Carthage R-9

Title I.A LEA
INTRODUCTION
When approved by the Department of Elementary and Secondary Education (DESE), the plan meets the requirement of the Elementary and Secondary Education Act (ESEA), as amen
(ESSA), Section 1112, which states that a local educational agency (LEA) may receive funds under ESEA/ESSA for any fiscal year only if the LEA has on file with the Department a pla
The plan shall be approved only if the State determines that the plan:
• Provides that schools served substantially helps children meet the challenging Missouri Learning Standards, and
• Meets all requirements of the Title I.A LEA plan as described in ESEA/ESSA.
Section 1112 (a)(3)
The approved plan will remain in effect for the duration of the LEA’s participation in ESEA/ESSA programs. Section 1112 (a)(4)
The LEA shall annually review and, as necessary, revise the plan. Revisions shall be submitted to the State. Section 1112 (a)(5)
All check boxes marked in this plan indicate an assurance on the part of the LEA.
MONITORING STUDENTS’ PROGRESS IN MEETING MISSOURI LEARNING STANDARDS Section 1112 (b)(1)(A) and (B), (b)(5), and (b)(9)
The LEA will monitor students’ progress in meeting the challenging Missouri Learning standards by
Developing and implementing a well-rounded program of instruction to meet the academic needs of all students. Section 1112 (b)(1)(A)
The LEA will monitor students’ progress in meeting the challenging Missouri Learning standards by
Identifying students who may be at risk for academic failure. Section 1112 (b)(1)(B)
Schoolwide Program Buildings Section 1112 (b)(5)

School Category
3000 CARTHAGE INTERMEDIATE CENTER ELEMENTARY
3010 CARTHAGE 6TH GRADE CENTER ELEMENTARY
4020 COLUMBIAN ELEM. ELEMENTARY
4030 STEADLEY ELEM. ELEMENTARY
4060 FAIRVIEW ELEM. ELEMENTARY
5000 MARK TWAIN ELEM. ELEMENTARY
5020 PLEASANT VALLEY ELEM. ELEMENTARY
Describe method(s) of identifying students who may be at risk for academic failure:
Beyond teacher/classroom recommendations, all of our buildings use the following
assessments to identify students at risk: Phonics Screener for Interventions
(PSI), Phonological Awareness Screening Test, Reading and Math Diagnostic
Assessment for Kindergarten through 6th grade; ESGI
Beginning Reading and Math assessment for Kindergarten; Kindergarten Observation
Form, and state-wide MAP for 3 - 6th grades. Grade level teams, in each building,
use data from these assessments to level all students for appropriate instruction
and to identify those at risk for academic failure.

The LEA will monitor students’ progress in meeting the challenging Missouri Learning Standards by
Providing additional educational assistance to individual students the local educational agency or school determines need help in meeting the challenging State academic stan
(5)
Title I.A Funded Supplemental Instruction: Subject areas and grade levels to be served (mark all that apply)
Subject areas and grade levels to be served (mark all that apply)
Subject area(s) reported here should match staff reported on the Supporting Data page
Math

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

Reading

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

English Language Arts

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

Science

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

10/27/25, 4:08 PM Title I.A LEA Plan

https://apps.dese.mo.gov/epegs/FundingApplication/TitleIALEAPlan.aspx?phase=BUDGET&version=INITIAL&status=APPROVED 1/8

Other

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

EARLY CHILDHOOD EDUCATION SERVICES Section 1112 (b)(1)(A), and 1113(c)(5)
The LEA will not use Title I funds to support a preschool program for children.
The LEA will use Title I funds to support a preschool program for children.
Preschool Program (mark all that apply)
Program Type
District-Wide Targeted Schoolwide

Title I funds will be used by the LEA to provide preschool services for children in:
Head Start
Other comparable community preschool programs
Not Applicable
The LEA will implement one of the research-based preschool curriculums approved by the Department (check all that apply)
Creative Curriculum
Emerging Language and Literacy Curriculum
High/Scope
Project Construct
Montessori
Title I.A Funded Preschool Personnel
Instructional Teacher
Instructional Paraprofessional
Other
Title I.A Funded Preschool Services
Days of Service

Four Day Program
Five Day Program
Length of School Day Full Day
Half Day

Age of Students Served One year prior to entering kindergarten
One and Two years prior to entering kindergarten
EARLY CHILDHOOD EDUCATION COORDINATION AND TRANSITION Section 1112 (b)(8)
Not applicable; no early childhood education programs exist at the LEA or building level.
The LEA will support, coordinate, and integrate Title I.A funded services with early childhood education programs at the LEA or school level, including plans for the transition
school programs.
Describe activities to support, coordinate, and integrate:

