Building a Meaningful Multi-Level System of Supports: Lessons from Forest Park Middle SchoolBy Jenna Taylor, Principal, Forest Park Middle School, Franklin School District At Forest Park Middle School, we utilize a Multi-Level System of Supports (MLSS) to ensure every student gets what they need to be successful—academically, behaviorally, and socially-emotionally. This work has not been quick or easy. It has been an intentional, three-year process rooted in collaboration, reflection, and a shared commitment to meeting students’ needs. Our MLSS process is data-centered and organized around three key domains: Academic, Behavior, and Social-Emotional Learning. Every four weeks, teams meet to review data, identify trends, select appropriate strategies, and develop an action plan. Just as importantly, we commit to monitoring and following up on the strategies we implement. In some cases, teams benefit from additional support and modeling of Tier 1 instructional and behavioral practices, as well as guidance on how to collect meaningful data to determine effectiveness. Prior to the start of the school year, we maximized our master schedule to intentionally include time for teacher collaboration. Without dedicated collaboration time, MLSS can quickly become just another initiative rather than a meaningful and sustainable system. Alongside this work, we challenged ourselves to rethink the traditional concept of Response to Intervention. Rather than viewing MLSS as a reactive process that begins only after students struggle, we focused on strengthening universal practices so fewer students require more intensive support. We also recognized the importance of ensuring that all stakeholders had both a seat and a voice at the table. Our MLSS team intentionally includes administrators, teachers from every content area, school counselors, coaches, interventionists, and our school psychologist. This diverse representation ensures that student discussions are well-rounded, informed, and grounded in multiple perspectives. One of our biggest takeaways has been that many challenges can be addressed by creating space for teachers to collaborate, reflect with teammates, and share practices that are already working well in their classrooms. Establishing clear guidelines and criteria for bringing student concerns to MLSS meetings was another critical step in developing a cohesive system. These criteria helped us move away from a referral-only mindset and toward a proactive structure that supports all students—including those with IEPs, English Learners, Gifted and Talented students, and those who may not qualify for formal services but still benefit from targeted strategies. Teachers’ have so much to do each day, and it can be difficult to determine which actions will have the greatest impact on student success. MLSS has been identified by our school improvement team as a high-leverage system that strengthens daily practice.This has been proven in our academic gains, behavior improvements, and reduced referrals. Our staff describe the process as purposeful, efficient, and closely connected to improved outcomes for all students.
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