Carthage R-9

District/LEA: 049-142 CARTHAGE R-IX Year: 2025-2026
Funding Application: Plan - School Level - 4020 COLUMBIAN ELEM. Version: Initial Status: Approved

All check boxes and/or radio buttons marked in this plan and policies indicate an assurance on the part of the LEA and school.

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School, Parent And Family Engagement Policy Hide
4020 COLUMBIAN ELEM.
SCHOOL, PARENT AND FAMILY ENGAGEMENT POLICY
All check boxes marked in this policy indicate an assurance on the part of the school.
Type of Title I.A program
Schoolwide
Targeted
This school parent and family engagement policy is developed jointly with, distributed to, and agreed on with parents of participating children, including
parents of migrant and EL children. Section 1116 (b)(1)
Describe how the school seeks and obtains the agreement of parents to the parent and family engagement policy.
Parents are part of the team that plans and reviews the Schoolwide plan and the
Parent & Family Engagement policy. Parents have multiple opportunities to have
input at Beginning-of-the-Year and End-of-the-Year meetings and at various Family
Engagement events throughout the year.
Parents have the opportunity to complete a survey at each parent engagement
activity to provide input about the event and information provided. Parents have
served as planning committee members to aid in the planning, review, and
improvement of each of these events. Parents also have the opportunity to
complete a schoolwide survey to provide input about the implementation of the
Title I parent and family engagement policies. We believe that active
parent/community involvement is essential to ensure student academic success.
At the beginning of the year, parents are asked to review and sign our
Parent/School Compact.

Parents are notified of the policy in an understandable and uniform format. Section 1116(b)(1)
The school parent and family engagement policy is provided in a language the parents can understand. Section 1116(b)(1)
POLICY INVOLVEMENT
At the beginning of the school year, the school convenes an annual meeting, at a convenient time, to which all parents of participating children are
invited and encouraged to attend. Section 1116 (c)(1)
The agenda reflects that the purpose of the meeting is
To inform parents of their school’s participation in the Title I.A program
To explain the requirements of Title I.A
To explain the right of parents to be involved.
Section 1116 (c)(1)
The school offers a flexible number of meetings. Section 1116 (c)(2)
Using Title I.A funds, to promote parental involvement the school provides (check all that apply)
Transportation
Child care
Home visits

Funds will not be utilized for these purposes
Section 1116 (c)(2)
The school involves parents in an organized, ongoing, and timely way:
In the planning, review, and improvement of the Title I.A program and if applicable Schoolwide program plan in the school. Section 1116 (c)(3)
Describe how parents are involved in the planning, review, and improvement of the Title I.A program and if applicable Schoolwide program plan in
the school.
Parents, families and community members are welcome and invited to participate in
the various activities and involvement options we have in our school. We believe
that active parent and family engagement is essential to ensure student academic
success.
Our school gives the following opportunities for parents to be involved:
Participation in a Parent Informational Meeting at the beginning of the year.
Parent Advisory Committee Meetings.
Distribution of Parent & Family Engagement Policy pamphlets (English or Spanish)
Discuss and sign a Parent/Student/Teacher compact at the beginning of each year.
Title 1 staff present information about services at parent events, through
Parentsquare information, websites, and social media.
Annual Title 1 District Meeting and school break-out sessions.
Participate in Parent & Family Engagement activities and Family Fun Nights.
Parents are asked for input/feedback through various means, including surveys, in
regards to our Title 1 Compact, Title 1 Building Goals, Title 1 Involvement,
district CSIP, Parent Nights, and activities that are provided throughout the
year. This information is then used to design and review the Title 1.A program
and the schoolwide plan. A school team that involves parents meets each spring to
evaluate the Title I program and goals and to assess needs for the school.

In the planning, review, and improvement of the school parent and family engagement policy. Section 1116 (c)(3)
Describe how parents are involved in the planning, review, and improvement of the school parent and family engagement policy.
Our school schedules a Title I meeting at the beginning of each school year.
Parents are invited to learn about how these funds are used in the building and
give input about their children's needs and how these are met. A team of parents,
teachers, and administrators reviews all information and ideas and accepts or
rejects them.
Parents serve on the Parent Advisory Committee. This committee's purpose is to
encourage parents to attend board meetings, to celebrate student success, and
allow an opportunity to voice opinions during open meetings. Parents are also
involved in the planning, review, and improvement of the school's family
engagement policy when they attend the end-of-the-year district meeting.
Parents have the opportunity to complete a survey at each parent and family
engagement activity to provide input about the events and information provided.
Parents also have the opportunity to complete a district-wide survey to provide
input about the implementation of Title I Parent and Family Engagement Policies.
This information is reviewed and adjustments are discussed during the annual
evaluation meeting.

The school provides parents of participating children:
Timely information about the Title I.A programs. Section 1116 (c)(4)(A)
Describe plans to provide information about the Title I.A programs.