10/27/25, 4:08 PM Title I.A LEA Plan

https://apps.dese.mo.gov/epegs/FundingApplication/TitleIALEAPlan.aspx?phase=BUDGET&version=INITIAL&status=APPROVED 2/8

Carthage R-9 Kindergarten First Steps occurs in the spring to provide families an
opportunity to get enrolled in Carthage schools, for teachers to meet and screen
incoming kindergarten students to determine kindergarten readiness, and to help
the families get connected with R-9 services and programs. This collaborative
event is held in partnership with the Early Childhood Center, Parents as
Teachers, Dual Language Academy, Tiger Prep Academy, Head Start and area daycare
providers. Individual schools then hold a Kindergarten Kick-off event in May to
highlight their specific building to incoming Kindergarten families and educate
them on the expectations of Kindergarten and how the school and families would
like to work together for their child's success.
Carthage Elementary schools collaborate with the ECSE, R-9 Preschool and the
Parents
as Teachers Program to plan appropriate curriculum, strategies and instruction to
prepare students for learning when they reach Kindergarten. Both Parents as
Teachers,ECSE and R-9 Preschool instruct parents about helping to develop early
reading and math skills and in the importance of reading to their children.
Our Summer School program (not funded through Title funds) has Pre-Kindergarten
classes to prepare students for coming to Kindergarten.

Describe transition activities:
Elementary SPED Teams meet with the team from ECSE Preschool and Parents as
Teachers to transition goals and strategies for IEP students to their elementary
school when they enter Kindergarten.
Parents as Teachers screens every incoming Kindergarten student with the DIAL
(Developmental Indicators for the Assessment of Learning-4) and communicates
reports to the building and teacher(s) that the student will be attending and
working with.
Kindergarten Departments in every elementary building hold sessions for parents
that provide information about skills and development needed when entering
Kindergarten.
Support and resources for families to assist with the transition can also be
found linked on the District website and at the district welcome center.
LEA sponsors district wide Kindergarten events to recruit and identify incoming
Kindergartners and their families and connect with services.
Carthage has developed Tiger Prep Academy for 5 year old students whose families
do not feel like they are academical and/or socially ready for traditional
Kindergarten. Tiger Prep Academy provides a language rich environment where
instruction is focused both on developmental language skills and social behaviors
so that they can be successful in Kindergarten the following year.

TRANSITIONS Section 1112 (b)(10)
The LEA will implement strategies to facilitate effective transitions for students from middle grades to high school.
Describe transition strategies to facilitate effective transitions for students from middle grades to high school:
10/27/25, 4:08 PM Title I.A LEA Plan

https://apps.dese.mo.gov/epegs/FundingApplication/TitleIALEAPlan.aspx?phase=BUDGET&version=INITIAL&status=APPROVED 3/8

With each transition in the district, students are taken to the new school and
welcomed by staff, given a tour, and provided information about what the new
level of education will be like.
Counselors from each level meet with upcoming students to provide information
about classes and schedules.
Buildings host events for students and families to help build relationships with
staff and their peers. This fosters a sense of community and builds connections
with the school before classes start.
Carthage High School participates in the Link Crew program which provides mentors
for new 9th graders. New students are invited to the High School the week before
school begins to help them become familiar with the building, find their classes,
meet teachers, and receive information about the new transition. A parent meeting
is also held in conjunction with freshman orientation to familiarize parents with
contacts and insure a smooth transition with open communication between school
and home.

The LEA will implement transition strategies to facilitate effective transitions for students from high school to post-secondary education:
Not applicable; the LEA is a K-8.
Describe transition strategies to facilitate effective transitions for students from high school to post-secondary education:
The Carthage High School Counseling Department holds several evening sessions for
students and parents to provide information about
colleges, financial aide, scholarships, etc. Military, University, and Community
College representatives visit the high school campus several times a year to
discuss options with students.
Carthage Technical Center offers many certification programs as well as
internship opportunities.
Through a Root ED grant, a College and Career advisor will work with Seniors to
assist them in planning and managing their transition from High School to college
and career. This is in addition to our two Career Resource Coordinators at the
Tech Center and our 4 counselors at the High School who all work to support
students and families through this transitional time.
The Work Keys program provides students, especially those participating in
Technical Center programs, with scholarships for post-secondary education.
Carthage High School works with Crowder College to allow High School students to
take classes and graduate with an Associates Degree.
Carthage High School participates in the Upward Bound program through Missouri
Southern University and Crowder College to work with
qualifying students to prepare them for post-secondary education.

