Webb City School District

BESS TRUMAN PRIMARY CENTER

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MOTTO:

Bess Truman Primary Center: Teaching Little Cardinals How to Soar

COLLECTIVE COMMITMENTS:

We will...

♦ Build and maintain positive relationships with students, parents, colleagues, and the community.

♦ Use data to provide interventions for struggling learners.

♦ Differentiate instruction to meet students at their learning level.

♦ Provide ongoing communication with parents.

♦ Provide all students with opportunities for growth.

♦ Follow district protocols to ensure the safety of all students.

♦ Continue to recognize student achievements both behaviorally and academically.

♦ Continue to provide opportunities for parent involvement.

PLAN DEVELOPED BY:

Bess Truman Primary Center Teachers and Staff

Goal 1: By the end of the 2025-2026 school year, 80% or more of kindergarten and first-grade students will meet the district’s fluency benchmarks as assessed by district Curriculum Based Measures (CBMs).
Strategies Tier I Instruction with Fidelity Data-driven collaboration Small group instruction Timed practice			Performance Measures CBMs for passage oral reading, phonemic segmentation, and nonsense word fluency collected at the beginning, middle, and end of the year (first grade) CBMs for letter naming, letter sound, and phonemic segmentation fluency collected at beginning, middle, and end of year	Fidelity Measures Administrative observations of Tier I instructional strategies during walkthroughs and formal observations Data conversations documented during grade level PLC meetings Review of benchmark data during professional development meetings and collaboration
	Action Step Tier I Instruction: Implementation of Fundations curriculum with fidelity Word of the day to work on vocabulary and breaking apart words to help with decoding skills (first grade) Color coding words (trick words, digraphs, glued sounds, etc.) in reading passages (first grade) Implementation of phonemic awareness warm-ups Data Driven Collaboration Review data during grade level PLC meetings and during district PD days Use data to inform instruction Small Group Instruction Working with small groups of students to practice skills based on student need Practicing skills from homework with students who are not completing homework at home Timed Practice Periodically practicing fluency with timers			Data/ Artifact District data sheet (Kindergarten) District data sheet (1st Grade) Student graphs for passage oral reading fluency

	People responsible	Alicia Zornes Classroom Teachers Title I Instructional Coaches
	BOY	December	February	EOY	Progress toward the goal at the end of the year? New Goal
	First Grade Passage Oral Reading Fluency = 37% First Grade Nonsense Word Fluency = 43% First Grade Phonemic Segmentation Fluency = 53% Average of All First Grade Fluency Measures = 44% Kindergarten Letter Naming Fluency =56% Kindergarten Letter Sound Fluency = 22% Kindergarten Phonemic Segmentation = Not assessed until December	First Grade Passage Oral Reading Fluency = 53% (+15%) First Grade Nonsense Word Fluency = 60% (+17%) First Grade Phonemic Segmentation Fluency = 75% (+22%) Kindergarten Letter Naming Fluency = 68% (+12%) Kindergarten Letter Sound Fluency = 58% (+36%) Kindergarten Phonemic Segmentation Fluency = 27%
	Reflection/Why:	BOY: Ensuring that students develop the fundamental phonics and phonemic awareness skills in kindergarten and first grade is essential in helping students become fluent readers. Much of our time in reading is spent working on these skills, so tracking them and using them as a benchmark to measure our progress makes sense. We have seen gains over the years in our students’ phonemic segmentation and reading fluency, as the implementation of Fundations has provided an instructional focus that helps students experience success. There is always an opportunity for growth based on our beginning of year data, as several of these skills are new for students, particularly the timing aspect. EOY:

Goal 2: By the end of the 2025–2026 school year, at least 85% of kindergarten students will accurately identify and fluently write numbers 0–20, and at least 85% of first grade students will meet or exceed proficiency on the math STAR assessment.
Strategies Tier I Instruction with Fidelity Data driven collaboration Small group instruction Specials teachers reinforcing math skills in their classes			Performance Measures STAR assessment measured at beginning of year, end of each quarter, and end of year Kindergarten teen numbers assessment	Fidelity Measures Administrative observations of Tier I instructional strategies during walkthroughs and formal observations Data conversations documented during grade level PLC meetings Review of benchmark data during professional development meetings and collaboration
Monitor Dates/ Timeline	Action Step Tier I Instruction with Fidelity Implementation of Everyday Math curriculum with fidelity Conversations about Tier I instructional strategies during PLC meetings Data Driven Collaboration Tracking Common Formative Assessments (CFAs) (first grade) and Pre and Post-Test Data Using the PLC guiding questions to make instructional decisions based on data Small Group Instruction Using WIN time to work on specific math standards based on data collected from CFAs, Quick Checks, and pre-tests Specials Teachers Reinforcing Math Skills Collaboration with specials teachers to reinforce specific math skills/standards when and where applicable Discussions surrounding these skills at PD days			Data/ Artifact District data sheet Math data sheet with CFA and Pre and Post-Test data
Dates:
	People Responsible:	Alicia Zornes Classroom Teachers Specials Teachers Title I Instructional Coaches
	BOY	December	February	EOY	Progress toward the goal at the end of the year? New Goal
	First Grade STAR Math Meets/Exceeds = 68% Teen Number data not yet collected	First Grade STAR Math = 74% Teen Numbers Identification = 63% Teen Numbers Writing = 55%
	Reflection/Why:	BOY: Based on conversations at our BSIP collaboration, it was noted that first grade students lack an understanding of teen numbers (both reading them and writing them fluently). This led to the decision to make this a focus for kindergarten math. First grade has been focusing on the development of Common Formative Assessments in math and tracking that data. Continuing to examine this data and have conversations around it should lead to an impact in students’ overall STAR math scores. EOY:

Goal 3: By the end of the 2025–2026 school year, staff will advance from an emerging level of understanding of PLC processes and the PLC guiding questions to a proficient understanding and implementation of PLC processes and guiding questions.
Strategies Provide professional development concerning PLC processes, specifically the four guiding questions Make the PLC guiding questions the focus of PLC meetings at both grade levels in order to increase student learning			Performance Measures PLC survey (conducted at the beginning and end of year)	Fidelity Measures Professional development is included on PD day agendas PLC notes reflect conversations around the four guiding questions
Monitor Dates/ Timeline	Action Step Professional Development Provide professional development concerning the four guiding questions at each district PD day through Solution Tree videos Make the Guiding Questions the Focus of PLC Meetings Ensure guiding questions are included on PLC meeting agenda and are embedded in the PLC meeting discussions Document conversations concerning the guiding questions during PLC meetings at both grade levels			Data/ Artifact PLC survey data PLC meeting agendas PLC meeting notes
Dates:
	Person Responsible	Alicia Zornes Classroom Teachers Title I Instructional Coaches
	BOY	December	February	EOY	Progress toward the goal at the end of the year? New Goal
	19% of staff knew the 4 PLC guiding questions On a scale of 1-5, 31% rated themselves at a level 1 and 25% rated themselves at a level 2 in regard to their knowledge and understanding of PLC processes On a scale of 1-5, 13% rated themselves at a level 1 and 31% rated themselves a level 2 in regard to their team’s knowledge and understanding of PLC processes
	Reflection/Why:	BOY: Since our district is already focusing on PLCs, it seemed natural to make this one of our goals for this year. We already have weekly PLC team meetings, but fail to use the PLC guiding questions to drive the conversations that happen at those meetings. Focusing specifically on those questions and implementing them at meetings should lead to a greater understanding of the overall PLC process and an improvement in student learning. EOY:

CARTERVILLE ELEMENTARY

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MISSION:

To become a school where every person is valued, given grace, and equipped to learn, lead, and contribute meaningfully to the world beyond our walls.

BUILDING VISION:

Our vision is to become a school where learning is purposeful, collaboration is strong, and every student is prepared to succeed beyond the classroom.

BUILDING GOAL:

We are committed to learning for all, working together, and using results to make every student’s success possible.

COLLABORATIVE LEADERSHIP TEAM:

Brittany Claborn, Ashley Cupp, Stephanie Elrod, Sarah Greek, Kaleigh Snyder, Kayleigh Tandy

Goal 1: The number of students performing at or above benchmark on the STAR Reading will increase from 53% at the beginning of the year to 71% by the end of the year.
Strategies Strengthen Tier-One Instruction with Fidelity Use Data to Drive Instruction Provide Targeted Interventions through RtI and Title 1 Strengthen Instruction through Professional Learning			Performance Measures STAR EL/Reading Assessment: Benchmark data collected BOY, MOY, EOY. RiI Monitoring: intervention cycles and student growth. Lead Measures: progress toward fidelity	Fidelity Measures Wildy important goals with score cards and lead measures confirm Tier-One literacy practices. PLC meeting minutes show data analysis and instructional planning. Records of PD sessions and teacher participation are maintained. Documentation of student progress monitoring
	Action Step Strengthen Tier-One Instruction and Ensure Fidelity Deliver evidence-based Tier-One literacy instruction aligned to district curriculum. Each grade level has two lead measures that will be tracked and practiced daily, then measured weekly. Use Data to Drive Instruction Analyze STAR, CBM, and District Assessment data in PLCs to identify trends, strengths, and gaps. Adjust instruction and plan reteaching or enrichment opportunities based on data results and lead measures. Provide Targeted Interventions through RtI and Title 1 Identify students in need of additional support and implement Title 1 classes and RtI interventions aligned to literacy standards. Strengthen Instruction through Professional Learning Provide ongoing professional development on evidence-based literacy strategies throughout the year.			Data/ Artifact Carterville DataSheets Pic of Score Cards Kindergarten GLM Agenda 1st & 2nd GLM Agenda 3rd and 4th GLM Agenda List of PD for staff

