Merton District Multi-Level System of Supports (MLSS) Information
The Multi-Level Systems of Supports (MLSS) approach is an effective way to address a number of student concerns both academic and non-academic. Over the past several years we built and continue to enhance our MLSS model. During the 2023-2024 school year, we will strategically update process and model to enhance our specific intervention toolbox to meet our diverse students' needs.
According to DPI, "Wisconsin schools and districts, implementing an equitable multi-level system of supports means providing equitable services, practices, and resources to every learner based upon responsiveness to effective instruction and intervention. In this system, high quality instruction, strategic use of data, and collaboration interact within a continuum of supports to facilitate learner success. Schools provide varying types of supports at differing levels of intensity to proactively and responsively adjust to the needs of the whole child. These include the knowledge, skills, and habits learners need for success beyond high school, including developmental, academic, behavioral, social and emotional skills."
In the context of our District’s Multi-Level System of Supports (MLSS), universal screening is the first step in identifying student needs. It is the mechanism for providing a scientific, evidence-based general education (Jenkins, Hudson, & Johnson, 2007). The idea that all students complete the screener on grade level is important because it helps us identify how students perform compared to their peer group. A universal screener is designed to help you identify WHO might need extra support, WHO may need extension, and enrichment. It is not designed to tell you WHAT that support should be. MLSS school-based teams progress monitor data and student supports to ensure all students are growing and developing throughout the school year.
Universal screening is typically conducted three times per school year, in the fall, winter, and spring. Universal screening measures consist of brief assessments focused on target skills (e.g., phonological awareness) that are highly predictive of future outcomes (Jenkins, 2003).
| 