Families receive Title I information through brochures and the Parent/School
Compact at Open House, beginning of the year meetings, parent/teacher
conferences, and parent events. All Title 1 information for each specific school
is posted within their building page of the district website as well as district
plans. Additional copies of the brochures and parent/school compact are always
available upon request at the school office or from any staff member.
Specific Title I information is shared at Family Engagement events throughout the
year. Additional information is shared with families who choose to participate in
Parent Advisory committee meetings and annual evaluation meetings of the Carthage
R-9 Title I program.
Information about Title I and parent events are shared with families through
ParentSquare, district/building website, social media and with local television
and newspaper outlets.
All printed information is provided in both English and Spanish to make it
accessible to all families, and translators are available at events to support
understanding. Most district digital communication tools provide immediate
translation to multiple languages for families to lessen the language barrier.

A description and explanation of the curriculum in use at the school, the forms of academic assessments that are used to measure progress,
and the achievement levels of the MAP assessment.
Section 1116 (c)(4)(B)
Describe methods and plans to provide a description and explanation of the curriculum, academic assessments, and MAP achievement levels.
This information is distributed and discussed in information sent home at the
beginning of the year, during our Beginning of the Year Parent Night, and during
Parent/Teacher Conferences. During parent/teacher conferences, progress is
discussed as well as plans to improve student success at both home and at school.
Parents also have access to benchmark testing data at home through iReady.
Assessment and MAP achievement level reports are sent home at various times after
each assessment is given.
iReady diagnostic data is shared with families after each testing cycle.
Families of students who score at risk based on the Reading assessment may be
assigned a Reading Success Plan, which includes specialized interventions, and
direct communication will be established with families for ongoing communication
about the student's progress. Follow-up will occur at the end of each quarter
and/or after each district assessment of I-Ready.
Carthage R-9 utilizes standards referenced grading policies for kindergarten
through fifth grade that report students' mastery of skills and established
proficiency scales aligned with DESE Missouri Learning Standards. Parents are
provided copies of the grade level expectations throughout the year and their
child's progress.

Opportunities, as appropriate, to participate in decisions relating to the education of their children. Section 1116 (c)(4)(C)
Responses to their suggestions as soon as possible. Section 1116 (c)(4)(C)
SHARED RESPONSIBILITY FOR HIGH STUDENT ACHIEVEMENT
School-Parent Compact
The School-Parent Compact outlines how parents, the entire school staff, and students will share the responsibility for improved student academic
achievement and the means by which the school and parents will build and develop a partnership to help children achieve the State’s high standards. Section
1116 (d)
The school jointly develops with parents of Title I.A served children the school-parent compact.
The school-parent compact will
Describe the ways in which all parents will be responsible for supporting their children’s learning. Section 1116 (d)(1)

In the parent/school compact, parents agree to:
Make sure their child is in school every day possible.
Check that homework is completed.
Monitor the amount of television watched, video games played, and time on the
computer.
Provide healthy meals for their child.
Make sure their child has an acceptable bedtime.
Be aware of their child's extracurricular time and activities.
Provide a quiet homework environment.
Stay informed about their child's education by reading all communications from
the school and responding appropriately.

Describe the school’s responsibility to provide high-quality curriculum and instruction in a supportive and effective learning environment.
Section 1116 (d)(1)
The school's responsibility is as follows:
Provide high-quality curriculum and instruction in a supportive and effective
learning environment that enables participating children to meet the Missouri
Learning Standards as follows:
Hold annual parent/teacher conferences
Provide parent with frequent reports on their child's progress
Follow curriculum maps and priority standards
Continue teaching district adopted curriculum with validity.
Professional Development that incorporates the latest research.
Be accessible to parents through phone calls, emails, ParentSquare, and meetings
Provide parents opportunities to volunteer and participate in their child's
education.

Addresses the importance of communication between teachers and parents on an ongoing basis through, at a minimum
Conducting parent-teacher conferences at least annually, during which the compact shall be discussed
Issuing frequent reports to parents on their children’s progress
Providing reasonable access to staff, opportunities to volunteer, and observation of classroom activities
Ensuring regular two-way, meaningful communication between family members and school staff, and, in a language that family members can understand
Section 1116 (d)(2)(A) (B),(C),(D)
BUILDING CAPACITY FOR INVOLVEMENT
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic
achievement, the school
Provides assistance to parents, as appropriate, in understanding
o the Missouri Learning Standards,
o the Missouri Assessment Program,
o local assessments,
o how to monitor a child’s progress, and
o how to work with educators to improve the achievement of their children.
Section 1116 (e)(1)
Describe plans to provide assistance.

Student progress is discussed with families during parent/teacher conferences and
throughout the year.
Teachers and families use Google Classroom and ParentSquare to establish and
maintain communication regarding questions or concerns throughout the school
year. As we progress into the second year of implementation, our district will
continue to improve the use of the ParentSquare platform, which will manage all
communications between the school district, school, teachers, and families. We
hope this app will help enhance communication and support of families.
Resources, websites, and informational materials are shared and distributed to
provide ways for parents to help their students at home. Family involvement
activities center around academic success and strategies for families to use to
support their children's learning at home.