	People Responsible
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	53% are at or above Benchmark according to STAR	63% are at or above Benchmark according to STAR	60% are at or above Benchmark according to STAR	(enter data here)
	Reflection/Why:	BOY: At the beginning of the year, our STAR data indicated that 53% of our students are performing at or above the benchmark. Before establishing our CSIP goal, I met with each grade level team to review their current proficiency levels and identify specific areas of need. This collaborative data review guided the development of our overall school goal. To support progress toward this goal, we are implementing lead measures that allow us to track whether we are consistently accomplishing the daily routines and instructional practices that drive student growth. By monitoring these lead measures, we can make timely adjustments and ensure that our daily actions align with our goal of achieving at least a 20% increase in the number of students performing at or above benchmark by the end of the year. EOY:

Goal 2: The number of students performing at or above benchmark on the EDM Summative Assessment (K) and STAR Math (1-4) will increase from 51% at the beginning of the year to 72% by the end of the year.
Strategies Strengthen Tier-One Instruction and Ensure Fidelity Use Data to Drive Instruction Provide Targeted Interventions through RtI and Title 1 Strengthen Instruction through Professional Learning			Performance Measures STAR EL/Reading Assessment: Benchmark data collected BOY, MOY, EOY. RtI Monitoring: intervention cycles and student growth. Lead Measures: progress toward fidelity	Fidelity Measures Wildy important goals with score cards and lead measures confirm Tier-One literacy practices. PLC meeting minutes show data analysis and instructional planning. Records of PD sessions and teacher participation are maintained. Documentation of student progress monitoring
	Action Step Strengthen Tier-One Instruction and Ensure Fidelity Deliver evidence-based Tier-One literacy instruction aligned to district curriculum. Each grade level has two lead measures that will be tracked and practiced daily, then measured weekly. Use Data to Drive Instruction Analyze STAR and District Assessment data in PLCs to identify trends, strengths, and gaps. Adjust instruction and plan reteaching or enrichment opportunities based on data results and lead measures. Provide Targeted Interventions through RtI and Title 1 Identify students in need of additional support and implement Title 1 classes and RtI interventions aligned to Numeracy standards. Strengthen Instruction through Professional Learning Provide ongoing professional development on evidence-based Numeracy strategies throughout the year.			Data/ Artifact Carterville DataSheets Pic of Score Cards Kindergarten GLM Agenda 1st & 2nd GLM Agenda 3rd and 4th GLM Agenda List of PD for staff

	People Responsible
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	54% are at or above Benchmark according to STAR	68% are at or above Benchmark according to STAR	70% are at or above Benchmark according to STAR	(enter data here)
	Reflection/Why:	BOY:At the beginning of the year, our STAR data indicated that 54% of our students are performing at or above the benchmark. Before establishing our CSIP goal, I met with each grade level team to review their current proficiency levels and identify specific areas of need. This collaborative data review guided the development of our overall school goal. To support progress toward this goal, we are implementing lead measures that allow us to track whether we are consistently accomplishing the daily routines and instructional practices that drive student growth. By monitoring these lead measures, we can make timely adjustments and ensure that our daily actions align with our goal of achieving at least a 20% increase in the number of students performing at or above benchmark by the end of the year. EOY:

Goal 3: Establish a strong foundation for Professional Learning Community (PLC) implementation by developing a shared understanding of PLC concepts, building collective commitment, and modeling collaborative practices throughout the 2025–2026 school year.
Strategies Build staff knowledge and understanding of PLC concepts and processes to create a common language and commitment to collaborative work.			Performance Measures Staff can articulate PLC purpose and 4 questions Staff expressing confidence and buy-in PLC-focused PD sessions completed Guided Coalition-led discussions or activities	Fidelity Measures Guiding Coalition meetings Staff participation in PLC learning BOY (Nov), MOY(Feb), and EOY(May) Staff Reflection Survey.
	Action Step Create a Guiding Coalition that meets weekly to study Powerful Guiding Coalitions by Bill Hall and identify and learn core PLC principles to share with staff. Create, revise and implement building norms. Model PLC-focused learning during collaborative meetings and PD sessions, introducing the Four Critical Questions of a PLC. Create and share PLC visuals, updates, and success stories quarterly to increase visibility and understanding. Determine a common mission, vision, and goal for the building and share that with all stakeholders. Conduct BOY, MOY, and EOY staff surveys to assess understanding, confidence, and perceptions of PLC work.			Data/ Artifact Carterville DataSheets Kindergarten GLM Agenda 1st & 2nd GLM Agenda 3rd and 4th GLM Agenda Guiding Coalition Agenda PLC Staff Survey Results List of PD for staff

	People Responsible
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
		(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: EOY:

EUGENE FIELD ELEMENTARY

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MOTTO:

Be a STAR – Someone to Admire and Respect

COLLECTIVE COMMITMENTS:

We will...

♦ Put students first

♦ Create a Culture of Care

♦ Collaborate as One Team

♦ Use Data to Drive Growth

♦ Maintain High Expectations with Support

♦ Engage in Reflective Practice

♦ Focus on Solutions, Not Excuses

♦ Celebrate Wins

♦ Model the Cardinal Traits

♦ Show Up for Each Other

PLAN DEVELOPED BY:

Sarah Combs, Casey Darnell, Kristen Gavenda, Mary Palmer

Goal 1: By the end of the 25-26 academic year, 80% of the students at Eugene Field will meet or exceed grade-level expectations in literacy skills as assessed through STAR Reading.
Strategies Strengthen Tier-One Instruction and Ensure Fidelity Use Data to Drive Instruction Provide Targeted Interventions through RtI and Title 1 Strengthen Instruction through Professional Learning			Performance Measures STAR Reading Assessment: Benchmark data collected BOY, MOY, EOY. RTI Monitoring: intervention cycles and student growth. Common Summative Assessments: Data reviewed by teams	Fidelity Measures Walkthrough and observation data confirm Tier-One literacy practices. PLC meeting minutes show data analysis and instructional planning. Records of PD sessions and teacher participation are maintained. Documentation of student progress monitoring
	Action Steps Strategy 1: Strengthen Tier-One Instruction and Ensure Fidelity Deliver evidence-based Tier-One literacy instruction aligned to district curriculum. Monitor implementation through walkthroughs, peer observations, and feedback to ensure consistency and rigor. Strategy 2: Use Data to Drive Instruction Analyze STAR, CBM, and District Assessment data in PLCs to identify trends, strengths, and gaps. Adjust instruction and plan reteaching or enrichment opportunities based on data results. Strategy 3: Provide Targeted Interventions through RtI and Title 1 Identify students in need of additional support and implement Title 1 classes and RtI interventions aligned to literacy standards. Strategy 4: Strengthen Instruction through Professional Learning Provide ongoing professional development on evidence-based literacy strategies throughout the year.			Data/ Artifact Master Data Sheet RTI Data Sheet Unit Data Sheet

	Person Responsible	Principal Title 1 Instructor & aide Classroom Teachers
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	67%	72%	(enter data here)	(enter data here)
	Reflection/Why:	BOY: We were pleased with where students came in this year. We believe we are poised for a year of growth and really want to push these students to high achievement levels and get back to being in the top schools in the state. EOY:

Goal 2: By the end of the 25-26 academic year, 80% of the students at Eugene Field will meet or exceed grade-level expectations in numeracy skills as assessed through STAR Math.
Strategies Strengthen Tier-One Math Instruction and Ensure Fidelity Use Data to Drive Math Instruction Provide Targeted Interventions through RtI and Title I Strengthen Instruction through Professional Learning			Performance Measures STAR Math Assessment: Benchmark data BOY, MOY, EOY RTI Monitoring: intervention cycles and student growth Common Summative Assessments: Data reviewed by PLCs	Fidelity Measures Walkthrough and observation data confirm Tier-One math practices PLC meeting minutes show data analysis and instructional planning Records of PD sessions and teacher participation are maintained Documentation of student progress monitoring
	Action Step (What am I going to do?) Strategy 1: Strengthen Tier-One Instruction and Ensure Fidelity Deliver evidence-based Tier-One numeracy instruction aligned to district curriculum and Everyday Math. Monitor implementation through walkthroughs, peer observations, and feedback to ensure consistency and rigor. Strategy 2: Use Data to Drive Instruction Analyze STAR, CBM, and District Assessment data in PLCs to identify trends, strengths, and gaps. Adjust instruction and plan reteaching or enrichment opportunities based on data results. Strategy 3: Provide Targeted Interventions through RtI and Title 1 Identify students in need of additional support and implement Title 1 classes and RtI interventions aligned to literacy standards. Strategy 4: Strengthen Instruction through Professional Learning Provide ongoing professional development on evidence-based literacy			Data/ Artifact Master Data Sheet RTI Data Sheet Unit Data Sheet

	Person Responsible	Principal Title 1 Instructor & aide Classroom Teachers
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	66%	71%	(enter data here)	(enter data here)
	Reflection/Why:	BOY: We are excited to see that Math is very comparable to ELA scores. Math has been lower in the past and think we are starting the year with a higher math group. Again, we want to use this baseline to really push our students to new heights. EOY:

