Carthage R-9

3010 CARTHAGE 6TH GRADE 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
3010 CARTHAGE 6TH GRADE 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 5, 2025, Carthage 6th Grade Center had an enrollment of 389 students
and an average monthly attendance rate of 94.66%

Weaknesses:
The 6th Grade Center has a very diverse student population. As of May 5, 2025,
out of a total of 389 students enrolled at the 6th Grade Center, 44.9% are
Hispanic and 49.9% are White. An additional 5.2% are American Indian/Alaskan,
Asian, Black, Multi-racial, or Pacific Islander. 24% of our student population
are considered Limited English Proficient.
As of May 5, 2025 the 6th Grade Center had a Free and Reduced Lunch rate of 67%.
Disciplinary referrals this school year totalled 202 as of May 5, 2025.
We have had a lot of variation in our 1st year and 2nd year Limited English
Proficient student class sizes. We started the year with five 1st year LEP
students and six 2nd year students. Our 1st year numbers went down to three in
October, but by February 2025 our 1st year number had increased to nine and our
2nd year to seven.

Indicate needs related to strengths and weaknesses:

Due to the limited English proficiency, variation in enrollment, and free and
reduced lunch status within our school, we will continue to provide training to
teachers to target language development, trauma informed practices, and implement
instructional best practices. We will also continue to provide support to
students and teachers through the Student Support Team (SST) process for students
who are not demonstrating progress with intensive intervention support.
The 6th Grade Center has implemented an attendance task force to target students
with chronic absences and meet with them frequently to increase the attendance
rate.
We will continue to work with Bright Futures to provide students and families
with school supplies, snack bags, and other health necessities for families
experiencing financial hardship.

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.
iReady Literacy Tasks for Fluency.
Incoming student Numeracy Consultants Numeracy Screener.
ACCESS scores for Limited English Proficient students given in January.
Common Formative and Summative Assessments given through the school year.
ELA and Math MAP achievement and item analysis results.

Summarize the analysis of data regarding student achievement:
Strengths:
According to the iReady Reading Diagnostic, there was a 16% increase in students
performing on or above grade level in reading from the beginning of year to the
end of the year.
According to the iReady Math Diagnostic, there was an 18% increase in students
performing on or above grade level in math from the beginning of year to the end
of the year.
When looking at MAP scores, the 6GC's MPI for English Language Arts has increased
from previous cohorts.
Significant increase in ELA for growth in All Students as well as Student Groups.
For the last two years students have reached the exceeding ranking on growth as
reported on APR.

Weaknesses:

Despite considerable growth, according to the iReady Reading Diagnostic, 38% of
6th graders were reading two or more years below grade level at the end of the
school year. This is a 12% decrease from the beginning of the year.
According to the iReady Math Diagnostic, 28% of 6th graders were performing two
or more years below grade level in math at the end of the school year. This is a
14% decrease from the beginning of the year.
The 6th Grade Center would like to see a larger percentage of students scoring in
the on or above grade level range and much fewer scoring in the two years or more
below grade level on the iReady reading and math diagnostics.
For the first time, we had students with Reading Success Plans. This year we only
had 7 students, but know that this number will continue to grow as the
implementation filters up to 6th grade.
This year we had a significant amount of students scoring in the K-3 range on
iReady receiving interventions throughout our school day. As of March 31st, 2025
we had 81 students receiving Numbers and Operations Math Interventions, 85
students receiving 95% Group Phonics Interventions, and 86 students receiving
Comprehension and Multi-syllable reading Interventions. This totals to 252
students receiving Tier III Interventions during the school day.
We saw a decrease in overall math performance as measured by MAP and reported in
APR; over the last two years, there has been several staffing changes within our
math department, which may account for the shift down to "on track" rather than
reaching "exceeding" ranking.

Indicate needs related to strengths and weaknesses:
The 6th Grade Center will continue to protect instructional time for explicit
Tier I, Tier II, and Tier III instruction in Reading, Math & ELA.
The 6th Grade Center staff will continue to meet for weekly content
collaborations to review and maintain quality Tier I curriculum and develop high
quality instructional plans. Content teams will also regularly review student
performance data in core academic areas to reflect and refine instructional
practice. This data will inform and guide Tier II instruction throughout the
year.
Teachers will continue to use iReady and foundational screening tools to identify
students who would benefit from Tier III interventions & support in Reading, ELA,
and Math. Tier III interventions will be provided daily and progress monitoring
data will be reviewed regularly to monitor student growth.

