Carthage R-9

4030 STEADLEY 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
4030 STEADLEY 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:

Steadley Elementary's rate of attendance through 4/10/25 was 94.93%. A
contributing factor for this high rate of attendance is staff members' follow up
with phone calls when students are absent. Our secretary makes phone calls daily
to any parents of students marked absent if a notification wasn't received from
home. The office also sends formalized letters to parents along with phone calls
concerning each family struggling with attendance, and sends referrals to the
Attendance Care Team (which includes Family Services, Juvenile Office, and
Behavior Health Center) as necessary.
Majority of Steadley students will attend all four years in the building.
Discipline has been tackled with the use of BIST strategies and the development
of a recovery room to support emotional regulation. Another effective form of
discipline for students is to conference with the principal. Administrators
follow up discipline with phone calls to families to discuss the incident for
which needed discipline. The percent of discipline referrals has gone down with
continued use of these strategies.

Weaknesses:
For the fourth year in a row, Steadley has seen a slight decrease in enrollment
for the 24-25 school year.
Although we have noticed a gradual decline in the number of limited English
proficient students over the last few years, we have seen a higher need for EL
support as students are coming with lower levels of English proficiency which
requires more specialized instructional support.
Steadley's mobility rate of 26.8% for 2024 was higher than the state average of
23%. Steadley also has 32 students identified as transitional living or homeless
making up a percentage of around 8.5%, compared to the state average of 2.6% and
the district average of 2.59%.

There is still a need for additional interventions for students with multi-
discipline referrals. A behavior team has been established to assist with ideas

and strategies to help these students.
We are seeing a greater need for brain breaks/physical movement and activities
throughout the learning process. Students are having difficulty staying engaged
in instructional tasks.

Indicate needs related to strengths and weaknesses:
A practical rate of attendance for elementary schools has been 95%. At 94.93%, we
are close to achieving that mark, but would like to see an ongoing increase in
the rate of attendance.
We hope to see a decrease in the number of students who have office discipline
referrals as well as multiple discipline referrals.
We would like to enhance the use of the motor lab including new equipment,
designated staffing, and professional learning for all staff concerning the
benefits of these types of activities on the learning process. We believe that a
full motor lab would assist in the recovery room to support the emotional needs
of students with behavior issues.

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
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-Phonics Screener for Intervention and PAST administered to all students who
are flagged as "at risk" for dyslexia.
ACCESS scores for Limited English Proficient students given in January.
Common Formative Assessments given through the school year
Reading Success Plan & Intervention effectiveness data

Summarize the analysis of data regarding student achievement:
Strengths:

The latest results of Kindergarten ESGI assessment from March 2024 showed 86%
average mastery level of all 10 kindergarten skills assessed.
The end of year ELA iReady assessment given in April 2024 showed the following
data:
Steadley Overall ELA Placement showed 72% of students on or above grade level,
23% were one grade level below, and 5% were two or more grade levels below.
Kindergarten (only assessed MOY and EOY): At the middle of the year, 100% of
students were one grade level below. At the end of the year 83% of students had
progressed to being on grade level, and 17% are one year below.
1st Grade: 65% ended the year scoring on grade level, 32% were one grade level
below, and 4% were two or more grade levels behind.
2nd Grade: 62% of 2nd graders ended the year scoring on grade level, 28% were one
grade level below, and 10% were two or more grade levels behind.
3rd Grade: 79% of 3rd graders ended the year scoring on grade level, 16% were one
year behind, and 6% were two or more grade levels behind.
The end of year Math iReady assessment given in April 2024 showed the following
data:
Steadley Overall Math Placement showed 66% of students on Grade Level, 30% One
grade level below, and 4% of students were two or more grade levels behind
Kindergarten: 76% of Kindergarten students ended the year scoring on grade level.
1st Grade: 66% ended the year scoring on grade level.
2nd Grade: 57% ended the year scoring on grade level.
3rd Grade: 66% ended the year scoring on grade level.

Weaknesses:
We are seeing an increase in the number of students that are being identified as
at-risk using our dyslexia screening procedures.
An Increased number of students would benefit from small group interventions.
54% of our students qualify for free and reduced lunch which impacts academics
generally through less support at home, higher stress levels among those
children, and food insecurities.

Indicate needs related to strengths and weaknesses:
Our intervention plans require additional staffing and/or job responsibilities to
impact all students. During the 24-25 school year, dedicated staff give
explicit, systematic interventions for all students on Reading Success Plans.
With additional staff we could expand our interventions to include students who
are at risk before they have gaps become significant and they fall behind.
Adjustments to scheduling to maximize staff members' time and transition to more
small group intervention support rather than one-on-one interventions.

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:
In 2024-25, all classrooms will have 1:1 technology: K-2 iPads and 3rd grade
Chromebooks. Teachers have participated in ongoing technology implementation
support with our district Technology Integration Team.
Teachers have worked in grade level teams to develop curriculum plans.
Over the last three years, explicit phonics instruction has been implemented in
K-3.
Staff continues to work collaboratively to implement curriculum guides with
fidelity and utilize common formative assessments to provide targeted, effective
RTI support.
PD days and training opportunities are provided throughout the year for teachers
to strengthen their skills, if teachers don't feel they are confident in specific
areas.