Goal 3: By the end of the 25–26 academic year, all certified staff at Eugene Field will demonstrate growth to a Level 3 or higher on the PLC Continuum Rubric.
Strategies(Big Idea) Establish and strengthen collaborative team processes aligned with the PLC model Use data to drive team decision-making and instructional planning Build collective teacher efficacy through reflection and feedback Provide targeted professional learning to support PLC growth			Performance Measures PLC Continuum Rubric ratings collected BOY, MOY, and EOY Documentation of team goals, SMART goals, and data cycles Evidence of instructional adjustments and student impact from PLC work	Fidelity Measures PLC agendas and minutes reflect consistent use of the four PLC questions Leadership team observations and feedback verify collaborative structures Professional development attendance records and reflections collected Team artifacts (data analysis, common assessments, intervention plans) show progress
	Action Step (What am I going to do?) Strategy 1: Establish and strengthen collaborative team processes Conduct baseline self-assessment using the PLC Continuum Rubric Define SMART goals for each team aligned to student learning priorities Strategy 2: Use data to drive team decision-making Integrate common formative assessments into team data discussions Develop next steps for instruction based on results Strategy 3: Build collective teacher efficacy through reflection and peer feedback Use a guiding coalition to model reflective practices and support PLC facilitation Strategy 4: Provide targeted professional learning Offer ongoing PD on effective PLC structures, facilitation, and data-driven dialogue			Data/ Artifact PLC Continuum Rubric scores Team meeting minutes and action items Professional learning records

	Person Responsible	Principal Title 1 Instructor & aide Classroom Teachers
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	Avg: 1.8 on PLC Rubric	2.91	(enter data here)	(enter data here)
	Reflection/Why:	BOY: We were at the very beginning stages of the process at the beginning of the year. Meetings were inconsistent and lacked detailed agendas. It will be a tall task EOY:

HARRY S TRUMAN ELEMENTARY

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:
Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:
Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MOTTO:
Building a Better Future, One Student at a Time

CARDINAL COMMITMENTS:
We will . . .
♦ Remain student-focused and goal-oriented through clear agendas
♦ Provide a safe space for teachers to collaborate and share ideas
♦ Encourage equal participation and limit distractions while together
♦ Focus on what’s best for students in all we do

COLLABORATIVE LEADERSHIP TEAM:
Jodi Bennett - Principal
Teresa Johnson - Counselor
Kelli Woodring - Title 1 Building Instructional Teacher
Anna Hogard - 2nd Grade
Lily Taggart- 3rd Grade
Corbin Roderique - 4th Grade
Whitney Nobis- Specials

Goal 1: Literacy By the end of the 2025/2026 academic school year 80% of students in 2nd, 3rd and 4th grade will score meets or exceeds on the end-of-year STAR Reading assessment.

Strategies(Big Idea)

Strengthen Tier-One Instruction
Fluency Development
Data-Driven Collaboration
Targeted RTI and Title 1
Ongoing Professional Development

Performance Measures

STAR Data (BOY, MOY, EOY)
75% of 2nd, 80% of 3rd, and 85% of 4th graders meet fluency benchmarks by May 2026.
SPED students increase average fluency from 36 WPM to 75 WPM by May 2026.
Quarterly CBM data shows consistent student growth in fluency.
Students in RTI/Title I interventions demonstrate measurable gains

Fidelity Measures

PLC conversations consistently include proactive planning and data analysis to inform implementation of the district literacy curriculum.
Fluency checks (CBMs) are completed monthly with daily fluency practice in classrooms.
RTI/Title I interventions are delivered consistently and aligned with classroom instruction.
Teachers are in attendance for Professional Development opportunities

Action Step

Strengthen Tier-One Instruction

Implement the district’s literacy curriculum through proactive lesson planning using tier one instructional strategies.
Use PLCs to review curriculum implementation, share practices, and plan for increased rigor.

Fluency Development

Prioritize monthly fluency checks for progress monitoring - CBM’s
Prioritize daily or frequent fluency practice for students throughout the week

Data-Driven Collaboration

Utilize PLCs to analyze data and make instructional decisions to support student learning.

Targeted RTI and Title 1

Deliver small-group interventions based on data with regular progress monitoring.
Align Title I supports classroom instruction to address skill gaps.

Ongoing Professional Development

Provide professional development aligned to teacher needs, Tier One strategies, and data.
Utilize expertise to expand PD opportunities and strengthen instructional practices.

Data/ Artifact

Data sheet (Fluency / STAR / BIST / MAP)

RTI data sheets

People Responsible

Classroom Teachers

Special Education Teacher

Special Education Aides

Title One Instructional Coach

Title One Aides

Administrator

BOY

December

February

EOY

Progress toward the goal at the end of the year?

Continuing

2nd Grade: STAR 69%

Fluency 43%

3rd Grade: STAR 71%

Fluency 52%

4th Grade: STAR 74%

Fluency 61%

SPED Fluency WPM Average: 36 WPM

2nd Grade: STAR 84%

Fluency 53%

3rd Grade: STAR 75%

Fluency 66%

4th Grade: STAR 83%

Fluency 60%

SPED Fluency WPM Average: 57 WPM

2nd Grade: STAR __%

Fluency __%

3rd Grade: STAR ___%

Fluency ___%

4th Grade: STAR ___%

Fluency ___%

SPED Fluency WPM Average:

2nd Grade: STAR __%

Fluency __%

3rd Grade: STAR ___%

Fluency ___%

4th Grade: STAR ___%

Fluency ___%

SPED Fluency WPM Average:

Reflection/Why:

BOY Reflection:

Our students have come into this school year working hard and showing encouraging results on the Beginning-of-Year STAR assessments. We are pleased with this early data and will continue to use it as a guiding focus for our instructional goals. At the same time, classroom observations and daily work highlight a continued need for growth in reading fluency across grade levels. Through collaboration with classroom teachers, our SPED teacher, and our Title I Instructional Coach, we recognize that when students struggle with fluency, their overall comprehension is impacted. With intentional fluency practice now embedded into instruction, we are confident we will see meaningful gains throughout the year. Our team remains committed to supporting all students in becoming confident, capable readers.

December Reflections:

2nd Grade: Teachers feel the increase in scores is a direct result of their strong commitment to providing students with frequent and meaningful opportunities to read. Fluency instruction continues to be a clear strength, with weekly hot and cold reads paired with daily practice. Students began the year using first-grade fluency passages and have steadily progressed into second-grade level passages. While many students are showing growth, teachers shared that a significant number still require considerable support during daily classroom instruction. Ongoing challenges include limited student motivation, difficulty working independently, inconsistent work ethic, and a lack of home support. Teachers emphasized that limited parent support has a notable impact on students’ reading habits and overall progress. Beginning in January, the instructional focus will shift toward building greater independence and stamina. Instruction will emphasize restating questions and writing in complete sentences to strengthen comprehension and written responses.

3rd Grade: Teachers shared that the current score of 75% is partially attributed to specific content being targeted through RTI support. While grade-level texts are strong, teachers noted that the instructional content often needs to be strengthened to provide sufficient rigor and practice. As a result, teachers have been supplementing instruction with novel studies and outside resources to ensure students are exposed to deeper learning opportunities and multiple chances to practice key skills. Teachers also expressed concern that, despite instruction, many students are not consistently applying independent reading skills during classroom work. A key challenge continues to be balancing the number of standards within each unit while also allowing students adequate time to practice, apply, and demonstrate mastery of those skills. Moving into the second semester, the focus will be on slowing the pace of instruction and prioritizing the most essential standards. Emphasis will be placed on developing students’ proficiency in the following core reading skills: making inferences, identifying main ideas and supporting details, using context clues and understanding non-literal language used to deepen the meaning of the text.

4th Grade: Teachers shared that they are meeting their targets; however, some students are not yet secure in the “meets” category. High expectations and accountability for reading are consistently evident. Reading Rocks has been adjusted to ensure every student is engaged with a chapter book, and students participate in daily fluency practice during Cardinal Class, with passages rotating weekly. Ongoing challenges include student retention, reading stamina, and ownership of learning. Some students demonstrate limited motivation to increase their reading, which may be influenced by a lack of emphasis on reading at home. Teachers also feel there are gaps in specific reading skills that will be a focus moving into the second semester. The second-semester focus will center on strengthening questioning skills and identifying main ideas using supporting details. Teachers will continue to seek and implement additional instructional materials to further support student learning.

SPED Fluency: This year, there has been a strong focus on fluency development and intentionally tracking data for our SPED students. The SPED teacher shared that increases in fluency can be attributed to the structured reading program, which emphasizes phonics, word decoding, and other foundational reading skills. Fundations programs being implemented at the grade-level have also helped support and reinforce this instruction. Consistent fluency practice is intentionally built into the SPED reading program. A continued challenge is the application of skills. While students are often able to demonstrate reading skills in isolation, they struggle to transfer and apply those skills during independent or connected reading tasks. Teachers also noted that several outside factors can impact student effort, application, and learning, including lack of rest, increased anxiety, inconsistent effort, and behaviors that interfere with learning. Looking ahead, instruction will continue to prioritize strengthening reading fundamentals and phonics, with an increased emphasis on students’ ability to blend sounds and apply these skills across reading tasks. Ongoing data collection will be used to monitor progress and adjust instruction as needed.

Goal 2: Numeracy By the end of the 2025/2026 academic school year 85% of students in 2nd, 3rd and 4th grade will score meets or exceeds on the end-of-year Math STAR assessment.