Provides materials and training to help parents work with their children to improve achievement. Section 1116 (e)(2)
Describe plans to provide materials and training.
During Informational events as well as Parent & Family Engagement events, parents
are instructed in strategies and provided resources such as books and math
manipulatives to help students with:
• Accessing iReady instruction in math and reading at home.
• Online games and resources to support learning at home.
• Games and at-home learning activities to support the development of number
sense and math skills.
• Reading strategies and the importance of reading at home.
• Importance of school attendance.
• Activities to help kids and families stay healthy.
• Meet the emotional/social needs of their students and families
• Communication and collaborations between families and school.
The Carthage R9 school district and building websites provide digital options for
families to access strategies and activities to improve reading and academic
skills at home.

Educates teachers, specialized instructional support personnel, principals, and other school leaders, and other staff, with the assistance of parents,
in the value and utility of contributions of parents, and in how to reach out to, communicate with, and work with parents as equal partners,
implement and coordinate parent programs, and build ties between parents and the school. Section 1116 (e)(3)
Describe plans to educate school personnel regarding working with parents.
The Professional Learning Communities (PLC) model is being used throughout the
year in weekly meetings. The Instructional Coach, Counselor, Process Coordinator
and staff collaborate in various meetings throughout the year to explore
additional ways of communicating effectively and supporting parents and families.
Efforts are made to ensure that all communication with families is presented in
both English and Spanish, or the families' preferred language. Spanish-speaking
home-to-school liaisons are available to help translate and support families as
needed. Our parent communication platform, ParentSquare, offers real-time
translation in the family's preferred language, of all communication, private
messaging, emergency alerts, etc., to support teachers and staff in establishing
and maintaining strong relationships with families.

To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic
achievement, the school
To the extent feasible and appropriate, coordinates and integrates parent involvement programs and activities with other Federal, State, and local
programs, including public preschool programs, and conducts other activities, such as parent resource centers, that encourage and support parents
in more fully participating in the education of their children. Section 1116 (e)(4)
Describe plans to coordinate and integrate.

Kindergarten First Steps occurs in the spring to provide an opportunity for
teachers to meet and screen incoming kindergarten students to determine
kindergarten readiness.
The school works with the Early Childhood Center, Parents as Teachers, Tiger Prep
Academy, and Head Start to invite all incoming kindergarten students and parents
to an informational event in the spring. This event provides insight at
Kindergarten Kick-Off in May.
The school partners with the local Bright Futures program to help meet basic
needs so that students are better able to participate in school. The school also
collects items to "give-back" to Bright Futures for other students in need.
The school participates in the Snack Pack program, which provides qualifying
students with a backpack of food to take home each weekend.
We also partner with area churches to provide coats throughout the winter for
students who might be without. We also work with the Carthage Literacy Council
to maintain a little lending library on the grounds of the school that allows
access to age-appropriate books and reading materials and supplies for students,
families, and the community.
The school is also working to better identify students who might qualify for
programs such as transitional living and immigrant programs, to help better meet
the needs of students. Our counselor works with various organizations within the
community to refer parents and families that would benefit from various community
services.

Ensures that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a
format and, in a language the parents can understand. Section 1116 (e)(5)
Provides reasonable support for parental involvement activities under this section as parents may request. Section 1116 (e)(14)
Optional additional assurances
To ensure effective involvement of parents and to support a partnership among the school, parents, and the community to improve student academic
achievement, the school: (optional; check if applicable)
Involves parents in the development of training for teachers, principals, and other educators to improve the effectiveness of parent involvement
training. Section 1116 (e)(6)
Provides necessary literacy training from Title I funds if the local educational agency has exhausted all other reasonably available sources of funding
for literacy training. Section 1116 (e)(7)
Pays reasonable and necessary expenses associated with local parental involvement activities, including transportation and child care costs, to enable
parents to participate in school-related meetings and training sessions. Section 1116 (e)(8)
Trains parents to enhance the involvement of other parents. Section 1116 (e)(9)
Arranges school meetings at a variety of times, or conducts in-home conferences between teachers or other educators, who work directly with
participating children, with parents who are unable to attend conferences at school, in order to maximize parental involvement and participation.
Adopts and implements model approaches to improving parental involvement. Section 1116 (e)(10)
May adopt and implement model approaches to improving parental involvement. Section 1116 (e)(11)
Establishes a districtwide parent advisory council to provide advice on all matters related to parental involvement in Title I programs. Section 1116
(e)(12)
May develop appropriate roles for community-based organizations and businesses in parent involvement activities. Section 1116 (e)(13)

ACCESSIBILITY
In carrying out the parent and family engagement requirements of the Title I program, the school, to the extent practicable,
Provides opportunities for the informed participation of parents and family members, including:
Parent and family members who have limited English proficiency.
Parent and family members with disabilities.
Parent and family members of migratory children.