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:

6th grade is continuing to review and refine our guaranteed and viable curriculum
for all content areas. We are making gains in reviewing students' performance
data and implementing instructional practices to meet student needs. We are
seeing stronger collaboration among staff members, higher quality instructional
practices, and increases in student mastery of the Missouri Learning Standards as
measured by unit common assessments.
6th grade continues to implement a protected 21 minute daily RTI time to focus on
Tier II instruction in reading, ELA, and math.
6th grade continues to implement a protected 15 minute daily RTI time to focus on
Tier III reading interventions for students performing considerably below grade
level. Students not receiving a Tier III reading intervention participate in a
daily 15 minute independent reading time called Dig Into Reading that focuses on
promoting reading stamina, engagement, and multiliteracy.
6th grade continues to implement a protected 15 minute daily RTI time to focus on
Tier III math interventions for students performing considerably below grade
level. Students not receiving a Tier III math intervention participate in
targeted Tier II math reteaching or enrichment rich tasks.
We have seen considerable gains in formative data and student performance in the
classroom.
6th grade continues to implement a protected 34 minute daily RTI time to focus on
Tier III Reading interventions for students who are performing in a K-3 grade
range on iReady reading. The focus of this time is on both literature and
informational text comprehension and the ability to read multisyllabic words.

Weaknesses:
6th grade has students performing in all three tiers of achievement, which
requires a high level of scaffolding and differentiation to meet all students'
needs. Students are making growth in all three tiers, but staff would like to see
more rapid growth and students taking more active ownership of their learning.
While we have set protected Tier III and Tier II times throughout the school day,
the time allotted does not feel adequate to meet our students' needs.
Additionally, due to the high number of students performing below grade level and
requiring interventions, it can be difficult to find available staff to implement
interventions consistently.

Indicate needs related to strengths and weaknesses:
Increase the number of minutes of Tier 1 instruction, specifically in reading,
ELA, and math.
Implement best practices to improve reading and math instruction in Tiers I, II,
and III.
Review scheduling and explore the possibility of increasing Title 1 staffing in
the future members to work with students performing significantly below grade
level or who have Reading Success Plans.

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:
The 6th Grade Center will have one part-time Teaching Methods Coach/part-time
Title 1 teacher, one full time Title I Teacher, one full time Home to School
Liaison, and two full time Instructional Assistants to support students and
staff.
The 6th Grade Center continues to implement Special Education Reading and Math
Co-Teaching. The 6th Grade Center continues to implement EL Co-Teaching in
Science, Social Studies and Math.
Our Teaching Methods Coach is certified in LETRS Volume 1 and 2 and is also a
certified LETRS Volume 1 Facilitator. Additionally, the 6th Grade Center has two
teachers who are certified in LETRS Volume 1 and 2. The knowledge gained through
LETRS will have a positive impact on teacher instruction and student learning.
The 6th Grade Center has been named a Project Lead the Way (PLTW) Distinguished
School for the past five years. Two of our science teachers are PLTW master
teachers and trainers.
All new teachers receive New Teacher training and mentoring for their first two
years.

Weaknesses:
Within our building, there are 17 staff members that are shared with other
schools in our district.
The 6th Grade Center has several teachers who have minimal years experience in
the Special Education and EL departments.
Due to student numbers decreasing, our ELA, Math, and EL teams have been reduced
by one teacher each which has caused class sizes to be larger than in the past.
Our assistant principal is shared between two buildings and we have only 1 school
counselor. Student behavior and social emotional needs are a struggle to meet at
our grade level with not enough support in these positions.

Indicate needs related to strengths and weaknesses:
Continued PD for teachers - The administrators, Teaching Methods Coach, and
mentors will continue to work with teachers during plan times, before/after
school, and during curriculum development collaborations to provide professional
development and instructional support.
The 6th Grade Center has two Instructional Assistant positions, but would benefit
from additional staffing and longer staff retention in these positions to better
support student needs.