Strategies(Big Idea)

Strengthen Tier-One Instruction
Math Fact Fluency Development
Data-Driven Collaboration
Targeted RTI and Title 1
Ongoing Professional Development

Performance Measures

STAR Data (BOY, MOY, EOY)
Math fact fluency checks: CBM’s in 2nd grade and Xtra Math in 3rd/4th
Students in RTI/Title I interventions demonstrate measurable gains

Fidelity Measures

PLC conversations consistently include proactive planning and data analysis to inform implementation of the district math curriculum.
Fluency checks (CBMs) are completed monthly with 2nd grade and 3rd and 4th grade teachers are pulling monthly reports on Xtra Math.
RTI/Title I interventions are delivered consistently and aligned with classroom instruction.
Teachers are in attendance for Professional Development opportunities

Action Step

Strengthen Tier-One Instruction

Implement the district’s math curriculum through proactive lesson planning using tier one instructional strategies.
Use PLCs to review curriculum implementation, share practices, and plan for increased rigor.

Fluency Practice

Prioritize daily math fluency practice using Xtra Math and Rocket Math

Data-Driven Collaboration

Utilize PLCs to analyze data and make instructional decisions to support student learning.

Targeted RTI and Title 1

Deliver small-group interventions based on data with regular progress monitoring.
Align Title I supports classroom instruction to address skill gaps.

Ongoing Professional Development

Provide professional development aligned to teacher needs, Tier One strategies, and data.
Utilize expertise to expand PD opportunities and strengthen instructional practices.

Data/ Artifact

Data sheet (Fluency / STAR / BIST / MAP)

RTI data sheets

People Responsible

Classroom Teachers

Special Education Teacher

Special Education Aides

Title One Instructional Coach

Title One Aides

Administrator

BOY

December

February

EOY

Progress toward the goal at the end of the year?

Unmarked

2nd Grade: STAR 69%

3rd Grade: STAR 70%

4th Grade: STAR 78%

2nd Grade: STAR 83%

3rd Grade: STAR 87%

4th Grade: STAR 85%

2nd Grade: STAR __%

3rd Grade: STAR ___%

4th Grade: STAR ___%

2nd Grade: STAR __%

3rd Grade: STAR ___%

4th Grade: STAR ___%

Reflection/Why:

BOY Reflection:

The majority of our students began the year with a strong foundation in basic math concepts and we were excited to see our Beginning of the Year STAR data. The use of the Everyday Math, a research-based program, continues to provide meaningful support and growth opportunities for all learners. This year, our focus is on intentionally incorporating Everyday Math games as a key component of instruction to strengthen conceptual understanding and engagement. Teachers are also dedicating daily time to math fact fluency practice, and we are already seeing encouraging progress. We are confident that these efforts will lead to continued growth in fluency and overall math computation as the year progresses.

December Reflection:

2nd Grade: Teachers shared that the use of XtraMath has been highly beneficial, with the early focus on math fluency producing positive results. Having the ability to adjust fluency timers (3 and 6 second intervals) has allowed teachers to better meet individual student needs. The built-in game incentives within XtraMath have helped increase student motivation, and teachers are also utilizing IXL, including study plans and checklists aligned to daily lessons, to provide targeted practice and support. Moving forward, the focus will be on continuing to meet students at their individual levels for both fluency and IXL skill development. Teachers plan to more intentionally use diagnostic data to guide instruction, while maintaining high expectations, encouraging independence, and requiring students to show their thinking before support is provided. Ongoing challenges include student motivation, lack of focus, and limited support from home all of which can impact student progress.

3rd Grade: Teachers shared that they are more familiar with both the content and instructional expectations which has allowed better conversations when planning. This increased familiarity has allowed teachers to more intentionally target specific standards and begin front-loading new skills to better prepare students for upcoming content. A strong emphasis on fact fluency has been a major focus and has positively impacted student performance across all areas, along with an increased focus on academic vocabulary. Teachers also noted improved cohesiveness in planning, with teams staying more aligned on their pacing schedules in both core instruction and RTI planning. As a result, grade-level students are demonstrating stronger daily work habits and overall growth in math abilities. Ongoing challenges include foundational skills such as basic addition and subtraction, understanding the regrouping process, and overall number sense. Moving forward, instruction will refocus on addition, subtraction, regrouping, fractions, and division fact fluency, with teachers prioritizing the most critical standards and intentionally reviewing key skills to strengthen understanding.

4th Grade: Teachers shared that this year they have intentionally prioritized daily opportunities for students to practice math facts, with additional instruction built in to support fluency. As of December, approximately half of the grade-level curriculum has been taught, with a strong instructional focus on fractions, multiplication strategies, and decimals—key areas assessed on STAR and reflected in current performance levels. RTI time has also been used to provide capable students with exposure to higher-level content. Content areas still needing attention include interpreting charts, graphs, and data (mean, median, mode, and range), as well as revisiting equivalent fractions. Ongoing challenges include student retention of previously taught content and the application of skills during independent work, particularly when solving multi-step problems.

Goal 3: Professional Learning Communities By the end of the 2025/2026 school year, staff will move from emerging to proficient in our implementation of the PLC processes (4 Guiding Questions) and focus on student learning (data-driven decision).

Strategies(Big Idea)

Provide ongoing professional development on effective PLC processes and focus on student learning.
Establish clear building-wide expectations for PLC structure, norms, and outcomes.
Focus on data that supports students' learning in each meeting.

Performance Measures

PLC agendas and meeting notes reflecting data-driven discussions.
Increased teacher ownership in the PLC process
Improved student achievement data in core content areas (STAR, district assessments).
Teacher feedback from surveys indicates moving to “proficient”

Fidelity Measures

PLC agendas are proactively planned, checked ahead of time and include student data.
Professional Development is provided to all staff for growth of PLC process.
Providing updates and assessing the PLC process / norms/ meeting times

Action Step

Provides Targeted Professional Learning

Offer professional development on effective PLC practices
Offer professional development that increases student learning based on data

Establish Clear PLC Expectations and Structure

Revisit meeting norms that will help staff focus on the four guiding questions.
Maintain a consistent schedule with protected PLC time built into the school day.
Ensure each PLC has defined roles during each meeting (facilitator, recorder, data lead, timekeeper)

Focus on data that supports students' learning

Applying PD knowledge in PLC discussions to effectively use data that supports student learning
Increase the frequency of looking at data during PLC conversations

Data/ Artifact

Data sheet (Fluency / STAR / BIST / MAP)

(these sessions are noted in yellow)

People Responsible

Classroom Teachers

Special Education Teacher

Special Education Aides

Title One Instructional Coach

Title One Aides

Administrator

BOY

PLC Survey Results

December

In Progress

February

EOY

Progress toward the goal at the end of the year?

Unmarked

Reflection/Why:

BOY Reflection: This year, teachers are participating in weekly PLC conversations, with instructional coaches from both the building and district joining when schedules allow. As we enter year two of the PLC process, we are encouraged by the progress made, though questions and areas for growth remain. Teachers are demonstrating strong collaboration and a willingness to work alongside one another because they see the value and benefit of this time. At the same time, having only one common planning period each week can make it challenging to address all necessary topics. Staff feedback from a recent survey will be reviewed and used to inform next steps. Over the course of the year, our goal is to provide additional support and continue to strengthen teacher collaboration, ensuring PLC time is intentional, focused, and maximized to impact student learning. Additionally, a goal is to have teachers take an active role in facilitating their meetings and completing agendas to best meet their team’s needs, with facilitation roles rotated to build leadership capacity.

December Reflection:

Progress continues to be made within our PLC process, with staff actively participating and ongoing learning taking place. While growth is evident, current obstacles remain around the frequency of PLC availability and developing a deeper, shared understanding of the process. Recently, a group of staff members attended a PLC conference, where meaningful and beneficial learning occurred and will help inform our next steps. Beginning in January, we will intentionally hone in on the PLC process by focusing on detailed, actionable steps related to our reading curriculum, priority standards, common assessments, and clearly defined next steps to guide instruction.

HERITAGE PRESCHOOL

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:
Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:
Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MOTTO:
Laying the foundation for each of our Little Cardinals to prepare them for Kindergarten and beyond.

COLLECTIVE COMMITMENTS:
We will . . .
♦ help all of our Heritage students become “kindergarten ready.”
♦ to the best of their ability, both socially and academically.

COLLABORATIVE LEADERSHIP TEAM:
Webb City Heritage Preschool Staff
Jenny Parker and Traci Coleman, Directors

Goal 1: At least 75% of students will be proficient on reading readiness assessment by end of the school year.
Strategies Provide tier one instruction with fidelity Targeted literacy interventions through Response to Intervention Provide regular professional development opportunities Data-driven collaboration			Performance Measures Reading readiness assessment data: BOY, MOY, EOY PreK students without an IEP will be able to identify at least 18 or more alphabet letters. PreK students with an IEP will be able to identify the letters in their first name.	Fidelity Measures Documentation of professional development discussing curriculum objective strategies Documentation of tier-one literacy strategies through lesson plans, classroom observations or PLC. Documentation of data conversations and data collections throughout the year.
	Action Step Strategy 1: Provide tier one instruction with fidelity. Implement the district literacy curriculum with fidelity, monitored through lesson plans and classroom observations. Strategy 2: Develop and implement targeted literacy interventions through Response to Intervention based on need Use the district assessment quarterly to identify students for intervention. Provide small-group skill-specific interventions. Strategy 3: Provide regular professional development opportunities for teachers on effective literacy instructional strategies Schedule ongoing PD focused on high-leverage literacy practices and align topics to student performance data. Strategy 4: Strengthen data-driven collaboration to support literacy Use PLCs to review student literacy data, identify trends, and adjust instructional strategies accordingly.			Data/ Artifact Data Tracking sheet - assessment data PLC Meeting Agenda List of PD Opportunities