Provides information and school reports in a format and, in a language parents understand. Section 1116 (f)

Comprehensive Needs Assessment Hide
4020 COLUMBIAN ELEM.
COMPREHENSIVE NEEDS ASSESSMENT (school level)
Section 1114(b)(6)
A comprehensive needs assessment of the entire school has been conducted.
The needs assessment includes analysis of the achievement of students in relation to the Missouri Learning Standards.
Date of Needs Assessment
4/2/2025
NEEDS ASSESSMENT: SCHOOL PROFILE
Student Demographics
The following data regarding student demographics has been collected, retained, and analyzed:
Enrollment (Required)
Grade level (Required)
Ethnicity (Required)
Attendance (Required)
Mobility (Required)
Socioeconomic status (Required)
Discipline (Required)
Limited English Proficiency (Required)
Summarize the analysis of data regarding student demographics:
Strengths:
Columbian has an enrollment of 378 students with 65.3% Hispanic, 31.5% white, and
1.3% multi-racial.
Columbian Elementary has an attendance rate of 90.9% as of March 31, 2025, but we
still want to educate families about the value of education and the impact it can
have on students' future success.
Two students earned the Seal of Biliteracy Award this year.
Behavior data first semester of 2024 showed the need to hire a behavior
interventionist and behavior instructional assistant to help address tier 2
behavior needs. The establishment of a recovery room for students has decreased
the number of student support calls within the school day and increased the
amount of instructional time within the classroom for students who are struggling
with behavior. A behavior support team is in place and meets every 4-6 weeks.

Weaknesses:

Support with academic tasks is lacking at the homes of many students. Some
families do not have strong English reading skills to help students. Many parents
need to work hours that keep them from being able to spend needed time with
students at home.
We have an increase in the mobility rate between district elementary schools as
well as neighboring districts in addition to increases in students identified as
transitional living or homeless.
23% of the 153 English Learners became proficient.
Columbian has a free and reduced lunch percentage of 81.1%.

Indicate needs related to strengths and weaknesses:
Provide parent engagement activities, which support both academic achievement and
behavior management and are appropriate for each grade level.
The building wide morning show to begin the day is used to encourage students to
be on time and attend school. Student drawings are held monthly for students who
are present at least 90% of the time.
Continue to expand tier 1, tier 2, and tier 3 behavior instructional strategies
to meet the building wide needs of the teachers and students.
Classroom teachers and EL teachers collaborate and co-teach.

Student Achievement
The following data regarding student achievement has been collected, retained, and analyzed:
MAP results by content area and grade level, including multi-year trends (required)
MAP results by ESEA Annual Measurable Objective: comparative data showing performance of disadvantaged students against all other meaningful
categories of students in the school; comparison of performances of students in various subgroups (required)
Completion rates: promotion/graduation rate, retention rates (if applicable)
Post-Secondary trends: students attending and/or completing post-secondary schools, students accepted in the armed forces (if applicable)
Other performance indicators used in analysis:

Results from iReady Reading and Math Diagnostic Assessment administered 3 times a
year to all students.
Results from ESGI Beginning Reading and Math Skills Inventory administered 5
times a year to Kindergarten students & Kindergarten Observation Form
administered within the first six weeks of the start of Kindergarten.
Results from ACCESS administered in January to all LEP students.
Phonics Screener for Intervention (PSI) for Foundational Reading Skills
Common Formative Assessment Data
Reading Success Plan & Intervention effectiveness data

Summarize the analysis of data regarding student achievement:
Strengths:
Kindergarten's Median Annual Typical Growth in Reading increased from 53% in
2023-24 to 63% this year.
The Median Annual Typical Growth in iReady Reading for First Grade rose from 71%
in the 2023-24 school year to 86% this year. Additionally, 55% of First Grade
students met the District BLIP Goal of achieving either 100% growth or being on
grade level in iReady Reading, compared to 41% in the 2023-24 school year.
The Median Annual Typical Growth in Math for First Grade increased from 86% in
the 2023-24 school year to 88% this year. Similarly, 55% of First Grade students
met the District BLIP Goal of achieving either 100% growth or being on grade
level in iReady Math, up from 53% in the previous year.
Fifty-seven percent of Second Grade students met the District BLIP Goal of
achieving either 100% growth or being on grade level in iReady Math, compared to
56% in the 2023-24 school year.
Seventy-two percent of Third Grade students met the District BLIP Goal of
achieving either 100% growth or being on grade level in Reading, an increase from
70% in the 2023-24 school year.
Grade Level Progression in Reading
Kindergarten: Increased from 36% of students on grade level at the beginning of
the year to 83% at the end.
First Grade: Increased from 6% to 45% on grade level.
Second Grade: Increased from 13% to 35% on grade level.
Third Grade: Increased from 28% to 41% on grade level.
Grade Level Progression in Math
Kindergarten: Increased from 28% of students on grade level at the beginning of
the year to 58% at the end.
First Grade: Increased from 8% to 36% on grade level.
Second Grade: Increased from 3% to 28% on grade level.
Third Grade: Increased from 6% to 31% on grade level.

