Little Chute Area School District

What are Multi-Level Systems of Support?

Multi-Level Systems of Support (MLSS) are an integrated framework of practices grounded in the belief that each student can learn and achieve. They provide academic, behavioral, and social-emotional support to all students in our district. Each school provides varying types of support at differing levels of intensity to proactively and responsively adjust the needs of the whole child. This support increases success for all students through systematic implementation, shared leadership, and evidence-based practices centered on:

Collaboration
High Quality Universal Instruction
Strategic use of data

Visit the Wisconsin Department of Public Instruction’s site for more information about Wisconsin’s framework.

Multi-Level Systems of Support Visualization

Image obtained from Wisconsin Department of Public Instruction Multi-Level Systems of Support website.

Our Approach

Support starts at the universal level.

All students receive high-quality, standards-driven instruction.
Teachers use clearly defined learning targets and utilize formative assessments to inform instruction.
Students are screened three times per year in math, reading, and SEL.
Teachers differentiate to meet multiple learner levels and needs in the classroom. This includes providing enrichment activities as well as academic support that includes small group instruction.
Teachers may also use consultation, records review, and parent conferences to guide differentiation efforts, and may begin documenting efforts when a student seems to struggle.

What happens if a student struggles to meet learning targets and identified benchmarks?

Every school has a designated Response to Intervention (RTI) time that provides enrichment opportunities for students excelling and academic, social, emotional, or behavioral support for those who need a boost. We provide a continuum of support with differing levels of intensity to meet the needs of the whole child.

When a student continues to struggle to meet learning targets and identified benchmarks, despite efforts to differentiate and offer additional support, it may be determined that the student is in need of additional support. This is a collaborative decision based on data and evidence.

If the decision is made to move to Tier 2, an intervention is chosen that is provided during a designated time. Students are monitored to identify growth. If the data shows that a student is not making progress towards a goal, the student may move to a Tier 3 intervention. This includes possibly changing the intervention and / or meeting more frequently with an interventionist.

Please see the ACT 20 website to understand how this process applies to early literacy personal reading plans.

Our Schools

Our Schools

Multi-Level Systems of Support

What are Multi-Level Systems of Support?

Our Approach

What happens if a student struggles to meet learning targets and identified benchmarks?

What if I think my student is gifted?

I am concerned about my child’s academic or behavioral progress. What can I do?