Lee's Summit R‑VII details K–5 MTSS screening, intervention thresholds and parent notifications

Dr. Kenny, a district presenter, told the Lee's Summit R‑VII Board of Education during a work session that the district’s multi‑tiered system of supports (MTSS) uses universal screening and stepwise interventions to identify and support students who need additional reading or math help.

The presentation outlined six MTSS steps: universal screening, high‑quality core instruction, targeted screening for additional or intensive supports, progress‑monitoring goal setting, communication with families and interventions followed by review of student progress. “We use it so that we can help students all achieve at high levels,” Dr. Kenny said, summarizing the district’s purpose for MTSS.

Under the district process, all K–5 students take the NWEA in ELA and math; K–3 students also take the MAP Reading Fluency / Foundational Skills assessment required by Senate Bill 681, Dr. Kenny said. Students who score at or below the 40th percentile on benchmark screens in ELA or math are given additional diagnostic screeners — the SIPs placement assessment or UFLI in reading and a numeracy screener in math — to determine whether they are candidates for intervention.

Based on screener results, the district categorizes support levels. Students identified for “additional support” receive at least 60 minutes per week of intervention; those needing “intensive support” receive at least 90 minutes per week, Dr. Kenny said. The district typically provides interventions two to three times per week and may deliver interventions daily when needed. The presentation said staff aim for students to receive at least six intervention sessions, totaling roughly 120 minutes, before initial progress‑monitoring checks.

Dr. Kenny described staffing decisions for interventions: students with the greatest need are matched with the most highly trained provider available, such as reading or math specialists. Classroom teachers also deliver many interventions; the district reserves specialized programs such as Wilson Reading for credentialed specialists, he said.

On timing and frequency, the district administers the NWEA three times a year — around September, again in December (some schools in January) and in May — and tests new enrollments within 30 days of enrollment. If a student’s benchmark score is low but other data points are strong, staff will sometimes delay intervention while re‑checking the data to rule out an off testing day.

Dr. Kenny described family communication as a standard part of MTSS: when a student is placed in an intervention the district makes a phone call and follows up with a letter explaining the intervention and the staff who will provide it. The district uses a communications platform (Propios) to deliver translated materials; Dr. Kenny said Propios supports more than 100 languages and that the district now counts 39 home languages spoken by families, up from 12 in 2018.

In questions from board members and attendees, staff clarified assessment and accommodation practices. The NWEA is not provided in non‑English languages; the district uses WIDA scores to determine whether an English‑learner is ready for the NWEA. The district does provide accommodations where appropriate and counts first‑year English learners differently for state accountability, per existing state rules, Dr. Kenny said. Staff also said NWEA sections allow for some accommodations (more readily in math than reading).

Parents in attendance were reminded that teachers usually share assessment timing and results directly with families (for example at conferences), and that parents may contact a teacher or principal at any time to request a student review or raise concerns about reading or math progress.

The presentation and exchange lasted the bulk of the first half of the work session; board members thanked Dr. Kenny before the meeting moved on to policy items.