EMLSS

Equitable Multi-Level System of Support


Implementing an equitable multi-level system of supports (EMLSS) 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. We 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.

What does this look like in Osceola?

The Multi-Level Systems of Support (MLSS) that is comprised of Response to Intervention (RtI) and Positive Behavior Intervention Supports (PBIS) has three tiers that build upon one another. Each tier provides more intensive levels of support.

  • Universal (Tier I) Intervention- The school provides all students with access to high quality curriculum, instruction, and behavior supports in the general education classroom.

  • Selected (Tier II) Intervention- The school provides interventions to small groups of students who need more support than they are receiving through Tier I. Tier II interventions are typically conducted by the classroom teacher and are within the regular education classroom environment.

  • Intensive (Tier III) Intervention- The school develops and implements interventions to meet individual needs of students. When students do not demonstrate sufficient success with Tier II interventions, they may be intensified (such as occurring more frequently or in a smaller group) at the Tier III level. Tier III interventions are typically pull-out services, conducted by either by a teacher or an interventionist.


Response to Intervention (RtI)

Wisconsin's vision for RtI has three essential elements:

  • High quality instruction

  • Balanced assessment

  • Collaboration

These elements work together within a culturally responsive, multi-level system of support and to increase success for all students.

Schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention with all systems interacting and working together.

How does RtI support district goals?

RtI is high quality, research- based instructional and behavioral supports in general education which ensure the following district goals:

  • Programming opportunities through systems and practices that recognize the talents of each child

  • Individualized learning by engaging students with a personalized learning environment

How can parents be involved in RtI?

Parents play a critical role in supporting what their children are learning in school. The more parents are involved in student learning, the higher the student’s achievement. Ask questions to learn more about this process:

  • Is my child successful? If not, what additional instruction/interventions will my child receive?

  • What types of programs are used in my child’s classroom (e.g. instructional programs intervention supports)?

  • How will additional assistance be provided? By whom? How often? For how long?

  • How will I know if my child is making progress? How will I know if my child is making sufficient progress?

  • What will the school do if my child is not improving?

  • What can I do at home to help my child?

Ask your child’s teacher for more information about how you can be involved in the RtI process.

What can I expect with RtI?

Parents want to see their child excel, and it can be very frustrating if a child falls behind in reading, math, writing or other subjects, or if a child has difficulty getting along with others or making appropriate choices. With RtI in Osceola, you will:

  • Be informed and involved in planning and providing interventions for your child.

  • See levels of support (academic and behavioral) that increase and decrease in intensity depending on your child’s needs.

  • Receive frequent progress monitoring about how your child responds to the intervention provided.