Weaknesses:

79% of Kindergarten students met the District BLIP Goal of either making 50%
Growth or being on grade level in iReady Reading as compared to 82% of
Kindergarten students reaching this goal in the 2023-24 school year.
Kindergarten's Median Annual Typical Growth in Math decreased from 63% in 2023-24
to 54% this year. 72% of our Kindergarten students met the District BLIP Goal of
either making 50% growth or being on grade level in iReady Math as compared to
77% of kindergarten students in the 2023-24 school year.
Second Grade's Median Annual Typical Growth in iReady Reading decreased from 95%
in 2023-24 to 77% this year. 58% of our 2nd grade students met the District BLIP
Goal of either making 100% growth or being on grade level in iReady Reading as
compared to 64% in the 2023-24 school year.
Second Grade's Median Annual Typical Growth in Math decreased from 93% in 2023-24
to 92% this year.
Third Grade's Median Annual Typical Growth in Reading decreased from 120% in
2023-24 to 112% this year.
Third Grade's Median Annual Typical Growth in Math decreased from 106% in 2023-24
to 89% this year.
55% of 3rd grade students met the District BLIP Goal of either making 100% growth
or being on grade level in Math as compared to 70% in the 2023-24 school year.
A low number of students are performing at grade level at the end of the school
year in both Math and Reading even with intensive language supports.
The building Reading Success Plan data shows an ongoing issue with students
learning to read even with explicit phonics and decoding instruction. Students
are also having difficulty with visual tracking, focus, and visual perception.
72% of third grade students scored at below basic or basic levels in the ELA
state assessment.
69% of third grade students scored at below basic or basic levels in the math
state assessment.

Indicate needs related to strengths and weaknesses:
Columbian will have several second year teachers next year who will benefit from
support, modeling, and coaching in strong Tier 1 instruction, including
additional training in Ready Math, 95% Core, Multisyllable Routine Cards, and
Amplify.
Columbian will use a new ELA resource in 3rd grade next year. Training, support,
modeling, and coaching in the components of Amplify, which include Reading,
Speaking and Listening, Writing, Vocabulary, or Language/Spelling will be helpful
as all parts of the Reading Rope are addressed.
Columbian piloted the vision interventions through Learning Insights during the
22-23 school year and saw great improvement in students ability to track and
visually transfer information. The building continued to see increases in
academic success for those students this year and are planning to continue the
program in the 25-26 school year.
Teams continue to work to expand the RTI program to include mathematical concepts
and more specific interventions for students who are struggling with prerequisite
skills based on data from Common Unit Assessments and iReady data. Teachers are
also working to implement the Phonic Lesson Library and specific reading
interventions for students with Reading Success Plans to help remediate gaps in
foundational reading skills.

Curriculum and Instruction

Data has been collected, retained, and analyzed regarding each of the following factors of curriculum and instruction at the school:
Learning expectations
Instructional program
Instructional materials
Instructional technology
Support personnel
Summarize the analysis of data regarding curriculum and instruction:
Strengths:
Continued use of the following reading resources: Heggerty, 95% Group Core, 95%
Group Multisyllable Routine Cards, and iReady Math.
Continued use of iReady Diagnostic Assessment in reading and math which provides
data to diagnose and focus on most needed skills.
iReady online Instruction in Reading and Math which focuses on needed skills for
individual students.
44% of staff members are either enrolled in LETRS training or have completed the
program.

Weaknesses:
Students lack academic vocabulary. Incoming ELL students have low language
acquisition scores. A majority of students are English Language Learners and are
working to develop language skills in both languages. Additionally, many of our
new teachers have not received GLAD training, which provides a structure for
language-rich classroom instruction for English Learners and benefits all
students.

Indicate needs related to strengths and weaknesses:
Professional development for staff in providing Language rich classrooms (ELA)
through the utilization of Carthage R-9 Be GLAD facilitators to help train and
support teachers in Language Rich Strategies to support language development for
all students.
Increase the number of teachers who are participating in two-year LETRS PD to
provide skills in essential, explicit reading and language instruction and
increase the implementation of those researched-based strategies within their
daily instruction.

High Quality Professional Staff
Data has been collected, retained, and analyzed regarding each of the following factors of a high quality professional staff:
Staff preparation
Core courses taught by appropriately certified teachers
Staff specialists and other support staff
Staff demographics
School administrators
Summarize the analysis of data regarding high quality professional staff:
Strengths:

Grade level data chats have been used this year to follow the framework that the
15 Day Challenge from Solution Tree urges PLCs to use in order to answer the four
questions of "What do we want all students to know and be able to do?" "How will
we know if they have learned it?" "How will we respond when students don't
learn?" and "How will we extend the learning for students who have demonstrated
proficiency?"
During grade level data chat collaborations, classroom teachers and EL teachers
are planning math instruction that includes visible learning strategies that
include vocabulary, student discourse, manipulatives, tools, and rich tasks. The
teams have identified math essential standards for the building and frequently
give common formative assessments to assess if students have mastered those
essential standards.
The Building Guiding Coalition, all grade level teams, Title teachers, and EL
teachers have visited a Solution Tree Model School this year.
The kindergarten team, instructional coach, principal, and assistant principal
have attended an RTI at Work Conference.
The Behavior Team attended the Behavior Solutions workshop.
Three staff members have attended Building Thinking Classrooms training.
Five staff members attended BIST training this year.
The instructional coach attended Adaptive Schools Training as well as a training
about student engagement.
The EL teachers, instructional coach, district EL coach, Director of Language
Programs, and building principal are completing a book study over the book
Student Centered Coaching: The Moves to assist with the co-teaching model.
Title 1, EL & Special Education staff participated in on-site coaching
professional learning with trainers from 95% group to increase consistency and
accelerate growth within the utilization of Phonics Lesson Library to provide
intensive interventions for Phonemic Awareness and Phonics gaps. The coaching
sessions helped address strategies for utilizing the explicit, scripted
instruction with English Language Learners.

