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Naperville 203 outlines MTSS rollout and new student‑success platform; board presses for consistent screeners and clear intervention timelines

Naperville Community Unit School District 203 Board of Education · January 21, 2026

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Summary

District administrators presented progress on a Multi‑Tiered System of Supports (MTSS) and a new student‑success platform that integrates attendance, behavior, SEL, and academic data. Board members praised the platform's potential but asked for consistent screening criteria, clarity on intervention duration, and reassurances about parent communication and confidentiality.

Naperville Community Unit School District 203 provided a comprehensive Jan. 20 update on its Multi‑Tiered System of Supports (MTSS) and the district‑wide rollout of a student success platform designed to unify academic, attendance, behavior and social‑emotional data.

Assistant Superintendent Missy Buchanan and the MTSS team described the platform’s role in strengthening Tier 1 instruction, identifying students who need targeted Tier 2 supports, and tracking individualized Tier 3 interventions. Presenters said the platform allows teams to create SMART goals, select evidence‑based interventions from a district library, monitor progress, and share intervention plans across grade‑level transitions. Jefferson Junior High was cited as a school that has implemented the platform with notable fidelity and measurable progress in selected cases.

Board members asked how the district ensures consistency across schools (screeners and cutoffs), how to avoid long‑term stigma from historical disciplinary records, and how parent communication will work at parent‑teacher conferences. Presenters said primary screeners include NWEA MAP benchmarks, IAR results, classroom assessments and Panorama SEL surveys; they said the platform supports standardized criteria and that interventions are tailored to the individual with SMART goals and ongoing progress monitoring (often reviewed weekly) rather than one fixed district cutoff. Presenters agreed to take Board feedback about clearer district guidance on expected intervention durations and exit criteria back to staff for refinement.

Administrators emphasized that the platform is a tool to increase precision and equity in district supports and that staff professional learning and building leadership teams are central to consistent implementation. The Board received the update; no action was required.