Several parents, an educator and students used the public comment period at the Lee's Summit R‑VII Board of Education meeting on May 20 to press the board to back diversity, equity and inclusion efforts, to improve timely implementation of IEPs and 504 plans, and to revise dress‑code practices that students say target girls.

Joe Saenz told the board diversity “is about culture” and urged the district to attract a diverse talent pool. Jessica Jones, who identified herself as a parent of three LSR students, asked the board to “come together as a unified front” and publicly support DEI, saying equity and inclusion are essential for student success and teacher retention.

Jennifer Novogratz, who said she brings 20 years of professional experience in education and is a district resident, urged two specific actions: mandatory, meaningful professional development for all staff and administrators on legal responsibilities around Individualized Education Programs (IEPs) and Section 504 accommodations, and a commitment to timely, respectful communication with families who raise concerns. Novogratz described repeated delays and denials in securing accommodations for her child and called the pattern “unacceptable.”

Student speaker Vera Fosnow, a senior at Lee's Summit West High School, addressed the dress‑code process and said dress‑code enforcement has caused “shame and anxiety” for girls. Fosnow asked the board and the dress‑code process action team to examine whether current rules implicitly sexualize or disproportionately penalize female students and urged that student experiences be included in policy work.

The board’s public comment procedures were read to the audience at the start of the period; the board does not respond to public comments in the meeting but may ask clarifying questions or direct the superintendent to follow up, per board policy BDDH.

Why it matters: callers tied DEI, equity and inclusion to the district’s stated mission and to legal obligations around accommodations. Parents and an educator requested specific, district‑level changes to staff training and communications to improve compliance with IEP and 504 requirements. Students asked the board to consider gender equity in dress‑code enforcement during an ongoing review process.