Carthage R-9

District/LEA: 049-142 CARTHAGE R-IX Year: 2025-2026
Funding Application: Plan - School Level - 4060 FAIRVIEW 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
4060 FAIRVIEW 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
4060 FAIRVIEW 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:

As of January 1, 2025, Fairview Elementary had an enrollment of 451 students.
63.4% Hispanic, 32.9% Caucasian. Fairview continues to have an increase in
student enrollment.
Fairview focused on attendance this year, encouraging students to have 96%
attendance. As a building, as of April 14, 2025 Fairview had an ADA of 94%.
Fairview has experienced a shift in demographics based on increased enrollment of
K-3 students from a crisis center within our community for the 24-25 school year.
Students who have come to them have significant trauma and mobility in their
lives and struggle to be successful in a structured educational environment.
Fairview, along with several schools in the area, has seen a significant increase
in the behaviors of their incoming kindergarten students, who struggle with
interpersonal skills and regulating behavior, making it difficult to learn
academic content.
The building leadership was spending more than 50% of their time responding to
student support calls. Classroom teachers were calling for student support more
than 10 times a day on various students who were disrupting classroom instruction
and impacting all students' learning. District and building leadership have been
working in collaboration with our district PLCs, Pittsburg State University, and
various support agencies to develop a behavior intervention model within the
school setting, to ensure instructional opportunities for students to gain the
behavior and coping skills necessary to be successful in the classroom.
The addition of the behavior intervention model within the school setting has
helped students gain the coping skills necessary to be successful in the
classroom.

Weaknesses:
Fairview has a Free and Reduced Lunch rate of 75.85%
Due to Fairview's high Hispanic population and our Dual Language Academy, a high
percentage of the student population is learning a second language (Spanish or
English Literacy) and may not score as proficient in English at the same rate as
peers.

Indicate needs related to strengths and weaknesses:
In order to improve instruction and student achievement, additional training
regarding best practices for teaching second language learners will be a focus
for staff new to Fairview.
Fairview administration will continue to work closely with the behavior
interventionist to help students develop the behaviors necessary to be successful
in the classroom.
A building-wide incentive to increase daily average attendance will continue
during the 2025-2026 school year.

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
Phonological Awareness Skills Test (PAST)
Primary Numeracy Consultant Assessment
Reading Success Plan & Intervention effectiveness data
Common Formative Assessment Data

Summarize the analysis of data regarding student achievement:
Strengths:
Students in all grades showed growth in reading and math on the iReady diagnostic
assessments.
In third grade, students began the year with 22% on or above grade level in
reading and ended the year with 64% on or above grade level. Math data shows
growth from 10% on or above grade level to 52% on or above grade level.
In second grade, students began the year with 15% on or above grade level in

reading and ended the year with 50% on or above grade level. In math, second-
grade students began the year with 8% on or above grade level and ended the year

with 40% on or above grade level.
First-grade students began the year with 9% of students on or above grade level

in reading and ended the year with 40% on or above grade level. In math, first-
grade students began the year with 6% on or above grade level, and ended the year

with 46% on or above grade level.
End-of-the-year data for kindergarten shows 66% on or above grade level in
reading and 55% on or above grade level in math.

Weaknesses:

Vocabulary and Comprehension continue to be the lowest areas for students in
Reading according to the iReady assessment.
With increasing behaviors in the classrooms, teachers are being forced to shift
some of their academic instruction time to mediate behaviors and ensure student
safety, resulting in a decrease in students' mastery of Missouri Learning
Standards in comparison to previous years. An increasing number of students are
lacking the appropriate classroom behaviors and ability to regulate their
emotions to be successful in the classroom without additional supports.
Prior to the hiring of the behavior specialist, teachers spent much of first
semester of the 24-25 school year mitigating and mediating student behaviors.

Indicate needs related to strengths and weaknesses:
Our focus in kindergarten and first grade will be explicit phonemic awareness and
phonics instruction. This will continue to improve our students' reading
performance. Our Title team will continue to provide interventions for students
with Reading Success Plan in these areas as well as modeling small group /
classroom strategies that can enhance engagement with these skills within daily
Tier 1 instruction. Our Title team will continue to progress monitor all RSP
student achievement to ensure that students are making progress on their specific
needs.
Our building's math focus will be building number sense and providing strong tier
1 and 2 support within the classroom to increase overall math scores.

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:

Fairview has 6 teachers completing LETRS training during the 2025-2026 school
year. At the end of the 2024-2025 school year, Fairview will have 14 teachers who
have completed LETRS. Teachers were provided professional development on the
Science of Reading.
Implementation of the Step Up to Writing program continues to provide a framework
to organize students' thoughts and writing (ELA)
Classrooms are well equipped with SMART Board technology, computers, and other
technology in addition to resources in the lab settings.
Title I teachers provide grade-level interventions in phonemic awareness and
phonics using the Phonics Lesson Library. Bridges and Primary Numeracy
Consultants were used for math interventions.
Third-grade teachers piloted Amplify during the second semester. Students were
introduced to a high level of rigor and learning.

