USD 383 work session spotlights MTSS, structured literacy and April curriculum recommendation

Manhattan-Ogden USD 383 board members met in a work session to receive elementary site council reports that emphasized the district's multi-tiered system of support (MTSS), a shift toward structured literacy instruction and ongoing teacher training through LETRS (Language Essentials for Teachers of Reading and Spelling). The board approved the meeting agenda by voice vote, 5-0.

District officials and elementary principals told the board these initiatives aim to strengthen core instruction, expand targeted interventions and align curriculum; staff said a formal recommendation for high-quality instructional materials will be presented to the board in April as part of the district's adoption cycle.

Why it matters: The changes discussed affect instruction and interventions for all K-5 students in the district and shape teacher professional development, assessment strategies and the curriculum materials teachers will use in coming years.

District staff described MTSS as a three-tier model that guides academic, behavioral and social-emotional supports. A presenter identified as a district staff member said core, universal instruction serves roughly 80% of students, targeted small-group interventions 15% and intensive individualized services about 5%. The presenter said MTSS blocks include dedicated time for interventions and that buildings schedule MTSS-related time ("30 minutes for reading and 30 minutes for math," the presenter said).

Assessments and progress monitoring named in the presentation included FastBridge for reading and i-Ready for math diagnostics. Staff said universal screening and frequent progress monitoring are used to adjust interventions and that tiered supports range from small-group instruction (tier 2) to one-on-one or very small-group services (tier 3), sometimes supported by functional behavior assessments.

Structured literacy and LETRS training were a major focus. The presenter said the district has moved from comprehensive literacy approaches toward a structured literacy model grounded in the science of reading and cited the International Dyslexia Association as the origin of the term. Staff described LETRS (Language Essentials for Teachers of Reading and Spelling) as a multi‑year, collegiate‑level professional learning sequence the district is using to prepare educators for a state licensure requirement after 2028. The board was told the district has multiple LETRS cohorts: wave 1 included more than 30 educators; wave 2 had about 40 educators nearly completing the course; and a new cohort (wave 5) was starting with 54 educators. Presenters said more than 100 staff are participating across cohorts and that eight local certified facilitators are leading face-to-face training sessions.

Behavior supports and school climate work were also discussed. Staff said Positive Behavioral Interventions and Supports (PBIS), CHAMPS classroom management and daily check-in/check-out systems are in place across buildings. Principals reported using counselors, behavior consultants and student support monitors to reduce office referrals and provide early intervention. At Ogden Elementary, presenters cited a drop in office referrals after training and clearer referral processes.

Instructional materials and classroom practice: District staff described current programs in use across grades: Ready Classroom Math and i-Ready for math, FOSS (Full Option Science System) for science, TimeLinks and other materials for social studies, and Second Step for social-emotional learning. Staff outlined a structured curriculum-selection process that includes committee review, pilot classrooms, teacher feedback surveys and a district pacing guide; they said teachers and administrators aim to align pacing across buildings.

Engagement and classroom strategies were demonstrated during the session. A presenter led the board in a short Kagan "stand up, hand up, pair up" activity to show cooperative-learning structures and explained that teacher clarity and purposeful engagement strategies are priorities for classrooms.

Site-level highlights: Principals from the district's 10 elementary schools presented short reports on family engagement nights, literacy and STEM events, partnerships (including Boys & Girls Club sites at several elementary buildings), and targeted supports such as additional counselors and interventionists. Several principals cited strong family nights, multicultural events and partnerships with Kansas State University as contributors to student engagement.

Board action and next steps: The only formal board action recorded in the transcript was approval of the meeting agenda (voice vote, 5-0). Staff told the board an April recommendation will be brought forward for adoption of new high-quality instructional materials; no formal adoption vote on curriculum was taken at this session. Several board members thanked principals and staff for the reports and photo summaries that will inform ongoing resource and staffing decisions.

Quotes in this report come from named participants identified in the meeting transcript. Direct board votes and attendance were recorded during roll call.