive relationships, and make good decisions.

In schools, SEL helps students develop skills like self-awareness, empathy, and problem-solving, which are important for success in school, work, and life. By teaching SEL, educators create supportive environments where students feel safe, included, and ready to learn.

Why SEL in our schools?

Social-emotional learning (SEL) is essential in schools because it helps students develop self-awareness, emotional regulation, social skills, and responsible decision-making. These skills improve academic performance, foster positive relationships, and create a supportive school environment. SEL also reduces behavioral issues, enhances resilience, and prepares students for success in life beyond the classroom. By embedding SEL into education, schools nurture well-rounded individuals who can manage emotions, communicate effectively, and contribute meaningfully to their communities.

What is Title I?

Title I is a national federal assistance program for schools. This program helps students obtain a quality education to meet and exceed academic standards. A school-wide program serves all students in eligible schools. A targeted assistance school serves only students who meet specific criteria. Schools in the Tomah District that qualify for school-wide Title I funding include: Miller, Lemonweir, Warrens, Wyeville, Camp Douglas and Oakdale. Queen of the Apostles and St. Paul’s Lutheran schools receive targeted-assistance. Identified students receive academic remediation through the Title I program following the RtI (Response to Intervention) model. A school-wide Title I program allows eligible schools to use Title I funds to provide for the following:

• Small group instruction
• Special instructional spaces and equipment
• Instruction by highly qualified teachers
• Extra time that students need for teaching the skills
• Additional teaching materials that supplement regular instruction.
• Opportunities for professional development
• Opportunities for family involvement

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