Weaknesses:
PLC teams are working to create a guaranteed and viable curriculum that is
implemented with fidelity in each and every classroom on a daily basis. Most
grade level teams had several new members for the 24-25 school year including
several first year teachers. Teacher teams have become familiar with their
curriculum resources and are committed to consistently work collaboratively to
meet the needs of all students with tiered instruction.
Staff demographics are less diverse than the student population. Most experienced
teachers within the building are not serving as classroom teachers but rather as
specialists. We need to expand opportunities for co-teaching relationships and
modeling of classroom routines and management skills.

Indicate needs related to strengths and weaknesses:

Work to support all teachers in providing mentorship and support in the District
adopted curriculum. A focus on tier 2 math instruction using the data from the
data chat process will be needed to help students grow and answer the question of
"How will we respond when students do not learn?"
Collaboration with the use of the new reading resource will continue to be a
need.
Work to support beginning teachers. Activities around a specialized book study
with new teachers based on the How to Train a Llama to provide support in
classroom management and establishment of routines and relationships will be
expanded.

Family and Community Engagement
Data has been collected, retained, and analyzed regarding each of the following factors of family and community engagement at the school:
Parental involvement
Communication with parents
Policy Involvement
Parent education
Support for special needs and underserved
Health services
Summarize the analysis of data regarding family and community engagement:
Strengths:
The school has high attendance at Parent Family Engagement events. Communication
and relationships with families are strong.
On parent surveys, 100% of families state that their child's school shares
information about what is happening related to academic and other activities.
100% of families state that the educators in their child's school try to build a
positive environment for learning.

Weaknesses:
In the parent survey, 82% of families stated that if available, their child
participates in teams, activities and organizations during or after school.

Indicate needs related to strengths and weaknesses:
The school needs to provide parent and family engagement activities which support
both academic achievement and behavior management and are appropriate for each
grade level.
Also, the school needs to work on parent and family engagement activities that
will get the more families motivated to be involved with Title 1 so they
understand the program and how it can support their child at school and at home.

School Context and Organization
Data has been collected, retained, and analyzed regarding each of the following factors of school context and organization at the school:

School mission/vision
Average class size
School climate
Management and governance
Student discipline policy
Summarize the analysis of data regarding school context and organization:
Strengths:
The district's and school's vision are communicated. Recent professional
development and activities have been implemented to continue to improve the
school climate. Staff and parents have opportunities for input on management and
organization.
Columbian has created a building guiding coalition to continue to expand
collaborative leadership within the building.
Data shows that all reviewed evidence shows Columbian aligns with DESE
requirements.
Throughout the year, the number of behavior incidents decreased in the second
semester. There were 56 incidents in the first semester and 22 at this point in
the second semester.

Weaknesses:
Addition of many new staff members who have not attended a BIST (Behavior
Intervention Support Team) training.
Behavior data shows an increase in several areas including violent act with
injury-3; violent act without injury-24; disorderly conduct-11; threats-9;
inappropriate language-4; bullying-1; reckless/endangering behavior-4;
theft/forgery/vandalism-8;

Indicate needs related to strengths and weaknesses:
Using this information from the 24-25 school year, we know that we need to
implement more Tier 1 behavior support throughout the building, particularly in
the area of keeping hands to themselves. A larger trend this year was also
threatening behavior/language and theft. We will use this data to continue to
inform our tier 2 and Tier 3 behavior groups with our Behavior Interventionist.
These 78 incidents affected 40 students which is 10% of our students. We would
like to see referrals being closer to affecting 5% of our population for a more
reasonable Tier 3 population. A big goal for us moving into next year will also
be to make sure we all have a clear definition of what these offenses are.
We will continue to provide more proactive support than reactive to support the
classroom environment.
Some steps we have taken to ensure students are best supported is to address
adequate placement. Three frequent offenders were placed at different buildings
in their least restrictive environment.
Monthly Building Guiding Coalition meetings and every six weeks student concern
and student support team meetings will continue.
Additional training opportunities for staff to complete behavior and trauma PD.