If applicable, describe those strategies that are coordinated with institutions of higher education, employers, and other local partners:
Carthage Technical Center provides many certification programs that carry
students into post-secondary employment. These programs work closely with the
following local employers: Leggett and Platt, Mercy, Flex-o-Lators, HE Williams,
DYNO Nobel, MEEKS lumber, Race Brothers, and St. Lukes Assisted Living, among
others.
Carthage Technical Center has a strong advisory board for each career path. This
helps support student growth through instructional programs, feedback,
internships, collaborations and work experience.
Carthage High School participates in the A program which provides scholarships
for students to attend Missouri universities. Students have the opportunity to
take AP and Duel Credit classes to gain college credit at Missouri Southern
University, Crowder College, or Missouri State University.

If applicable, describe those strategies that increase student access to early college high school or dual or concurrent enrollment opportunities or career counseling to identif

10/27/25, 4:08 PM Title I.A LEA Plan

https://apps.dese.mo.gov/epegs/FundingApplication/TitleIALEAPlan.aspx?phase=BUDGET&version=INITIAL&status=APPROVED 4/8

Carthage High School and Carthage Technical Center provide students with the
ability to take classes and graduate from high school with an Associates Degree
from Crowder College.
Carthage High School offers twenty-two courses for dual credit, as well as,
Advanced Placement course.
Through the Work Keys program, students are able to identify interests and skills
and gain scholarships for post-secondary education.

MONITORING STUDENTS’ PROGRESS IN MEETING MISSOURI LEARNING STANDARDS (continued)
Section 1112 (b)(1)(D)
The LEA will monitor students’ progress in meeting the challenging Missouri Learning Standards by
identifying and implementing instructional and other strategies intended to strengthen academic programs and improve school conditions for student learning
Describe (including delivery system, personnel, etc.) instructional and other strategies not previously mentioned:
With the implementation of Reading Success Plan and K-3 Foundational Reading
Assessments within our current district protocols, all students complete iReady
assessment at the beginning, middle and end of the school year. Students who are
identified as at-risk in various domains or for dyslexia are placed on Reading
Success Plans that include personalized intervention plans and frequent progress
monitoring. Students needing interventions in the areas of Phonological
Awareness and Phonics work with staff to complete scripted explicit instruction
utilizing the 95% group Phonics Lesson Library. Students with deficits in
vocabulary due to language acquisition will work with EL staff to build their
skills in English while others will work on word syntax and morphology. Students
with deficits in comprehension interventions will be based on the 95% Groups
Comprehension interventions. All reading success plans include a minimum of
quarterly communication with parents as well as sharing resources to support
their students reading development such as the R-9 Foundational Reading At-home
support website.
Pre-K through Third grade classrooms will also be providing explicit phonological
awareness instruction and phonic instruction using Heggerty and Phonic Dance. 2nd
and 3rd grade classes offer explicit phonic instruction utilizing 95% Phonics
Core and Multisyllable Routine Cards.
K-5 classrooms use the iReady Classroom Math program which is standards-drive
math curriculum with a focus on Number Sense. Kindergarten - 6th grade students
complete iReady Personalized Instructional lessons in Reading and Math that are
assigned to each individual student based on their iReady Reading and Math
Diagnostic Assessment results. These resources are also available for students
and families to access at home and parents receive information and training on
this resource during family engagement events.

ENSURING TEACHER QUALITY FOR ALL
Section 1112 (b)(2)
The LEA will identify and address any disparities that result in low-income students and minority students being taught at higher rates than other students by ineffective, inex
Describe methods of identifying and addressing disparities in ineffective teachers (LEAs should reference MOSIS/Core Data Screen 18A when writing this description):
All teachers in the Carthage R-9 School System are evaluated yearly using a
District-created model based on Missouri Teacher and Leader Standards. The number
of teachers performing at levels 3 and above in Title I schools are as follows:
6th Grade Center - 39/41
CIC - 52/54
Columbian Elementary - 38/38
Fairview Elementary - 33/36
Mark Twain Elementary - 14/14
Pleasant Valley - 13/13
Steadley Elementary - 26/26
All teachers write a Professional Development Plan to determine areas that they
wish to improve each year. Teachers scoring a 1 or 2 are targeted for assistance
and work with Administrators and Instructional Coaches in a Coaching Cycle to
create
a plan for improvements.
Teachers and Administrators collaborate to create classroom rosters that are fair
and equitable to all students, including low-income and minority students.

