Multi-Level Systems of Supports (MLSS)

Purpose

This handbook is intended to serve as a guide for MLSS implementation.  It will be revised and improved upon as we learn more as professionals.

At River Valley we believe…

- Students are our number one priority

- Every student has the right to learn

- Instruction is rigorous and relevant

- Assessment is purposeful and drives instruction

- Learning is a collaborative process  

Our success is assured through ...

• Equitable, evidenced based practices
• High quality, standards-aligned core instruction
• Continuum of supports
• Ongoing assessment
• Strategic use of data in decision-making
• Systemic implementation
• Collaboration among staff, families, and community
• Strong leadership and positive culture

Multi-Level Framework for Instruction and Intervention

MLSS is a multi-tiered framework that provides equitable access to high-quality, grade-level academic and behavioral instruction and supports for all students. 

(adopted from Madison MTSS document)

Universal Instruction (Tier 1)

• Evidence based core instruction for all students, including students with disabilities, English Learners, students in early childhood programs, and advanced learners
• High quality, standards-aligned core instruction that meets the needs of most students (approximately 80-90%)
• Providing structures and systems to review and monitor progress
• Responding proactively and planning for differing abilities within the classroom
• Universal screening three times a year (fall, winter, spring)

Selected Intervention (Tier 2)

• In addition to high quality Tier 1 instruction and/or behavioral supports (approximately 10-15% of students)
• For students not meeting or exceeding Universal Screening benchmarks, classroom performance, and/or informal assessments
• Targeted or supplemental support/instruction during Blackhawk Period in the general education setting
• Identified students receive additional time/intensity/type of instruction in small groups (to target skills, reteach, review, frontload, challenge)
• Specific skills are progress monitored regularly, and data is used to make adjustments to the intervention
• When a student does not make sufficient progress, the student may be brought to the Progress Study Team

Intensive Support (Tier 3)

• Extending beyond Tier 1 and Tier 2 instruction and/or behavioral supports (approximately 1-5%)
• Using frequent data in collaboration with a team to regularly monitor student progress
• Group size no more than 3:1, provided by interventionists or specialized staff
• Research-based program or methods used to target specific skills deficits; duration, intensity, frequency of programming is adjusted as indicated by data
• Students showing adequate growth will be returned back to the Selected Level (Tier 2) of MLSS
• When a student does not make sufficient progress, the student may be brought to the Progress Study Team

* This multi-tiered framework is a continuum of support where an individual student may receive instruction in varying intensity in Tiers 1, 2, and 3 simultaneously. The classroom teacher is the “first responder” for students with differing needs.

Problem Solving Within the Context of a Multi-Level Systems of Supports (MLSS)

(adopted from Madison MTSS document)

The basic problem-solving process utilizes the following four phases and questions:

1.  Identify the Problem/Goal

• Is there a discrepancy between expected and current performance?
• What is it that we want the student(s) to achieve?
• What does the data show?

2. Analyze

• Why is the student(s) not achieving the academic and/or behavioral benchmark?
• What are the possible barriers to the student(s) doing and/or knowing what is expected?
• What are we going to do to address the concern?

3. Implement

• Explicitly state what will be taught/focus of instruction/intervention
• Determine who is responsible for implementing the plan
• Identify resources available for implementing the plan
• Describe a plan for measuring and monitoring the effectiveness of the instruction or intervention
• Set a time for the team to revisit the plan

4. Evaluate

• Is the student making progress towards the goal?
• If not, how will the plan be adjusted to better support the student(s)?
• If yes, should the plan continue?  

Summary:

MLSS is a student-centered, comprehensive framework which ensures equitable access to effective programming for ALL learners.  MLSS is built on the idea of intervening early to prevent failure, provide challenges, and to maximize the effectiveness of high quality  instruction.