NEEDS ASSESSMENT: IDENTIFYING PRIORITIES
"In most schools, conducting a comprehensive needs assessment will result in the identification of a large number of issues that could be addressed to
improve the achievement of students. However, no school should attempt to address every identified need in a single year. Most planning experts suggest that
schools prioritize their major issues and address no more than three of the most important..."
(Designing Schoolwide Programs Non-Regulatory Guidance, March 2006)
List and number, in order of priority, the critical needs identified in the school profile.
Prioritized needs
1
1. Implement research-based, differentiated instructional
remediation for reading and math through individualized
interventions.

2
2. Implement research-based, differentiated instructional
strategies with behavior interventions for streamlined school
wide behavior expectations.

3
3. Provide parent and family engagement activities which support
both academic achievement and behavior management and are
appropriate for each grade level.

Schoolwide Program Hide
4020 COLUMBIAN ELEM.
SCHOOLWIDE PROGRAM
All check boxes marked in this policy indicate an assurance on the part of the school.
This Schoolwide Program Plan is developed with the involvement of parents and other members of the community to be served and individuals who will carry
out the plan. Section 1114 (b)(2)

Schoolwide Program Plan Development
Team Member

Team Member Role

Team Member
Name
1 Parent Nelson Juarez
2 Teacher Jenny Jones
3 Principal Becky Chadd
4 Teacher Aimie Melton
5 Other School Leaders Marcie Stegman
6 Others Susan Wendleton
Plan Development Meeting Dates
1 Meeting Date 04/02/2025

COORDINATION WITH OTHER FEDERAL, STATE, AND LOCAL PROGRAMS
Sections 1112(a)(1)(B), 1114(b)(5)
This plan has been developed, if appropriate and applicable, in coordination with other Federal, State, and local services, resources, and programs.
Mark all programs that will be coordinated and integrated as part of the development of the Consolidated Federal Programs plan

Coordination with Other Federal Programs

Federal Titles/Acts Program
Representative

Representative
Role
1 Rhonda Wyrsch Home-School Liaison
2 Matthew Huntley Asst Supt of Instruction
3 Jana Sawyer EL Director
4 Emeli Jimenez Home-School Liaison
Title I.C Migrant
Title II.A
Title III EL
Title III Immigrant

5 Matthew Huntley Asst Supt of Instruction
STRATEGIES TO ADDRESS SCHOOL NEEDS Section 1114 (b)(7)(A)
The following strategies will be implemented to address prioritized school needs: (check all that apply)
Supplemental instruction

Subject areas and grade levels to be served (mark all that apply)

1 Math

K 1 2 3 4 5 6 7 8 9 10
11 12

2 Reading

K 1 2 3 4 5 6 7 8 9 10
11 12

3 English Language Arts

K 1 2 3 4 5 6 7 8 9 10
11 12

4 Science

K 1 2 3 4 5 6 7 8 9 10
11 12

5 Other

K 1 2 3 4 5 6 7 8 9 10
11 12

Delivery of Title I funded supplemental instruction services
Preschool
Pull out/resource classroom
Push in/regular classroom
Summer School
Tutoring (before-or-after-school)
Other

Instructional personnel

Teachers Paraprofessionals Others

Supplemental Reading
Supplemental English Language
Arts
Supplemental Mathematics
Supplemental Science
1
Other

Class size reduction
Grade Levels K 1 2 3 4 5 6 7 8 9 10 11 12
Reading Instruction Only K 1 2 3 4 5 6 7 8 9 10 11 12
Math Instruction Only K 1 2 3 4 5 6 7 8 9 10 11 12
Professional Learning Communities
Schoolwide Positive Behavior Support
Response to Intervention
Other

The strategies will (mark all that apply)
Provide opportunities for all children, including subgroups of students, to meet the challenging Missouri Learning Standards.
Description of how strategy/strategies will provide
State and Local Funds

Supplemental reading and math interventions will target the specific needs of
students and work to improve skills.
The master schedule and staffing decisions will be made to allow for
uninterrupted instructional time for Math and Reading whole group instruction as
well as schedule times for small group instruction that allows for pullout
services and Instructional Assistants support while ensuring all students have
exposure to grade level content.
Teachers will review data in Professional Learning Communities during their
weekly meetings to target specific needs.
Based on the needs of students, teachers will work to provide effective research
based 3 tiered instruction for all students.
RSP's will be assigned to students based off of iReady data to strengthen their
foundational reading skills and Language acquisition.

Use methods and instructional strategies that strengthen the academic program in the school.
Description of how strategy/strategies will strengthen
The 3 tiered model and master schedule that provides for intervention/enrich time
daily will target specific needs allowing subgroups of students to receive
additional support in small group settings to strengthen their individual needs.
A Student Support Team will meet multiple times throughout the year to determine
interventions for students who are struggling in multiple Domain areas.
Individualized Intervention Plans will be developed for these students and data
will be collected to monitor the effectiveness of the interventions throughout
the year.
The 95% Group Phonics Lesson Library will be utilized by Title 1, SpEd, and
classroom teachers to build phonics capabilities in students who are lacking
phonics skills and to fill in gaps in student's phonics learning.
Heggerty will be used to strengthen phonemic awareness in our K-1 students in
order to solidify the foundations of reading for all students to be successful in
reading.
Teachers will implement research based methods and instructional strategies.
Reading Success Plans will focus on the five pillars of reading and at this time,
a majority of those needs seem to be in the domains of phonological awareness and
phonics. Students with a Reading Success Plan will receive intensive
interventions based on their personal needs.