Describe methods of identifying and addressing disparities in inexperienced teachers (LEAs should reference MOSIS/Core Data Screen 18 when writing this description):

10/27/25, 4:08 PM Title I.A LEA Plan

https://apps.dese.mo.gov/epegs/FundingApplication/TitleIALEAPlan.aspx?phase=BUDGET&version=INITIAL&status=APPROVED 5/8

Less than 25% of Carthage R-9 K-6 classroom teachers are in their first 4 years
of teaching.
Inexperienced teachers participate in New Teacher Academy and a Beginning Teacher
Mentoring program for their first 2 years.
Professional Development is a focus for the school district. Continuing and On
Demand Professional Development is available and encouraged for all teachers;
this stays true even after the first 2 years of intensive support, training, and
professional development.
Instructional Coaches and District Facilitators, work with teachers to build
skills in areas that need improvement.
Throughout the year, teachers in each building participate in the PLC process, as
do administrators at the building and district levels. As part of the PLC
process, participants collaborate and work towards collective improvement through
data-driven conversations and decisions made from common assessment results and
increasing student achievement.

Describe methods of identifying and addressing disparities in out-of-field teachers (LEAs should reference the Staff Assignment Report found in Educator Qualifications in DES
description):
Carthage R-9 goal is to have no out-of-field teachers in our Title I funded
schools.
In the case that we might hire an out-of-field teacher, a letter would go home
with students receiving instruction from this teacher explaining the issue. The
teacher would be working toward full certification with district support and
oversight.

NEGLECTED CHILDREN
Section 1112 (b)(5)
The LEA does not receive funds for Title I.A Neglected Children.
The LEA serves neglected children residing within the boundaries of the LEA in the following setting(s) (check all that apply):
The PART 1-A NEGLECTED SCHOOL CHILDREN form is required to be uploaded.
Neglected Information: Choose File No file chosen Upload
Local institution
List:

Community day school program
List:

List: Describe the nature of the services at the Local institution and/or the Community day school:

HOMELESS CHILDREN AND YOUTHS
Section 1112 (b)(6) and Section 1113 (c)(3)(A)
The LEA will provide services with their set aside to support the enrollment, attendance, and success of homeless children and youth, including providing services comparabl
funded schools.
Describe services that will be provided:
The LEA provides those students who fit the criterion for Homeless/transitional
living with access to enrollment; transportation, if needed; free breakfast and
lunch; clothing, school supplies, snacks for the school day; class fees,
technology, and access to dental, eye care, and other medical services. These
students also have the same access to all district services that are provided for
all students.

DISCIPLINE
Section 1112 (b)(11)
The LEA will support efforts to reduce the overuse of discipline practices that remove students from the classroom which may include identifying and supporting schools with
by each of the subgroup of students defined by the National Assessment of Educational Progress Authorization Act.
Describe support:

10/27/25, 4:08 PM Title I.A LEA Plan

https://apps.dese.mo.gov/epegs/FundingApplication/TitleIALEAPlan.aspx?phase=BUDGET&version=INITIAL&status=APPROVED 6/8

Carthage classrooms follow the Behavior Intervention Support Team (BIST)
philosophy which is a non-punitive, protective program that teaches students life
skills that they may be missing. The program uses safe-seats, buddy-rooms, and
other methods that allow students to remain in the least restrictive environment
possible.
In addition the district follows the Carthage Behavioral Model that provides
consistency and accountability. All staff members have been trained in trauma
informed instructional practices and are working to implement additional support
for students during the school daily.

EXPERIENTIAL AND WORK-BASED LEARNING OPPORTUNITIES
Section 1112 (b)(11)
Determined not appropriate by the LEA; such programs not supported by LEA.
The LEA will support programs that coordinate and integrate academic and career and technical education content through coordinated instructional strategies and work-base
Describe programs:
Each Title I funded school in the district is equipped with a Maker Space area in
which students are able to work in centers to participate in hands-on STEM type
activities.
The Carthage Technical Center has many programs that lead to career and technical
certification.
Students attending Carthage Intermediate Center and Carthage Junior High
participate in Project Based Learning activities, Code.org and Project Lead The
Way involving STEM instruction and activities.
We strive for every student to graduate CHS with at least one Market Place Asset,
for example: certificate, employable skills, college path, career knowledge ect.
Carthage just completed the development of the Tiger Standard (Portrait of a
Graduate) work with support from the community. During the 25-26 school year, we
will work collaboratively with teacher teams to review our current practices and
develop instructional plans to ensure integration of the Tiger Standard within
our Pre-K through High School curriculum.

OTHER USES OF FUNDS
Section 1112 (b)(13)(A) and (B)
The LEA will not use funds to meet purposes of these other programs.
The LEA will use funds to assist schools in identifying and serving gifted and talented students.
Describe use of funds:

The LEA will use funds to assist schools in developing effective school library programs.
Describe use of funds:

PARENT COMMENTS
Section 1116 (b)(4)
The Title I.A LEA 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.