Carthage R-9

5000 MARK TWAIN 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
5000 MARK TWAIN 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:
Mark Twain has retained an attendance rate of 95.81% in the 24-25 school year.
We have an onsite home to school liaison translator who helps to communicate with
families that speak Spanish.
Mark Twain has a relatively low discipline rate and most are for minor offenses,
not requiring suspension.
We have 1.5 ELL Co-Teachers and a ELL Para to service the needs of our EL
Population.

Weaknesses:

The free and reduced lunch rate has steadily increased over the past 5 years.
We are seeing an increase in the number of split families and co-parenting
families.
We are seeing an increase in the number of families in crisis.
We are seeing an increase in social/emotional needs.
We are seeing an increase in trauma in the home that affects school. .

Indicate needs related to strengths and weaknesses:
Develop resources to be shared with families in crisis.
Develop better ways of communicating consistently with multiple parent families
and supporting both home environments.
Develop a bank of social/emotional resources for students, staff, and parents in
our Tier 2/3 Behavior Team that will be used for training and equipping in the
area of SEL.

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:

ESGI - beginning reading and math skills for Kindergarteners given five times
throughout the school year
Students in 1st - 3rd grade who are part of our Student Support Team
iReady Reading and Math Diagnostic: given three times a year
Kindergarten Entry Assessment: Kindergarten Observation Form given within the
first six weeks of the school year.
PSI and PAST administered to all students who are flagged as "at risk" for
dyslexia.
ACCESS scores for Limited English Proficient students given in January.
Reading Success Plan & Intervention effectiveness data
Common Formative Assessments given through the school year

Summarize the analysis of data regarding student achievement:
Strengths:

In March, Mark Twain Kindergarten had a 96% proficiency on Letter Identification
and 95% proficiency on Letter Sounds. This is a great improvement from the
beginning of the year.
iReady Diagnostic Data shows good growth in both reading and math from our first
to second diagnostic tests.
We ended the 24/25 school year with the following percentages of each grade level
"ON OR ABOVE GRADE LEVEL" in Reading.
Kinder: 85%
Grade 1: 54%
Grade 2: 62%
Grade 3: 65%
We ended the 24/25 school year with the following percentages of each grade level
"ON OR ABOVE GRADE LEVEL" in Math.
Kinder: 91%
Grade 1: 71%
Grade 2: 38%
Grade 3: 60%
MAP DATA
Eng. Language Arts
Below Basic: 18.4
Basic: 26.3
Proficient: 34.2
Advanced: 21.1
Math
Below Basic: 10.2
Basic: 30.7
Proficient: 35.09
Advanced: 23.08

Weaknesses:
• We have a large percentage of our Kindergarten students who are showing
deficits in Speech.
• There is a continued need for more Phonemic Awareness and phonics instruction.
• We only have a small percentage of students entering each grade level on grade
level in reading and math.

Indicate needs related to strengths and weaknesses:
• Students need to develop a stronger sense of number sense and flexibility with
numbers.
• Greater increase in the use of iReady instruction in both reading and math and
the development of strategies for progress monitoring and reteaching of lessons
that students do not pass.
• Development of academic language and communication skills by following Best
Practice strategies to benefit not only EL population, but all students.
• Need for proficient implementation of our Phonics programs
• The percentage of students reading on grade level needs to increase.
• Development and training to provide language-rich classrooms and practices to
all students.

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:
Curriculum Guides and pacing resources have been developed and utilized
throughout the district to ensure that Missouri Learning standards are taught.
This year proficiency scales and redesigned standards referenced grade cards were
utilized to help provide consistent understanding of the goals and expectations
for each standard at a given grade level. It also has helped to provide better
communication with families about students strengths and areas of concern. We
were also able to begin to pilot common assessments in Second and Third grade to
help make instructional decisions to support learning of the MLS.
• Teachers have been provided district PD to develop skills to implement our
Reading and Math programs as well as iReady.
• The amount of technology in the building continues to increase.
• Mark Twain has 3 Instructional Assistants in addition to our Title 1 teacher to
work with struggling students.
• We are utilizing some of our specials teachers to provide some SEL lessons
needed. This helped us provide small group support for at-risk students.
• Use of data to drive development of intervention schedules to ensure all kids
are getting the correct interventions.
• Scheduling grade level instruction whole group and small group times to ensure
IA support during small group instruction and that all students are present for
grade level instruction and have exposure to grade level standards.
• Implementation of PLCs and the development of 15 day challenges to plan for the
teaching of the priority standards.