Increase the amount of learning time
Extended school year
Before-and/or after-school programs
Summer program
Other
Educate families how to access the iReady learning platform from home and about
the benefits of utilizing the individualized learning paths to enhance and
reteach essential skills for mastery.

Help provide an enriched and accelerated curriculum
Description of how strategy will provide

Activities that address the needs of those at risk of not meeting the Missouri Learning Standards will include (mark all that apply)
Address the needs of all children in the school, but particularly the needs of those at risk of not meeting the Missouri Learning Standards
Description of how strategy/strategies will address
The Student Support Team identifies behaviors and missing skills that need to be
specifically taught and tracked. It also identifies students who are not making
adequate progress with intensive interventions to develop a student specific plan
of support to identify and address barriers for their success.
A 3 Tiered RTI system is used with all students involving Instructional
Assistants and Title 1 certified teachers to support students.
A Motor Lab has been created which consists of warm up exercises and stations
that help develop the sensory system of students who lack motor control.
Continue the use of the Vision Interventions, which increases tracking ability,
eye convergence (ability of the eyes working together) which increases reading
development and decoding skills. It builds upon/strengthens working memory which
strengths overall learning, including reading/math.
Reading Success Plans will focus on the five pillars of reading and at this time,
a majority of those needs seem to be in the domains of phonological awareness and
phonics. Students with a Reading Success Plan will receive intensive
interventions based on their personal needs.
A behavior room will help students learn to manage behaviors so they can focus on
the academic activities in the classroom. The Behavior Interventionist will
address five specific tier 2 behaviors in small groups.
Monthly Behavior Support Team meetings will continue to occur to assist teachers
with classroom behaviors.

Activities will (mark all that apply)
Improving students' skills outside the academic subject areas
Counseling
School-based mental health programs
Specialized instructional support services
Mentoring services
Other

Helping students prepare for and become aware of opportunities for postsecondary education and the workforce
Career/technical education programs
Access to coursework to earn postsecondary credit
Advanced Placement
International Baccalaureate
Dual or concurrent enrollment
Early college high schools
Other

Implementing a schoolwide tiered model to prevent and address problem behavior, and early intervening services
Providing professional development and other activities for teachers, paraprofessionals, and other school personnel to
improve instruction and use of data
Delivery of professional development services

Instructional coach
Teaching methods coach
Third party contract
Other

Professional development activities that address the prioritized needs
Describe activities
All teachers, administrators, and Instructional Coach are part of grade level
teams which meet weekly to review student performance data and/or discuss
instructional strategies. Teachers utilize this data to group and regroup
students according to student need.
District Level Coaches spend time in the school and classrooms coaching teachers
and staff as to best practices for developing reading and math skills.

Recruiting and retaining effective teachers, particularly in high need subjects
Describe activities
One of our district's current CSIP goals is to recruit and retain teachers. Our
district offers competitive salary, benefits, and supports ongoing learning by
all staff members.
Beginning and new to the district teachers participate in New Teacher Academy and
district in-service. All teachers, new to teaching or to the school are assigned
a mentor to walk with them through their first years.
Building as well as district Instructional Coaches works closely with teachers
through professional learning, modeling, and co-teaching to develop teachers'
skills and abilities in providing high-quality tier 1 instruction for all
students.
Professional development opportunities and collaboration time is built into the
daily schedule to provide an environment for collaborative work practices and
learning
Development of teacher leaders and utilizing them to facilitate district learning
opportunities.
Utilizing TalentEd and networking programs to facilitate the advertisement of job
openings and the receipt of applications more frequently.
Work with local colleges and universities to provide student teacher placement
and observation opportunities throughout the district.

Assisting preschool children in the transition from early childhood education programs to local elementary school programs
Describe activities

SCHOOLWIDE POOL FUNDING
Section 1114 (b)(7)(B)
Funds for this program will be consolidated with other State, local and Federal programs.
Mark all program funds that will be consolidated in the schoolwide pool.
Title I.A (required)

State and Local Funds (required)
Title I School Improvement (a)
Title I.C Migrant
Title I.D Delinquent
Title II.A
Title III EL
Title III Immigrant
Title IV.A
Title V.B
School Improvement Grant (g) (SIG)
Spec. Ed. State and Local Funds
Spec. Ed. Part B Entitlement
Perkins Basic Grant - Postsecondary
Perkins Basic Grant - Secondary
Workforce Innovation and Opportunity Act
Head Start
McKinney-Vento
Adult Education and Family Literacy
Others

PARENT COMMENTS Section 1116 (c)(5)
The Title I.A Schoolwide Plan is satisfactory to parents of participating students.
Yes
No
If the plan is not satisfactory to the parents of participating students please provide any parent comments.

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Email: kathleen.schwartze@dese.mo.gov
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