Weaknesses:

Teachers are not always confident in utilizing specific data points to inform and
make adjustments to instruction.
Within the current schedule limitations, teachers do not have time during the day
to provide Tier 2 instruction in both Math and Reading.
Our district has created K-2 Reading Curriculum Guides to address the Missouri
Learning Standard pulling from several different resources rather than a formal
textbook / curriculum. Amplify's CKLA is being introduced district-wide in Grade
3 for the 25-26 school year after a successful pilot involving our 3rd Grade
team.

Indicate needs related to strengths and weaknesses:
Teachers are working to adjust their instructional plans to better align to DESE
priority standards and district curriculum guides to provide high quality Tier 1
instruction for students.
Students need to be assessed with the purpose of using data to guide the
development of RTI, phonological awareness, and phonics goals to promote student
success.
Designated Tier 2 times will be incorporated into the schedule for reading and
math throughout the school day.

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:
Steadley has a 20:1 student to teacher ratio.
Teachers at Steadley on average have 14.6 years of teaching experience and many
of the teachers hold advanced degrees.
Steadley has a low teacher turnover rate.
Staff members are provided frequent and varied opportunities for high quality
professional development.
All new to teaching and new to the district educators complete New Teacher
Academy which introduces them to expectations, curriculum, and programs of the
Carthage School District.
All new to teaching educators are mentored by an experienced teacher of the
district.
Professional development opportunities have been provided in phonological
awareness and phonics training to increase letter and sound recognition for
reading development of students.
Currently, Steadley has eight LETRS Master Teachers, four who will graduate from
their second year of LETRS this year, and one enrolled in Volume 1. The
principal, assistant principal, instructional coach, and Title teacher have all
been through LETRS training as well. Two Kindergarten teachers and the Title
teacher are enrolled in Early Childhood LETRS and will start next school year.

Weaknesses:
This year we continued to improve our RTI process providing Tier 2 support
largely in Reading because of state required Reading Success Plans. However, due
to the large number of plans in the school, it is difficult to provide staffing
to service the individual needs of each student. Teachers need additional
professional learning around effective Tier 2 support within the school day.
Overall, teachers feel like they need more PD around effective mathematical
instruction and strategies.
While many teachers have been participating in formal LETRS training there are
still two teachers who are not able to complete a two year coursework at this
time. All teachers need ongoing embedded instructional support for explicit
vocabulary and comprehension instructional strategies.

Indicate needs related to strengths and weaknesses:
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 building on their individual skill sets
and years of experience.

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 majority of Steadley families attend family/parent events held both during the
school day and in the evenings.
99.7% of parents were reached for parent teacher conferences.
Parents report through surveys they are pleased with communication with their
child's teachers and school.
There is effective use of social media, email, and robocalls to communicate with
parents through ParentSquare.
We have a home to school liaison on staff to help provide support to families who
do not speak English communicate with the school and foster strong parent/school
connection. All communication is provided in both English and Spanish.

Weaknesses:

Parents do not always have the skills or time to work with children at home to
increase reading & math skills.

Indicate needs related to strengths and weaknesses:

Continue to plan engaging parent nights to provide reading and math strategies
and resources to utilize at home. This will result in higher family participation
in the events themselves, as well as motivating families to spend quality time
together.
Continue to share activities and strategies that families can do within everyday
tasks that will support math and reading development at home such as increasing
vocabulary, background experiences, etc.

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:
Steadley has a strong connection between the students and adults within the
building.
Steadley has a strong connection with the community.
Steadley has created a guiding coalition of teachers and staff to continue to
expand collaborative leadership within the building.
Steadley has a low discipline rate.

Weaknesses:
Overall the average class sizes have increased as the number of sections for
several grade levels has decreased. 1st grade averaged 24 kids per classroom
during the 23-24 school year, while 2nd grade had 23 kids.

Indicate needs related to strengths and weaknesses:

Steadley staff will continue working with DCI (District Continuous Improvement)
Team and building leadership to refine climate, systems, and instructional focus
throughout the year. Our buildings work will focus on the development of
collaborative teams and data based decisions-making processes to improve
instruction and support within the classrooms.

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. Deepen the impact of Tier 1 instruction and emphasize the use of
assessment data to inform instruction and monitor progress, with
the goal of increasing the number of students meeting or exceeding
grade-level expectations, as measured by end-of-year iReady scores
and Grade 3 MAP assessments.

2
2. Implement a comprehensive Multi-Tiered System of Support
(MTSS) to address the academic and behavioral needs of all
students, with targeted interventions in reading, ELA, math, and
behavior. This system will include designated Tier 2
instructional time, data-driven decision-making, and the
integration of motor lab activities to support self-regulation
and enhance learning through physical movement.

3
3. Increasing family engagement in academic development through
strategy nights and take-home activities aligned with core
instruction as appropriate for each grade level.

Schoolwide Program Hide
4030 STEADLEY 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 Rachael Cortez
2 Teacher Christy Ogden
3 Principal Lisa Northup
4 Other School Leaders Bobbi Murrell
5 Other Administrators Jason Vance
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

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

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
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.
Reading Success Plans 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 Behavior Intervention team supports classroom teachers with ideas for
establishing effective behavior routines
A 3 Tiered RTI system is used with all students involving Instructional
Assistants to support students.
A Motor / 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.
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