	People Responsible	Building Administrators Teacher
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Met
	Around 24% of students without an IEP had mastered at least 20 alphabet letters at the beginning of the school year. At least 10% of students with an IEP had mastered the letters of their name at the beginning of the school year.	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: The percentage of mastery for letter recognition is typical compared to prior years. EOY:

Goal 2: At least 90% of students will be proficient on numeracy readiness assessments by the end of the school year.
Strategies(Big Idea) Provide tier one instruction with fidelity Targeted numeracy interventions through Response to Intervention Provide regular professional development opportunities Data-driven collaboration			Performance Measures Reading readiness assessment data: BOY, MOY, EOY PreK students without an IEP will be able to count by 1s to number 20. PreK students with an IEP will be able to count by 1s to number 10.	Fidelity Measures Documentation of professional development discussing curriculum objective strategies Documentation of tier-one numeracy strategies through lesson plans, classroom observations or PLC. Documentation of data conversations and data collections throughout the year.
	Action Step (What am I going to do?) Strategy 1: Provide tier one instruction with fidelity. Implement the district numeracy curriculum with fidelity, monitored through lesson plans and classroom observations. Strategy 2: Develop and implement targeted numeracy interventions through Response to Intervention based on need Use the district assessment quarterly to identify students for intervention. Provide small-group skill-specific interventions. Strategy 3: Provide regular professional development opportunities for teachers on effective numeracy instructional strategies Schedule ongoing PD focused on high-leverage numeracy practices and align topics to student performance data. Strategy 4: Strengthen data-driven collaboration to support numeracy Use PLCs to review student numeracy data, identify trends, and adjust instructional strategies accordingly.			Data/ Artifact Data Tracking sheet - assessment data PLC Meeting Agenda List of PD Opportunities

	People Responsible	Teachers, Building Administrator
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Unmarked
	Around 33% of students without an IEP had mastered at counting 0-20 at the beginning of the school year. At least 40% of students with an IEP can count 0-10 at the beginning of the school year.	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY:The percentage of mastery of counting is typical for this time in the school year. EOY:

Goal 3: Our building will increase opportunities for family and community to engage in our school by one or more throughout the school year.
Strategies Encourage positive relationships with students and families Provide multiple opportunities for families to attend events at our school. Enhance communication and reminders.			Performance Measures At least 80% of families attend one or more school events during the year. Family engagement surveys indicate increased satisfaction with communication and connection.	Fidelity Measures Copies of newsletters, reminders, or communication logs are shared monthly with families. Calendar of family events offered each quarter
	Action Step Encourage positive relationships with students and families Schedule regular classroom family engagement activities (e.g., family reading days, student showcases). Implement a system for teachers to share positive notes, calls, or messages home each month. Provide multiple opportunities for families to attend events at our school Host family events that are accessible to all. Offer flexible scheduling to increase participation and accommodate families’ needs. Enhance communication and reminders Use multiple platforms to share school updates and upcoming events. Provide consistent monthly communication from teachers and administrators with key dates and highlights.			Data/ Artifact Sign in Sheets for Parent Opportunities Parent Night Survey Parent Involvement List

	Person Responsible	Teachers and Building Admin
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Unmarked
	At the beginning of the school year, parents had attended one event, Open House. Staff made plans for several events throughout the year to encourage families to participate in the child’s education.	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: The amount of parent opportunities at the beginning of the year is typical to prior years. This will increase during the upcoming months. EOY:

MADGE T. JAMES KINDERGARTEN CENTER

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

CARDINAL COMMITMENTS:

Equal Voice/Collective Decision-Making

Stay on Task/Be Present

Start/End on Time/Effective Use of Time

Allow Questions for Clarity/Stick to the Topic

Presume Positive Intentions

COLLABORATIVE LEADERSHIP TEAM:

Miranda Hendrick, Principal

Kaylee Coulter, School Counselor

Amanda de la Cerda, Teacher

Jayse Williams, Teacher

Sarah Greek, Library/Media Specialist

Alexa Gillman, Special Education

Goal 1: By the end of the 2025-26 school year, 75% of the students in traditional kindergarten at Madge T. James will demonstrate proficiency in LSF when measured by the end-of-the-year CBM assessment. By the end of the 2025-26 school year, 75% of the students in junior kindergarten will meet the BOY LSF goal for kindergarten when measured by the end-of-the-year CBM assessment.
Strategies Tier-One Instruction with Fidelity Data-Driven Collaboration Targeted RTI Planning Ongoing Professional Development Daily Drills to Increase Timed Efficiency			Performance Measures CBM measuring LSF: Benchmark data collected BOY, MOY, EOY. RTI Monitoring: intervention cycles and student growth.	Fidelity Measures Administrative Observations: Evidence of Tier-One literacy strategies in classrooms. Peer Observations: Teachers share and observe best practices through learning walkthroughs. Weekly PLC Meetings: Documented agendas and notes on instruction and assessment. Data Review: Comparison of LSF Professional Development: Agendas, attendance, and follow-up
	Action Step Tier-One Instruction with Fidelity Deliver daily, explicit letter-sound instruction using the Fundations curriculum. Model correct articulation and provide immediate feedback. Use consistent routines for practicing and reviewing sounds. Data-Driven Collaboration Review letter sound fluency data in PLCs. Identify students needing support and adjust instruction. Share successful strategies across classrooms. Targeted RTI Planning Group students by letter sound deficits. Provide short, focused intervention sessions (5–10 minutes daily). Progress monitor every 2 weeks and adjust groups as needed. Ongoing Professional Development Train staff on effective letter-sound instruction and error correction. Model and practice strategies during PLCs or coaching sessions. Share data and celebrate growth to reinforce best practices. Daily Drills to Increase Timed Efficiency Conduct 1-minute letter sound fluency drills. Track student accuracy and speed over time. Encourage goal setting and celebrate improvement.			Data/ Artifact CBM Letter Sound Fluency Assessment Data: BOY/MOY/EOY Agenda for PLC Meetings Master Tracker Data Sheet

	People Responsible:	Administration Kindergarten Teachers SpEd Teacher Title 1 Instructional Coach Support Staff
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Progressing
	18% proficient (K) 0% proficient (Jr.K)	65% proficient (K) 24% proficient (Jr. K)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: We strongly believe that students knowing the sounds of letters and being able to recall that information quickly is vital to their success as readers. We also focused on this goal last year, but unfortunately, we did not achieve the goal we had set. Therefore, we want to continue striving for growth in this area. We are starting even lower this year than last, but have made solid plans for interventions and Tier 1 instruction to help achieve our goal. DECEMBER: Focused building wide on Literacy with the grant work

Goal 2: By the end of the 2025-26 school year, 95% of the students in traditional kindergarten at Madge T. James will demonstrate proficiency in rote counting, 0-100, when measured by the district end-of-year assessment. By the end of the 2025-26 school year, 75% of the students in junior kindergarten at Madge T. James will meet the end of 2nd quarter goal for rote counting, 0-50, when measured by the district end-of-the-year assessment.
Strategies Tier-One Instruction with Fidelity Data-Driven Collaboration Targeted RtI Planning Ongoing Professional Development Daily Drills and Motivation for Timed Efficiency			Performance Measures Summative Assessment data collected BOY, MOY, EOY. RTI Monitoring: intervention cycles and student growth	Fidelity Measures Administrative Observations: Evidence of Tier-One literacy strategies in classrooms. Peer Observations: Teachers share and observe best practices through learning walkthroughs. Weekly PLC Meetings: Documented agendas and notes on instruction and assessment. Data Review: Comparison of Rote Counting Professional Development: Agendas, attendance, and follow-up
	Action Steps Strategy 1: Tier-One Instruction with Fidelity Teach numbers in small, intentional segments (0–20, 21–50, etc.) using a gradual release model (I Do–We Do–You Do). Incorporate daily counting routines (calendar, line-up transitions, morning meeting). Use manipulatives, visuals, and number lines to support conceptual understanding. Embed counting songs, videos, and movements to reinforce engagement and retention. Strategy 2: Data-Driven Collaboration Conduct quick progress checks (counting assessments or fluency checks). Use PLC to review data and identify trends or gaps. Adjust pacing or small-group support based on progress data. Share effective strategies and student success stories among staff. Strategy 3: Targeted RTI Planning Identify students needing targeted counting support through screening and progress monitoring. Provide small-group or one-on-one counting practice focusing on specific number ranges. Use hands-on tools (cubes, number cards, beads) and guided counting sequences. Monitor growth and adjust intervention focus as needed. Strategy 4: Ongoing Professional Development Provide staff modeling on using manipulatives, visuals, and movement-based counting. Share resources for songs, games, and digital tools to support counting fluency. Highlight classroom examples during PLC to build consistency across teachers. Strategy 5: Daily Drills and Motivation for Timed Efficiency Include short, fun counting games or quick drills each day. Set mini goals (e.g., “Count to 50 by Friday”) and celebrate milestones. Create counting “clubs” or reward systems for achieving number benchmarks. Use motions (finger up for each set of 10) or chants for transitions to reinforce number sequences.			Data/ Artifact Quarterly Summative Assessment Data: BOY/MOY/EOY Agenda for PLC Meetings Master Tracker Data Sheet

	Person Responsible	Administration Kindergarten Teachers SpEd Teacher Title 1 Instructional Coach Support Staff
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Progressing
	20% proficient (K) 8% proficient (Jr. K)	52% proficient (K) 19% proficient (Jr. K)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: We chose rote counting for our numeracy goal because this again is a foundational piece to building math skills. Students must be able to count correctly and know the sequential number order for so many life skills. We are starting the year with 20% of our student able to count to 100 and beyond. Our goal is to have 95% there by the end of the year and we feel since we exceeded our goal last year of 90%, this is an achievable goal. DECEMBER: coming in lower numeracy and teaching fidelity Everyday Math no supplementals this year

