Carthage R-9

3000 CARTHAGE INTERMEDIATE CENTER
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.
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
3000 CARTHAGE INTERMEDIATE CENTER
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 May 2025, enrollment for Carthage Intermediate Center's 4th and 5th grades
reached 670 students with a daily attendance average of 91.1%.Enrollment is lower
than in previous years, which is neither a strength or a weakness. Attendance is
still a strength, however, as will be mentioned below, this was lower than the
previous year, which deserves some attention.

Weaknesses:

Approximately a third of CIC students are identified as Limited English
Proficient, which presents ongoing challenges in mastering academic content.
Additionally, approximately 75% of the student body qualify for Free and Reduced
lunch, which poses additional challenges and indicates a high level of need for
targeted supports.
Regarding discipline, CIC received approximately 140 referrals, 19 of which
related to disrespect, 13 a violent act without injury, 11 theft or vandalism, 7
threats of a serious nature, and 4 weapons violations, among others. These events
across the year were considered major incidents needing office interventions.
Additionally, there were 498 instances of recorded classroom behavior (minor
incidents teacher-handled), spanning across the three core behaviors of talking,
not keeping hands to self, and not completing work. Overall, this demonstrates
the ongoing issues with classroom behavior that may be contributing to student
achievement and teacher retention.

Indicate needs related to strengths and weaknesses:
With a large portion of the student population classified as LEP, continued
professional development is essential in order to provide educators with the
necessary tools to support ongoing language acquisition and academic achievement.
In addition, we must address the systemic needs that accompany economic
disadvantage, including strengthening support, equitable access to high levels of
learning opportunities and resources, and building capacity among staff in order
to meet diverse needs.
Attendance interventions need to be reviewed and reinforced in order to address
the dip in ADA. Researching and implementing best practices in this area is a
need.
Continued focus on supporting teachers in reducing instances of classroom-managed
disruption, as well as instances of major behavior events is also a necessity
moving forward for the building. Utilizing MTSS for behavior as well as BIST
practices, such as buddy rooms and a recovery room would be beneficial.

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:
iReady Reading and Math Diagnostic assessment.
95% Group Phonics Screener for Intervention.
Numeracy Consultants Numeracy Screener.
ACCESS scores for Limited English Proficient students given in January.
Common Formative and Summative Assessments given throughout the school year.
Reading Success Plan & Intervention effectiveness data

Summarize the analysis of data regarding student achievement:

Strengths:
In 2024, Carthage Intermediate Center demonstrated improved Missouri Performance
Index (MPI) scores in five out of six assessed content categories. Progress

toward the school's leading indicators, as measured by iReady, also showed gains-
with 72% of students meeting growth targets in Reading and 69% in Math.

Among the 46 schools in Missouri with 90 or more English Learners, CIC recorded
the highest percentage of students reaching English language proficiency.

Weaknesses:
Despite improvements in content proficiency, overall academic growth, as measured
by our state Annual Performance Report, remained below expectations in 2024. This
measure includes the addition of Science Growth as a new indicator.
Despite using the Ready Math Curriculum, and work on implementation, there has
been a noticeable dip in Math achievement across the board over the last several
years.

Indicate needs related to strengths and weaknesses:
Instructional strategies need to be refined to target growth across all content
areas.
In addition, continued support for English Learners are essential to maintain the
school's high level of language proficiency success and to extend this growth
into core academic areas. Strengthening targeted interventions and integrating
language supports into all content areas will further improve both achievement
and growth metrics.

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:

Content teams meet regularly to align expectations against Missouri Learning
Standards, creating ‘model' curriculum
pathways that also scaffold learning for students who struggle.
Work has been undertaken for possible implementation of the Amplify curriculum,
which has strengths in scaffolding and building background knowledge and literacy
skills through its research-based approach.
Tier 3 instruction continues to be a relative strength due to the structured use
of evidence-based practices by specialized Title I intervention staff.

