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Manhattan-Ogden USD 383 elementary leaders describe MTSS rollout, LETRS training and upcoming curriculum adoption
Summary
District staff and elementary principals reviewed multi-tiered supports, structured literacy training (LETRS), assessment use and school highlights during a board work session; the board approved the meeting agenda 5-0.
At a district board work session, Manhattan-Ogden USD 383 staff and elementary principals reported on school-site councils’ efforts to implement Multi-Tiered System of Supports (MTSS), expand structured literacy training through LETRS and prepare a district curriculum adoption recommendation that will come to the board in April.
District presenters told the board the district is using a three-tier MTSS framework—described in the presentation as roughly 80% universal (Tier 1), 15% targeted small-group intervention (Tier 2) and 5% intensive individualized support (Tier 3)—to coordinate academic, behavioral and social-emotional supports across elementary schools. A staff member said the district uses universal screening and progress monitoring, and that FastBridge (reading) and iReady (math) are administered to guide interventions.
The presenter described common classroom and building strategies used under MTSS: 30-minute MTSS blocks for reading and math, regular data reviews every four to six weeks, check-in/check-out systems for at-risk students, behavior flowcharts to distinguish majors and minors, and use of specials teachers and support monitors to deliver interventions. The presenter said a locally developed SPEAR check-in/check-out acronym has been used to help students view the intervention as a positive, participatory program.
On literacy, the presentation emphasized a district shift toward structured literacy aligned with the International Dyslexia Association’s principles. The district is using LETRS (Language Essentials for Teachers of Reading and Spelling) as a core professional development pathway. The presenter reported five cohort “waves” of LETRS training under way: Wave 1 completed last spring with more than 30 educators; Wave 2 has about 40 educators and is near completion; a new Wave 5 cohort has 54 educators. The district also reported eight locally certified LETRS facilitators who lead face-to-face trainings and mentor colleagues.
The presenter said LETRS participation is linked to a newer state-level “seal of literacy” relicensing expectation for some K–5 educators after 2028 and that the district is prioritizing teams of interventionists, lead teachers and administrators for the multi-year rollout. A district staff member added that LETRS combines explicit, cumulative instruction with aligned materials and practice, and that the district will continue professional development and coaching to ensure fidelity.
District staff described the curriculum-selection process as structured and multi-step: curriculum committees, classroom pilots and teacher feedback collections. The presenter told the board the district is in an adoption cycle for English language arts and plans to present a recommendation to the board in April.
Behavioral supports were also a focus. Presenters outlined Positive Behavioral Interventions and Supports (PBIS) implementation across schools, including CHAMPS classroom management, behavior flowcharts, counselor and student-support monitors, behavior consultants, and building-level autonomy to define expectations. Several principals said office referrals have dropped at their schools after clarifying referral definitions and implementing training.
School-by-school highlights followed. Principals from Amanda Arnold, Bluemont, Frank Bergman, Marlette, Northview, Ogden, Woodrow Wilson, Theodore Roosevelt and others summarized family engagement nights, literacy and STEAM events, partnerships with K-State and community groups, Boys and Girls Club before- and after-school sites (added at Bergman and noted at Amanda Arnold, Woodrow Wilson and Ogden), and local grants such as a Greater Manhattan Community Foundation art grant mentioned for Bergman.
The board opened the meeting with a procedural motion to approve the agenda; the motion carried 5–0. No other formal board votes or policy adoptions were recorded in the transcript excerpt.
Board members praised the site council reports as useful for identifying gaps and for highlighting successful local practices. A presenter thanked principals and staff for their collaboration and said the district will continue professional learning, data-driven MTSS work, and the multi-year literacy and curriculum implementation.
The board work session proceeded to other items after the site council presentations.