Goal 3: By May 2026, staff will advance from an overall developing level of PLC implementation to a high-functioning PLC culture by strengthening collaborative team structures, using data to inform instruction, and building collective responsibility for student learning.
Strategies Establish consistent, accountable team practices that promote collaboration and results Embed assessment and data analysis into the PLC process Foster a results-oriented culture where all staff share ownership for student learning			Performance Measures Teams use common formative assessments at agreed-upon checkpoints Team members speak in terms of our students rather than my students Reduced variation in student outcomes between classrooms teaching the same grade/content	Fidelity Measures PLC agendas/minutes show norms revisited, rotating facilitators, and data-driven dialogue PLC notes/communications reflect shared responsibility for all students and celebration of progress
	Action Steps Strategy 1: Establish consistent, accountable team practices that promote collaboration and results Revisit PLC norms regularly and hold members accountable through reflection and professional dialogue. Use student learning data to anchor hard conversations about instruction and results. Share leadership by rotating facilitation roles so all members contribute to guiding teamwork Strategy 2: Embed assessment and data analysis into the PLC process Develop and analyze common formative and summative assessments in PLCs to guide instructional adjustments. Strategy 3: Foster a results-oriented culture where all staff share ownership for student learning Frame PLC conversations around “our students” by planning supports and enrichment that involve contributions from all team members. Celebrate collective successes by highlighting both individual and team contributions to student growth.		Data/ Artifact PLC Growth Rubric PLC Self-Assessment Survey BOY PCL Self-Assessment Survey MOY PLC Self-Assessment Survey EOY PLC Agenda & Notes

	People Responsible:	Administration Kindergarten Teachers SpEd Teacher Title 1 Instructional Coach Support Staff Counselor
	BOY	December	EOY	Progress toward the goal at the end of the year? Progressing
	Teachers were given the PLC Growth Rubric to review. After looking at the criteria for each domain, teachers were then given a Self-Assessment Survey to rate how our building operates within each domain. Overall, the consensus was that we are at the Proficient Level in each area, with the exception of Response to Student needs being majority rating of high-functioning and Collaborative Culture tied with also having votes for high-functioning. While Response to Student Needs did have the highest percentage vote for high functioning, it was also the area that had 30% vote for emerging or developing versus the other domains that remained at 20% voting emerging or developing.	Utilizing PLC time, teachers are spending 1 section a month participating in learning walks, supporting the Focus on Learning and Collaborative Culture on the PLC Growth Rubric. Teachers also participated in a teacher perception survey for our Literacy Grant work and the comments on the survey predominantly were very positive in regards to the PLC time and efforts/effectiveness of the PLC.	(enter data here)
	Reflection/Why:	BOY: With our district's focus on developing our PLCs and now having a consistent block of time in the schedule, we want to build our capacity as a group of professionals coming together to improve student learning and our own skill set. When looking at the rubric, we are in the emerging stage. As we embark on professional development on the topic of PLCs as well as consistently following our agenda and meeting times, we hope to move to a high-functioning PLC. EOY:

MARK TWAIN ELEMENTARY

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MOTTO:

Welcome to the Mark Twain Team: Every Cardinal, Every Day

COLLECTIVE COMMITMENTS:

We will…

♦ Make informed decisions and always support the team.

♦ Use data (formative and summative), not opinions, to guide our work.

♦ Share our best ideas and tools, and keep team conversations confidential.

♦ Speak with respect – about students and each other.

COLLABORATIVE LEADERSHIP TEAM:

Jonathan Derryberry, Principal

Ann Brockmiller, Title 1 Instructional Coach

Terri Foreman, Special Education Teacher

Elizabeth Beaver, Esmerelda Alberto, Heather Shull, Megan Glaubitz, Vickie Burke – 3^rd Grade Teachers

Ashley Alcorn – Librarian

Derek Bycroft – Physical Education/Health teacher

Abby Fricker – Special Education Paraprofessional

Teagan Davis – Recovery Room Instructional Assistant

Goal 1: We will increase the percentage of students who meet or exceed proficient reading on the STAR assessment from 74% to 81% by the May 2026 assessment.
Strategies Tier-One Instruction with Fidelity Data-Driven Collaboration Targeted RTI Planning Ongoing Professional Learning			Performance Measures STAR Reading Assessment: Benchmark data collected BOY, MOY, EOY. RTI Monitoring: intervention cycles and student growth. Common Summative Assessments: Data reviewed by teams	Fidelity Measures Administrative Observations: Evidence of Tier-One literacy strategies in classrooms. Peer Observations: Teachers share and observe best practices. Weekly PLC Meetings: Documented agendas and notes on instruction and assessment. Data Review: Comparison of STAR, CBM, RtI, and common assessments Professional Development: Agendas, attendance, and follow-up
	Strategy 1: Tier-One Instruction with Fidelity Ensure consistent implementation of Tier-One instruction aligned to district curriculum through classroom walkthroughs, feedback, and peer observations. Strategy 2: Data-Driven Collaboration Plan instructional adjustments and targeted supports based on student performance trends. Strategy 3: Targeted RTI Planning Design and implement differentiated Flight Time interventions focused on priority literacy standards. Strategy 4: Ongoing Professional Learning Provide ongoing PD on evidence-based literacy strategies.			Data/ Artifact Common Summative Data Sheet Agenda for PLC Meetings Flight Time Pie Charts 25-26 STAR Screening Report

	Person Responsible	3rd Grade Teachers Administration Title 1 Instructional Coach Support Staff
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	Star ELA BOY 74% MAP Index 2025 - 426.2	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: Students who meet or exceed proficient reading on the STAR assessment began the year at 74% on the August 2025 assessment. EOY:

Goal 2: We will increase the percentage of students who meet or exceed proficient on the STAR Math assessment from 67% to 80%, by the May 2025 assessment.
Strategies Tier-One Instruction with Fidelity Data-Driven Collaboration Targeted RTI Planning Ongoing Professional Learning			Performance Measures STAR Reading Assessment: Benchmark data collected BOY, MOY, EOY. RTI Monitoring: intervention cycles and student growth. Common Summative Assessments: Data reviewed by teams	Fidelity Measures Administrative Observations: Evidence of Tier-One literacy strategies in classrooms. Peer Observations: Teachers share and observe best practices. Weekly PLC Meetings: Documented agendas and notes on instruction and assessment. Data Review: Comparison of STAR, CBM, RtI, and common assessments Professional Development: Agendas, attendance, and follow-up
	Strategy 1: Tier-One Instruction with Fidelity Ensure consistent implementation of Tier-One instruction aligned to district curriculum through classroom walkthroughs, feedback, and peer observations. Strategy 2: Data-Driven Collaboration Plan instructional adjustments and targeted supports based on student performance trends. Strategy 3: Targeted RTI Planning Design and implement differentiated Flight Time interventions focused on priority literacy standards. Strategy 4: Ongoing Professional Learning Provide ongoing PD on evidence-based literacy strategies.			Data/ Artifact Common Summative Data Sheet Agenda for PLC Meetings Flight Time Pie Charts 25-26 STAR Screening Report

	Person Responsible	3rd Grade Teachers Administration Title 1 Instructional Coach Support Staff
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	Star Math BOY 67% MAP Index 2025 - 409.6	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: Students who meet or exceed proficient math on the STAR assessment began the year at 67% on the August 2025 assessment. EOY:

Goal 3: By the end of the school year, the school will improve the effectiveness of Tier 1 instruction so that at least 80% of students meet or exceed grade-level expectations in reading and math, as measured by district benchmark assessments & STAR Assessments.
Strategies Ensure Fidelity of Tier 1 Instruction Implement the District Curriculum with Fidelity Engage in Peer Observations and Reflective Feedback Monitor and Adjust Instruction			Performance Measures STAR Reading Assessment: Benchmark data collected BOY, MOY, EOY. RTI Monitoring: intervention cycles and student growth. Common Summative Assessments: Data reviewed by teams	Fidelity Measures Administrative Observations: Evidence of Tier-One literacy strategies in classrooms. Peer Observations: Teachers share and observe best practices. Weekly PLC Meetings: Documented agendas and notes on instruction and assessment. Data Review: Comparison of STAR, CBM, RtI, and common assessments Professional Development: Agendas, attendance, and follow-up
	Action Step 1. Ensure Fidelity of Tier 1 Instruction Conduct classroom observations to ensure instruction aligns with district expectations. Use Flight Time and collaborative grade-level meetings to analyze instructional practices, celebrate successes, and address challenges. 2. Implement the District Curriculum with Fidelity Plan and deliver lessons in alignment with district pacing guides and instructional frameworks. Provide targeted professional development for teachers on effective Tier 1 instructional strategies. 3. Engage in Peer Observations and Reflective Feedback Organize structured peer observation sessions within grade-level teams. 4. Monitor and Adjust Instruction Review data collaboratively in PLCs to identify students needing additional support or enrichment. Adjust instructional strategies based on assessment data, observation feedback, and teacher reflections.			Data/ Artifact Common Summative Data Sheet Agenda for PLC Meetings Flight Time Pie Charts 25-26 STAR Screening Report

	Person Responsible	3rd Grade Teachers Administration Title 1 Teacher
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	Star ELA 74% Star Math 67%	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: Students who meet or exceed proficient reading on the STAR assessment began the year at 74% on the August 2025 assessment. Students who meet or exceed proficient math on the STAR assessment began the year at 67% on the August 2025 assessment. EOY:

WEBSTER PRIMARY CENTER

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MOTTO:

Learning and growing together in a safe, supportive environment.