Weaknesses:
A general lack of phonics skills has hampered student progress in the areas of
reading, writing, speaking, and listening.
An increase in the number of students who are not ready for kindergarten as
indicated on the KOF assessment.
Throughout this year, our teams have worked to identify essential learning for
each grade level and have worked collaboratively to create meaningful formative
assessment to provide data for the creation of tier 2 and tier 3 instruction. We
saw some small success working through the process but still need to refine
teachers' skills in unwrapping standards and utilizing data to make instructional
decisions.

Indicate needs related to strengths and weaknesses:

Continual professional development regarding best practices in reading and math
instruction. Ongoing, embedded instructional support for teachers in high-quality
tier 1 for all students.
Strength our PLC process and teacher skills in working collaboratively to meet
the needs of all students, enhancing our tier 2 and tier 3 support for students
with Reading Success Plans and significant skill gaps.
Increase teachers's confidence in making strategic instructional changes based on
the needs of students while maintaining a guaranteed and viable curriculum across
both monolingual and dual language classrooms.

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:

Staff members are provided frequent and varied opportunities for high-quality
professional development.
All new teachers complete New Teacher Academy, which introduces them to the
expectations, curriculum, and programs of the Carthage school district.
All new teachers are mentored by an experienced teacher.
Retention rates for teachers have increased for 24-25 school year but still have
a relatively young, inexperienced staff.

Weaknesses:

Staff expresses a need for more training in how to teach specific phonics skills.
Staff demographics are less diverse than the student population.

Indicate needs related to strengths and weaknesses:
Continue efforts to diversify the staff and provide ongoing professional
development.
Ongoing support of teachers with less experience in the classroom through
utilization of embedded professional learning and peer observations / modeling
with master teachers.

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:
A monthly parent newsletter is sent home with students.
Fairview leadership and staff use technology and social media to communicate with
parents.
ParentSquare (message system) is used to communicate with parents.
Bilingual translators available for parent communication
All parent communication is translated in English and Spanish to meet the diverse
needs of language.

Weaknesses:

Some parents are lacking in skills needed to work with their children at home to
develop reading and math skills.
Some parents speak in regional dialects, making translation in Spanish difficult
for some to understand. All parents do not have literacy in their primary
language so written communication is not always accessible for all families.

Indicate needs related to strengths and weaknesses:

Family engagement events should continue to provide parents with resources and
strategies to work with children at home in reading, ELA, and math.
Continuation of the use of Parentsquare and translators to help strengthen
connections between school and 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 school's mission and vision are articulated and communicated to staff,
families, and community members. Fairview staff have opportunities throughout the
year for input regarding management and organizational practices.
We have seen an increase in the number of families who attend our family
engagement activities. Effective communication with families, especially for
those who speak a language other than English, is a priority.

Weaknesses:
Low percentage of families returned surveys.
While we have more families coming to the activities, we are struggling to get
families to attend Title I informational meetings.

Indicate needs related to strengths and weaknesses:

Research activities that may enhance participation with our Hispanic families and
encourage their involvement.
Build stronger relationships with the Carthage Hispanic Connections Task Force to
educate ourselves on better supporting families and find additional ways of
partnership.

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 a multi-tiered system of support (RTI) to target all
levels of student needs academically in reading, ELA, and Math,
as well as behavior, to improve student achievement.

2

2. Collaboratively analyze data to inform instructional decision-
making and lesson preparation through the PLC process.

3
3. Implement an effective communication plan and host frequent
family events to foster positive relationships between home and
school for all families regardless of a family's primary
language.

Schoolwide Program Hide
4060 FAIRVIEW 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 Maria Alberto
2 Teacher Kassandra Lipscomb
3 Principal Michelle Hensley
4 Parent Jose Alberto
5 Other School Leaders Jennifer Sewell
6 Other School Leaders Jamie Plummer
7 Other School Leaders Julia Derfelt
8 Other School Leaders Amy Jones
9 Other Administrators Lindsay Mikhail
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
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 Behavior Intervention Specia

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
Behavior Intervention Specia
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
Title I.C Migrant
Title II.A
Title III EL
Title III EL
State and Local Funds

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
Supplemental reading, math, and behavior 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. Dedicated space, supervision, and instruction
in appropriate behavior and social skills to be successful in the classroom has
been created.
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 in both academics and behavior.
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
specific for various content areas as well as classroom management and
social/emotional support. Teachers will be provided professional development and
implementation support for trauma-based instructional practices and effective use
of BIST in the classroom.
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 attitudes that need to be
specifically taught and tracked.
A 3-Tiered RTI system is used with all students involving Instructional
Assistants and Behavior Interventionists to support students.
A sensory lab has been created which consists of warm up exercises and stations
that help develop the sensory system of students who lack motor control.
Dedicated space, supervision, and instruction in appropriate behavior and social
skills to be successful in the classroom has been created.
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.

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.
Teachers will implement research based methods and instructional strategies
specific for various content areas as well as classroom management and
social/emotional support. Teachers will be provided professional development and
implementation support for
trauma-based instructional practices and effective use of BIST in the classroom.

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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