What if a school could spot a student’s academic or social-emotional need before it ever had the chance to become a barrier? At Royal Oak Middle School, that question isn’t a hypothetical; it’s the heartbeat of the work happening every single day. Under the leadership of my fellow MASSP Board member, Kristin Meldrum, MTSS isn’t a program or a checklist. It’s a culture. A way of seeing students. A way of supporting teachers. And, honestly, a model more schools should be paying attention to.
Kristin and her team have created a proactive, data-driven, systemic approach to MTSS that identifies needs early, responds with intention, and ensures every student receives the right level of support at the right time. But what strikes me most is that it never feels mechanical. It feels human.
At the heart of their approach is a simple belief: Support should be systematic, not incidental. Instead of waiting for challenges to grow and then reacting, teachers at Royal Oak are equipped to notice early patterns in academics, behavior, engagement or overall well-being. They aren’t left to figure it out alone; the school has built a structure that empowers them with clear, practical strategies they can use immediately in their classrooms.
One of the most innovative parts of Royal Oak’s MTSS work is the emphasis on strong Tier 1 supports. Kristin’s team has trained and encouraged teachers to develop instructional practices that help all students feel supported, making this a part of the everyday classroom experience. That might mean chunking assignments, using reflection routines, offering sentence starters, providing alternative assignment formats, or intentionally teaching what students can do when they’re frustrated or stuck.
These flexible, thoughtful routines may seem small individually, but together they create an environment where students can engage, persist and feel genuinely supported. Just as importantly, they give teachers real-time insight into what students need next. When strong Tier 1 practices are in place, and a student is still struggling, staff aren’t guessing; they’re acting on clear, meaningful data.
That’s where Royal Oak’s streamlined referral and review process shines. Teachers can share concerns quickly and collaboratively, working with counselors and the MTSS team to determine what’s already been tried, what’s working, and what additional supports might help. When several teachers notice similar patterns, the MTSS team brings everyone together to design a plan that is targeted, student-centered, and shared across classrooms. It’s efficient, it’s human and it honors teacher expertise.
That’s the real power of what Kristin has built: a system that reflects a culture of collective care. At Royal Oak, MTSS isn’t a “place” a student goes; it’s a thoughtful, ongoing, community-driven problem-solving process. It values teacher voice, prioritizes partnership with families, and treats intervention not as a label, but as an opportunity.
You can see the shift everywhere. Conversations are no longer about deficits; they’re about supports, strengths, and possibilities. Students aren’t defined by what they lack but by what they need next, and the adults around them respond accordingly.
Kristin’s leadership is woven through every part of this work. She guides her team with clarity, compassion, and a deep understanding that systems only succeed when people feel supported within them. She has helped create a school culture where data informs decisions, teachers feel empowered and students are known.
Royal Oak Middle School isn’t just “doing” MTSS. They’re redefining what thoughtful, effective, student-centered MTSS can look like. When schools build systems like this – systems rooted in care, collaboration and intentional design – students don’t just cope. They thrive.