CARDINAL COMMITMENTS:

We are committed to ensuring every student’s growth by working together with colleagues and families to provide engaging, rigorous, and meaningful learning aligned with the district’s curriculum.

COLLABORATIVE LEADERSHIP TEAM:

Amanda Eggleston, Denise Powley, Amy Rooks, Laura Davied, Kristi Melton, Kelsie Bittick, Jacob Burdick, Allison Johnson, Leslie Roy, Miranda Smith, Shannon Stanton, Katie Scheurich, Cameron Thomas

Goal 1: The percentage of Webster students scoring meets or exceeds benchmark on the STAR reading assessments will increase from an average baseline of 63% in August 2025 to at least 70% by May 2026.
Strategies Strengthen Tier One Literacy Instruction Use Data-Driven Grade Level Collaboration to drive instruction Strengthen Professional Learning			Performance Measures Percentage of Webster students scoring meets/exceeds on STAR Reading Benchmarks. (BOY, MOY, EOY) Percentage of 1st and 2nd grade students reading at benchmark on district fluency assessments. Measure progress on Fundations unit assessments RTI pre- and post-test results for students receiving intervention support.	Fidelity Measures Administrative Observations: Evidence of Tier-One literacy strategies in classrooms. Peer Observations: Teachers share and observe best practices. Weekly PLC Meetings: Documented agendas and notes on instruction and assessment. Data Review: Comparison of STAR, CBM, RtI, and common assessments Professional Development: Agendas, attendance, and follow-up
	Action Steps Strategy 1: Strengthen Tier One Literacy Instruction Implement Fundations with fidelity and progress monitor with unit assessments and embed daily fluency practice. Embed fluency practice at least 3 days a week and CBM progress monitoring. Strategy 2: Use Data-Driven Grade Level Collaboration to drive instruction Hold weekly grade level meetings to review student data to plan, study, do and act. Adjust RTI groups, pacing, and instruction based on results. Strategy 3: Strengthen Professional Learning Engage in LETRS training, Core Team meetings, and grade-level collaboration, and district PD. Building admin will be sharing Teach like a Champion teaching strategies with staff on a weekly basis.			Data Artifacts Grade level Agendas 1st grade 2nd grade Data Sheets (STAR, Fluency) PD Agendas FY 26 Webster PD for Staff

	Budget	People Responsible Administration All Instructional Staff Instructional Coaches
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	Webster BOY Data Sheet	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: In first grade, the data did not show a steady upward progression, with a noticeable dip in student performance from December through February. To address this, the team will engage in proactive collaboration focused on curriculum alignment and instructional strategies to promote consistent and positive student outcomes. Second grade demonstrated more consistency in STAR Reading data; however, minimal growth was observed after December, with limited progress in the spring. Continued emphasis on instructional rigor and targeted interventions will be essential to improving student growth across the year. EOY:

Goal 2: Numeracy The percentage of Webster students scoring meets or exceeds on the STAR Math test will grow from an average of 54% in August 2025 to 74% in May 2026.
Strategies Implement Tier One Everyday Math Instruction with fidelity Use Data-Driven Grade Level Collaboration to drive instruction, analyze data, and create formative assessments Participate in District PD to strengthen researched-based Tier 1 instructional strategies			Performance Measures Percentage of Webster students scoring meets/exceeds on STAR Math Benchmarks. (BOY, MOY, EOY) 70% of students will demonstrate a level 3 knowledge on each standard during summative math assessments. RTI pre- and post-test results with growth rate monitoring for students receiving intervention support.	Fidelity Measures Administration Observation, Feedback, Coaching Cycles: Evidence of Tier-One math strategies in classrooms. Peer Observations: Teachers share and observe best practices. Weekly PLC Meetings: Documented agendas and notes on instruction and assessment. Data Review: Comparison of STAR, CBM, RtI, and common assessments Professional Development: Agendas, attendance, and follow-up
	Action Steps Strategy 1: Strengthen Tier 1 Math Instruction Facilitate PLC conversations focused on enhancing Tier 1 instructional practices and increasing the depth of knowledge in math lessons. Implement district-wide common formative checkpoints and evidence pieces to monitor student understanding and guide instruction. Strategy 2: Use Data-Driven Grade Level Collaboration to Drive Instruction Conduct weekly grade-level meetings to review student data using the Plan-Do-Study-Act (PDSA) PLC cycle. Adjust RTI groupings, pacing, and instructional strategies based on data trends and student performance. Strategy 3: Strengthen Professional Learning Administration will lead weekly PLC conversations and conduct walkthroughs, coaching, and feedback cycles focused on strengthening academic math vocabulary and questioning techniques.			Data Artifacts Grade level Agendas 1st grade 2nd grade Data Sheets (STAR Math) PD Agendas FY 26 Webster PD for Staff

	Budget	People Responsible Administration All Instructional Staff Instructional Coaches
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	Webster BOY Data 25-26	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: First grade demonstrated steady growth, increasing from 39% to 74%, which can be attributed to implementing the Everyday Math curriculum with fidelity. In contrast, second grade showed a more inconsistent growth trajectory, with only a 4% gain from the beginning to the end of the year. This limited progress may be linked to variations in instructional rigor and consistency in lesson delivery. EOY:

Goal 3: RTI Reading/Math By the end of the 2025–2026 school year, RtI interventions will result in an average of a 70% increase in student proficiency on ELA/Math standards, as measured by growth from pre to post cycle assessments.

Strategies Implement Tier Two Instruction based on current student data Use Data-Driven Grade Level Collaboration to drive instruction, analyze data, and create formative assessments Regularly meet to analyze the instructional needs of struggling students and implement high quality interventions.			Performance Measures RTI pre- and post-test results for students receiving intervention support. Common Assessments for RTI are reviewed once every instructional cycle during PLCs and evidenced on PLC Agendas SIT data is updated and tracked on data sheet to record students’ interventions and instructional outcomes	Fidelity Measures Administration Observation, Feedback, Coaching Cycles: Evidence of Tier-Two intervention strategies during RTI time. Weekly PLC Meetings: Documented agendas using the Plan Do Study Act instructional cycle for collaborative conversations regarding best practices for RTI instruction. Data Review: Monitoring, analyzing, and using Pre and Post RTI data to drive instructional practices. Ensure that all RtI data is accurately entered into data charts once a week before the designated PLC meeting.
	Action Steps Strategy 1: Hold weekly PLC meetings to plan RtI instruction, analyze data, and share instructional resources. Continuously evaluate and refine pre- and post-assessments to ensure accurate measurement of student growth. Increase the use of hands-on, interactive learning activities during RtI sessions. Provide enrichment opportunities for students performing at or above grade level through project-based learning experiences. Strategy 2: Continuously evaluate and refine pre- and post-assessments to ensure accurate measurement of student growth. Document evidence of continual evaluation and revision of pre- and post-tests for accuracy and alignment to standards. Calibrate the effectiveness of assessment and instruction correlation. Strategy 3: Conduct regular School Improvement Team (SIT) meetings to monitor progress and adjust strategies as necessary. Monitor and track the number of students in the SIT process. Document action steps based on progress monitoring data. Analyze data to ensure positive student growth.			Data Artifacts PLC Agendas 1st grade 2nd grade RTI Breakouts with Pre and Post Data Results 1st Grade 2nd Grade Common Assessment Pre and Post Tests 1st Grade 2nd Grade SIT Team Meeting Agendas

	People Responsible	Administration All Instructional Staff Instructional Coaches
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	1st Grade RTI DATA 2nd Grade RTI DATA	(enter data here)	(enter data here)	(enter data here)
	Reflection/Why:	BOY: Both grade levels have demonstrated significant improvement in their RTI practices over the past year. The teams are increasingly using data as a diagnostic tool to identify and address students’ academic needs. Ongoing collaboration will continue to center on data-driven decision-making to support and enhance individual and collective student growth. We will continue to improve our instructional strategies to improve RTI success. EOY:

WEBB CITY MIDDLE SCHOOL

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District guides ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING MISSION:

Webb City Middle School provides all students with a high-quality education that supports their growth and development of knowledge and character.

COLLECTIVE COMMITMENTS:

We will...

♦ Respect each other’s time

♦ Have clear procedures and an agenda

♦ Be solution-focused

♦ Allow everyone an equal voice

♦ Stay Present

COLLABORATIVE LEADERSHIP TEAM:

Jeff Brown, Principal; Nathan Dingman, Assistant Principal; Denise Powley, Assistant Principal

Courtney Derryberry, Riley Porter – Counselors

Holly Ball, Kelsey Orson, Brianne Keener, Lyndy Oehme – 6^th Grade Teachers

Ryan Baldassaro – 6^th Grade SPED Teacher

Sarah McDowell, Laura Koch, Peyton Rogers, Lydia Dieckhoff – 5^th Grade Teachers

Rylee Munch, Art

April Hansen, Brittany Cox – Teaching Methods Instructors

Goal 1: Literacy

Webb City Middle School will improve reading achievement by increasing the percentage of students scoring at the meets and exceeds levels on STAR Reading by five percent in both fifth and sixth grades.

Strategies

Use Data to Guide Literacy Instruction
Provide Targeted Reading Support for All Learners
Strengthen Core Literacy Instruction Across All Classrooms

Performance Measures

5th Grade STAR Reading percentage of students in meets and exceeds categories will increase from 63% to 67% by the end of the school year.
6th Grade STAR Reading percentage of students in meets and exceeds categories will increase from 59% to 64% by the end of the school year.
Summative DATA 70% of students will demonstrate a level 3 knowledge on each standard during summative reading assessments.