Family and Community Engagement
Data has been collected, retained, and analyzed regarding each of the following factors of family and community engagement at the school:
Parental involvement
Communication with parents
Policy Involvement
Parent education
Support for special needs and underserved
Health services
Summarize the analysis of data regarding family and community engagement:
Strengths:
The 6th Grade Center gives families the opportunity to engage in the school
climate in several ways including: Mix @ the 6, Open House, P/T Conferences,
Family Reading and Math Nights, etc. Families receive information about the
Title I program at these events. We have received great participation and
feedback from families about these events.
Families are also invited to participate in the school Title I Parent Advisory
Committee.
The 6th Grade Center provides information about school events and information
through: fliers, Parent Square, School website, Facebook, marquee messages, phone
calls, robo calls, etc. All communication is provided in both English and Spanish
The 6th Grade Center has implemented a School/Family Communication Folder to have
one central location for all paper communication between school and home.
We have had community support for our Family Reading and Math Nights from MSSU,
Crowder College, Carthage High School, and the Carthage Public Library.
We have also had support from the Colonial House, Carthage Water and Electric,
and local churches for our Parent Advisory Committee meetings.

Weaknesses:
Despite multiple forms of communication, some families do not always receive
information.
We always have a few parents participate in our Title I Parent Advisory Committee
meetings, but have struggled to increase these numbers and have more active
participation. Although we have had support from community members for our Parent
Advisory Committees, it has been difficult to have consistent support at these
meetings.

Indicate needs related to strengths and weaknesses:

The 6th Grade Center is continuing to work to streamline our parent involvement
process and increase the engagement of our families.
We will also continue to develop ways to effectively communicate and provide
support to our families, utilizing our Home to School Liason when necessary. We
will continue to use our School/Family Communication Folders to send information
home with students to keep families informed.
We have noticed there was a decline in responses to our Title I Survey and would
like to work towards more responses to have a better representation of parent
feedback in this area. We will continue to look for ways to reach out and make
sure that our families are receiving information from school (pictures of
handouts through Parent Square, handout table in the main office, event posts on
Facebook, School/Family Communication Folder, etc.).
In the 2025-2026 school year, our district will be continuing the use of the
Parent Square platform which will manage all communications between the school
district, school, teachers, and families. Through this app, we are hopeful that
this will continue to help enhance communication and support of families.

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:
We have teacher leaders and a Title I team that work alongside administrators to
review the needs of the building and facilitate teacher teams to target these
needs and make improvements.
The 6th Grade Center just completed its first year with a new head principal. The
positive school climate and excitement of the staff has continued from previous
years, which contributes to the motivation to increase student achievement and
involve families and community members.
Our school has adopted final Mission and Vision statements:
Vision: All sixth grade students will reach and expand their potential based on
their individual abilities.
Mission: We educate and encourage all learners to pursue their unique potential
through positive and relevant learning experiences focusing on their social,
emotional, and academic needs.

Weaknesses:

6 Others Sharon Coffee
7 Specialized Instructional Support Personnel Missael Maturino
8 Specialized Instructional Support Personnel Jelica Montelongo

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

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
Through push-in and pull out interventions, struggling students will have the
opportunity to work individually or in small groups on targeted skills in reading
and/or math.
In PLC's teachers will have the opportunity to collaborate with each other and
the Teaching Methods Coach to share and research strategies to use with
struggling students.
The Response to Intervention process gives all students the opportunity to work
on needed skills based on the results of unit and diagnostic reading and/or math
assessment data. Students are provided specific Tier I, II, and III times to work
on Missouri Learning Standards and needed skills.

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 about 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
All 6th grade students scoring K-3 and all non-band 4th grade and above
achievement level students receive our TEACH 2 (Tier II) instructional time.
This time focuses on reteaching essential Missouri Learning Standards that
students have not yet mastered or will provide enrichment opportunities to
students who have demonstrated mastery.
Through Diagnostic Reading and Math Assessments, Tier III needs will be
identified for all students. The needs of those at risk of not meeting the
Missouri Learning Standards will be targeted through small group and/or
individual Tier III interventions.
A Student Support Team will meet multiple times throughout the year to review
progress of the students receiving Tier III interventions in reading and/or math.
Individualized Intervention Plans will be developed for students who are
significantly below grade level or are showing insufficient intervention growth.
Data will be collected and reviewed to monitor the effectiveness of the
interventions throughout the year.

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) will meet with the
Teaching Methods Coach regularly throughout the school year in PLCs to
collaboratively develop curriculum and instruction and analyze student
performance data.
RTI Teams will meet regularly in PLCs to analyze data, plan for RTI, share
instructional practices, etc.
During teacher in-service days, various opportunities will be made available to
teachers to receive professional development for reading, math, technology,
classroom management, etc.

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.