Weaknesses:
• RTI Cycle response: knowing when to run an RTI cycle, when to remediate in
class, and when to move on with the next part of instruction.
• Specials teachers need more training and support in providing interventions for
students.

Indicate needs related to strengths and weaknesses:
• Expand use of Specials Teachers for interventions, providing PD opportunities
for them to develop skills with interventions and ways of helping struggling
learners
• Best Practices to support our growing EL / bilingual population.
• Training, support, coaching and time to implement effective reading and math
instruction.
• Training, support, coaching and time to implement effective 3rd Grade CKLA
reading instruction.
• Training, support, coaching and time to implement effective Kinder 95% phonics
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:
Mark Twain has an average of 19 to 1 student to teacher ratio.
All but one classroom teachers and support staff are Highly Qualified.
Teachers participate in many district and outside professional development
opportunities.
We have a part-time instructional coach at Mark Twain to provide support and
coaching to teachers.
Mark Twain has a high retention rate of staff and there is little turn-over.

Weaknesses:
There is not a lot of diversity within the staff, including bilingual
capabilities.

Indicate needs related to strengths and weaknesses:
Continue to work toward hiring staff who are bilingual.
Teachers need ongoing training and support in the development of their RTI time
within the school day, to utilize data to make groups and provide reteaching
opportunities for grade level standards.
Additional staff will be trained in LETRS to support Reading and Writing
instruction.

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:

• Mark Twain offers many diverse family events and activities throughout the
school year. Mark Twain has a high attendance rate for family events held both
during the school day and in the evenings.
• Mark Twain has high attendance rates for parent teacher conferences.
• Parents report through surveys that they are pleased with communication with
their child's teachers and the school. •Effective use of social media, email,
robocalls to communicate with parents.
• Increased use of videos and social media to help provide families with
instructional strategies, games, and activities to support student learning.
• Expanded ability to communicate with parents about events through Parent
Square.

Weaknesses:
Parents lack skills as well as time for helping their children with reading and
math at home. Many students come from multi-home families so consistency can be
difficult.
Many of our Title 1 Informational Meetings (PAC, Title 1 Information Night) are
not well attended. We also have low participation from our Hispanic families.

Indicate needs related to strengths and weaknesses:
Plan Parent & Family engagement events that provide opportunities for parents to
learn skills for working with children at home.
Expand use of videoing to provide instruction for students and families for math
games, strategies, read alouds, etc. so that parents can access as needed.
Find ways to connect to our Hispanic families so that they feel represented.

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 mission and vision are articulated and communicated.
Recent professional development sessions and activities have been implemented to
continue to improve the school climate. Staff and parents have opportunities for
input on management and organization. Mark Twain has a ratio of 19 students to 1
teacher in classrooms.
While there is still a learning curve for staff on the BIST model, teachers are
receiving ongoing tips on using the BIST Model through weekly communication from
the principal which improved the consistency of the model throughout the
building.
Mark Twain has implemented a building Guiding Coalition to facilitate the sharing
of information as well as the ability to "take the temperature" of the staff,
students, and parents on the happenings of the building.

Weaknesses:
Carthage Behavior Model and BIST is not used consistently in all classrooms.

Indicate needs related to strengths and weaknesses:
Continue to train teachers on BIST and implementation of the principles within
the classroom.
Continue to train and utilize the Mark Twain Guiding Coalition.
Continue to utilize the Behavior Team that will address behavior issues as well
as brainstorm ways to teach social dispositions throughout the year.

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. Develop strong number sense skills and fluency in math in all
students.
Work with district curriculum, Ready resources to utilize
strategies in the classroom to build skills. Develop the
expectation of the use of number talks within the classroom daily
to increase student flexibility and problem solving, Work with
the district math instructional facilitator to continue to
develop math pedagogy for all teachers, instructional assistants
and parents.

2
2. Increase the percentage of students reading on grade level.
Teachers will work collaboratively to monitor students’ reading
skills and develop individual goals that are developed with the
students and then communicated to other staff members and
families to support each individual student's needs.
Mark Twain will strive to motivate students and families to read
at home. Teachers will continue to receive professional
development to enhance their confidence in teaching Phonics

3
3. Mark Twain will continue to build a culture and climate where
all students, families, and staff feel connected, healthy, happy,
and safe.

Schoolwide Program Hide
5000 MARK TWAIN 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 Amanda Mankin
2 Teacher Jennifer Simpson
3 Principal Jennifer Dillard
4 Teacher Raenan Patrick
5 Other School Leaders Andrea Read
6 Teacher Clarissa McBride
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

Title I.C Migrant
Title II.A
Title III EL
Title III Immigrant
State and Local Funds

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

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 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.
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.

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.