Fidelity Measures

Data Team and PLC Implementation
Progress Monitoring of Reading Growth
Use of Standards-Based Summative Assessment Data
Professional Learning and Instructional Coaching

Action Step

Use Data to Guide Literacy Instruction

Data conversations in Pod and Grade Level centered around students’ achievement on STAR and common assessments

Provide Targeted Reading Support for All Learners

Plan RTI around standards that continue to be low on STAR and common and summative assessments

Strengthen Core Literacy Instruction Across All Classrooms

Implement researched Tier 1 instructional strategies that are discussed during PD and Grade Level Meetings

Data/ Artifact

STAR/Fluency Data Sheet

5th Common Summative Data Sheet

6th Common Summative Data Sheet

5th Agenda for Grade Level Meeting

6th Agenda for Grade Level Meeting

Person Responsible

Classroom Teachers

Administration

Instructional Coaches

BOY

October

February

EOY

Progress toward the goal at the end of the year?

Continuing

5th STAR - 63%

6th STAR - 59%

5th STAR - 64%

6th STAR - 63%

5th Grade

5.R.1.A 81.2%

5.R.1.B 75.3%

5.R.2.A 68.0%

5.R.2.A 66.5%

5.R.2.A 67.6%

6th Grade

6.RI.1.A 50.2%

6.RI.1.B 82.9%

6.RI.1.C 48.3%

6.RI.1.D 45.4%

5th STAR - 64%

6th STAR - 63%

(enter data here)

Reflection/Why:

BOY: Students are behind in reading proficiency, so we are increasing advanced and proficient scores by approximately 5% per each grade level.

EOY:

Goal 2: Numeracy

Webb City Middle School will improve math achievement by increasing the percentage of students scoring in the meets and exceeds levels on STAR Math by five percent in both fifth and sixth grades.

Strategies

Implement Every Day Math curriculum grade-wide with fidelity
Hold routine professional grade-level meetings to evaluate common summative data and make needed adjustments
Data conversations in pods centered around student achievement on STAR Test and assessments
Implement researched Tier 1 Instructional strategies that are discussed during PD and grade-level meetings

Performance Measures

5th grade STAR Math percent of students in meets and exceeds will increase from 62% to 67% at the end of this year.
6th grade STAR Math percent of students in meets and exceeds will increase from 67% to 72% at the end of this year.
70% of students will demonstrate a level 3 knowledge on each standard during summative math assessments.

Fidelity Measures

Data Team and PLC Implementation
Progress Monitoring of Reading Growth
Use of Standards-Based Summative Assessment Data
Professional Learning and Instructional Coaching

Action Step

Data conversations in Pod and Grade Level centered around students’ achievement on STAR and common assessment
Plan RTI around standards that continue to be low on STAR and common and summative assessments
Implement researched Tier 1 instructional strategies that are discussed during PD and Grade Level Meetings

Data/ Artifact

STAR/Fluency Data Sheet

5th Common Summative Data Sheet

6th Common Summative Data Sheet

5th Agenda for Grade Level Meeting

6th Agenda for Grade Level Meeting

Person Responsible

Classroom teachers

Administration

Instructional coaches

BOY

October

February

EOY

Progress toward the goal at the end of the year?

Continuing

5th STAR 62%

6th STAR 67%

5th STAR 65%

6th STAR 77%

5th Grade

5.RA.B.3 55.7%

5.GM.B 68.7%

6th Grade

6.DSP.A 52.3%

6.DSP.B 55.7%

6.NS.C 52.9%

6.GM.A.3 43.4%

5th STAR 65%

6th STAR 76%

(enter data here)

Reflection/Why:

BOY: As a district, we recognize not being consistent with the curriculum and implementation in Math. This year, we have adopted EveryDay Math as a building by utilizing curriculum and consistency in the classroom.

EOY:

Goal 3: Climate and Culture Webb City Middle School will build a safe, collaborative, and engaging culture where students, staff, and families share responsibility for success. Efforts will focus on increasing proactive behavior supports, expand student contribution opportunities and family participation in school activities to improve overall climate and engagement outcomes.
Strategies Implement Consistent and Proactive Behavior Supports through BIST Strengthen the Guiding Coalition to Lead Building Initiatives and Processes Expand Student Contribution and Leadership Opportunities Increase Family and Community Engagement through PTO Partnership Recognize and Celebrate Positive Climate and Collaboration Use Climate and Culture Data to Inform Decisions			Performance Measures Students will use the recovery room for proactive visits more than reactive visits, with the goal of 60% proactive and 40% reactive visits to the recovery room. Webb City Middle School will increase participation in student contribution roles from 5% to 50% of students receiving Tier 2 or Tier 3 behavioral support. PTO attendance records show a 10% increase per year in family participation. Sign-in sheets at family events reflect growing parent representation across diverse groups. Annual parent/community survey indicates at least 80% satisfaction with communication and engagement opportunities.	Fidelity Measures Student Contribution List is created, updated, and shared with staff. Staff consistently match and assign students using behavioral data and teacher recommendations. At least 80% of staff participate by supervising, mentoring, or recommending students for jobs. Meeting agendas, sign-in sheets, event attendance PTO calendar, communication plan, volunteer tracking Climate & Culture plan, Title 1 family engagement documentation
	Action Step BIST Consultant reviewing and writing BIST Plans with teachers Coaching Teachers and Students on Proactive Breaks through professional development and student training Develop and share a list of school jobs and match students needing behavioral supports with appropriate roles Provide training and assign staff mentors for job supervision Parent, Staff, and Student Surveys PTO meetings and agendas Create a clear and timely communication plan Review engagement data Recognize volunteers and community partners			Data/ Artifact BIST Continuum and BIST Plans Data from Recovery Room Pass BIST Consultant agenda and notes Staff survey for contributions Contribution List and Tracking System Agendas Sign-in Sheets Event Attendance

	People Responsible	Administration Recovery Room Staff BIST Vision Team Counselors TMI Instructors
	BOY	December	February	EOY	Progress toward the goal at the end of the year? Continuing
	September 36% proactive visits and 64% reactive visits	37% proactive visits and 63% reactivevisits	(enter data here)	(enter data here)
	Reflection/Why:	BOY: Continuing to work with students and staff to achieve proactive measures of behavior in the building continues to be a need. Our BIST Vision team discussed the need for contributions and other avenues for students to gain behavioral skills. EOY:

WEBB CITY JUNIOR HIGH SCHOOL

COMPREHENSIVE SCHOOL IMPROVEMENT PLAN

2025-2026 SCHOOL YEAR

DISTRICT MISSION:

Webb City School District will prepare today’s youth to meet the challenges of tomorrow’s world.

DISTRICT VISION:

Webb City School District will guide ALL students in the acquisition of knowledge and development of skills that will enable each to become a productive and responsible individual.

BUILDING VISION STATEMENT:

The vision of WCJH is to work together – students, staff, and community – to help students become successful, kind, and responsible members of society. We are committed to a positive school environment where students grow academically, build strong relationships, and develop necessary life skills.

CARDINAL COMMITMENTS:

We will…

♦ Set clear expectations and stay focused

♦ Respect others and utilize self-awareness

♦ Share ideas and be professional

♦ Collaborate to create explicit plans of action

COLLABORATIVE LEADERSHIP TEAM:

Tamara Ponce, Mary Sears, Brayden Wilson, Cory Larson, Darrell Hicks, Whitney Baker, Taelur Tatum, Victoria Overton,

Jon Bishop, Kaitlyn Welch, Laurie Dickson, Lanette Smith, Terri Doman, Raeven Brigham, Kayla Broady, Nikki Stettes, Chandra

Spence, Hanna Tinsley, Caleb Patrick, Kristin Huff, Tara Brigham

CSIP

OUR MISSION

OUR VISION

Webb City School Improvement Plans

Bess Truman Primary Center

Carterville Elementary

Eugene Field Elementary

Harry S Truman Elementary

Heritage Preschool

Implement the district literacy curriculum with fidelity, monitored through lesson plans and classroom observations.

Strategy 2: Develop and implement targeted literacy interventions through Response to Intervention based on need

Strategy 3: Provide regular professional development opportunities for teachers on effective literacy instructional strategies

Strategy 4: Strengthen data-driven collaboration to support literacy

Implement the district numeracy curriculum with fidelity, monitored through lesson plans and classroom observations.

Strategy 2: Develop and implement targeted numeracy interventions through Response to Intervention based on need

Strategy 3: Provide regular professional development opportunities for teachers on effective numeracy instructional strategies

Strategy 4: Strengthen data-driven collaboration to support numeracy

Encourage positive relationships with students and families

Provide multiple opportunities for families to attend events at our school

Enhance communication and reminders

Madge T. James Kindergarten Center

Tier-One Instruction with Fidelity

Targeted RTI Planning

Tier-One Instruction with Fidelity

Strategy 1: Tier-One Instruction with Fidelity

Strategy 2: Data-Driven Collaboration

Strategy 3: Targeted RTI Planning

Strategy 4: Ongoing Professional Development

Strategy 5: Daily Drills and Motivation for Timed Efficiency

Mark Twain Elementary

Strategy 1: Tier-One Instruction with Fidelity

Strategy 4: Ongoing Professional Learning

Strategy 1: Tier-One Instruction with Fidelity

Strategy 4: Ongoing Professional Learning

Webster Primary Center

Webb City Middle School

Webb City Junior High School

Webb City High School

Strategic Plan

Programs and Services

Sustainable Learning for Our Future