Weaknesses:
Despite ongoing training and utilization of curriculum materials, we are not
seeing a return in student growth. This is perhaps most evident in the area of
Mathematics; a particular concern.
Additionally, the diversity in student academic levels demands high levels of

differentiation. Finding the balance between maintaining high expectations in-
line with grade-level expectations, and the reality of what students with such

diverse needs can accomplish creates a dualism in instruction, and necessitates a
high degree of skill to scaffold over lowering expectations. This is perhaps most
evident through the data coming back from Tier 2 interventions, which can be
attributed to some ongoing needs in this area, as well as a continued issue
regarding Tier 1.
We have also seen an increase in disruptive behaviors which are taking away from
the instruction of our most vulnerable students, both directly and indirectly.
We do not currently have a teacher who is able to run point on implementation of
a school wide behavior system. Therefore, behavior intervention is somewhat
inconsistent.

Indicate needs related to strengths and weaknesses:
Protocols for assessing data need to be implemented consistently and this process
tracked.
Through the PLC process, teachers need to continue their work to unpack standards
on a regular basis and analyze proficiency scales, ensuring that resources and
materials identified meet the standards to the levels and DOK expected. A
protocol for assessing such resources and materials against a common
understanding of the grade level expectation would be helpful.
Professional development and ongoing building level improvement must continue to
target high-impact instructional strategies in order to support implementation of
existing evidence-based curriculum.

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:

CIC continues to benefit from a diverse staff population, with a range of
cultural and professional backgrounds.
We continue to benefit from the support and expertise of one part-time Title I
Reading and Math teacher, one full-time Title I reading teacher, a full-time
home-school liaison, and four instructional assistants.
This year, we retained 100% of our new teaching staff and 95% of our overall
staff. This is a big increase from previous years.

Weaknesses:
The percentage of highly qualified teachers is currently only 92.5%. This is
largely due to recruitment difficulties in general, as well as in high-need
certification areas such as Dual Language and Special Education-Behavior.
Alternative certification pathways have brought in qualified candidates, but they
require robust mentoring to deepen pedagogical skills and classroom
effectiveness.

Indicate needs related to strengths and weaknesses:
Additional Title I-certified staff for math and behavioral support would allow
for more individualized intervention and academic support.
Ongoing PD and coaching are crucial for newer teachers, and will be facilitated
by experienced educators and administrative leaders.
The building guiding coalition will continue to play a central role in driving
culture and retention improvements.

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:

Families are invited to engage through a variety of activities such as 4th Grade
Orientation, Open House, Literacy and Math Nights, Parent Advisory meetings, and
school-wide events. Title I information is shared during these gatherings.
Communication is supported through paper flyers, social media, and Parent Square;
all communication is distributed in both English and Spanish. The platform sends
messages to families regardless of account activation in the families primary
language, with 99% of student families currently contactable.
An average of 160 individuals attended student event nights that took place in
the Fall of 2024, and Spring of 2025.
We have a Home to School Liaison funded through Title 1 based at our school, who
works diligently to bridge the communication divide between our spanish speaking
families and the school.

Weaknesses:
Though broadly accessible, Parent Square continues to struggle with active usage.
Despite an increase from last year, only 61% of parents have the app, with 54%
opting to receive notifications, 29% of parents opt to receive text messages,
despite 98% of parents utilizing phones. This gap in communication, and ability
to reach parents demonstrates an on-going need in relation to family and
community engagement, echoed by participation in Parent Advisory Committee
events, despite greater turn-out for student activity events.
We have also struggled to engage our spanish speaking families in our family
engagement nights and Title 1 PAC meetings and informational nights.

Indicate needs related to strengths and weaknesses:
Continued advertising regarding opportunities to engage with the school will take
place. We also need to specifically target individuals and families to try to
promote engagement. Strengthening and utilizing a comprehensive communication
plan may help with this. Seeking further transparent and honest communication
regarding willingness to engage may yield useful information that could be used
to help activities and events that would encourage greater participation.
Research needs to be conducted regarding the use of Parent Square to identify
hesitation/reservation regarding usage.

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 continues to demonstrate a strong alignment with its mission and
vision, as reflected in both staff perceptions and school practices. Survey data
highlights a deep sense of unity of purpose among staff, with high levels of
support for the school's direction and shared goals. Teachers consistently affirm
the presence of a positive, collaborative environment, citing strong collegial
relationships, productive communication, and support from leadership as core
strengths.
Structures such as protected planning time, the House System, and our
professional development plan are viewed as effective and meaningful. The Guiding
Coalition continues to play a central role in facilitating schoolwide improvement
efforts, partnering with administration to analyze needs and implement strategic
actions through focused task forces.

Weaknesses:

Although the average class size falls within the standard of 27, with an average
of 25-26, it falls well above the recommended standard of 20. Given the context
of the school and its student population, the average class size can be seen as a
weakness that may contribute to struggling student achievement.
Moreover, as CIC continues to grow in size and complexity, communication across
teams remains a challenge. While collaboration is valued, the survey indicates
that consistent structures for cross-grade planning and follow-through on shared
initiatives could be strengthened. Teachers note that while collaboration occurs,
it is not always systematic, and the flow of information between teams can feel
uneven at times.
Survey responses also reflect a need for stronger partnerships with families and
clearer alignment around shared expectations for student behavior and engagement.
The Learning Partnership dimension received the lowest overall score, suggesting
an opportunity to build more intentional and consistent communication with
families, as well as systems to promote student responsibility and academic
ownership.
Behavioral concerns remain a notable strain on the system, particularly in the
context of larger class sizes and elevated student needs. While many staff
members recognize the support structures in place, the demand on disciplinary
systems continues to grow. Ongoing refinement of behavioral support strategies
and proactive, building-wide consistency will be essential moving forward.

Indicate needs related to strengths and weaknesses:
To sustain our strong sense of shared purpose, CIC will benefit from more
consistent communication systems across teams and grade levels. Refining how
collaborative time is structured can help translate shared values into aligned
practices.
Improving partnerships with families and students is also a priority. Focused
professional development on family engagement, student motivation, and ownership
of learning will support growth in this area.
Behavioral needs remain significant. A dedicated staff member to support Tier 2
and Tier 3 interventions would strengthen both student outcomes and staff
climate. Continued training in de-escalation and trauma-informed practices will
help ensure a safe, consistent learning environment for all

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. Increase student achievement in reading and mathematics across
all grade levels by strengthening staff collaboration through the
PLC process and ensuring protected time and staffing for Tier 2
and Tier 3 interventions. Instructional teams will use data to
identify student needs, adjust instruction, and provide targeted
support to close learning gaps.

2
2. Increase behavioral outcomes for students through consistently
applied building-wide expectations and interventions.

3
3. Grow family engagement participation by at least 15% through
expanded outreach and inclusive events.

Schoolwide Program Hide
3000 CARTHAGE INTERMEDIATE CENTER
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 Meagan Milliken
2 Teacher Shelby Simpson
3 Principal Scott Ragsdale
4 Other Administrators Susan Hatcher
5 Other School Leaders Amy Collier
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
Title I.C Migrant
Title II.A
Title III EL
Title III Immigrant
State and Local Funds

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

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

1 Math

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

2 Reading

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

3 English Language Arts

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

4 Science

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

5 Other

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

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

Instructional personnel

Teachers Paraprofessionals Others

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

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

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

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
All of the above strategies strengthen academic skills through small group or
individual instruction, targeted instruction based on diagnosed need, and through
student-centered learning.

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 the
benefits of utilizing the individual learning paths to enhance and reteach
mastery of essential skills.

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 Three-Tiered RTI system is used with all students including Instructional
Assistants, Title 1 staff, Special Education and EL teachers to support students.
Reading Success Plans will focus on the five pillars of reading and at this time,
a majority of those needs seem to be in the domains of phonological
awareness and phonics. Students with a Reading Success Plan will receive
intensive interventions based on their personal needs.
A recovery room will help students learn to manage behaviors so they can focus on
the academic activities in the classroom. The Behavior Interventionist will
address specific tier 2 and tier 3 behaviors in small groups.

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

Content area teams (math, ELA, social studies, and science) meet with the
Instructional Coach regularly to collaboratively develop curriculum and
assessment.
Collaborative teams will meet weekly to analyze student data, plan for Tier 2,
share instructional practices, etc.
Various opportunities will be made available to teachers to receive professional
development for reading, math, technology, classroom management, etc.
Building leadership implements a comprehensive coaching plan based on school
identified effective instructional practices. 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.