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Georgia Department of EducationTitle I Schoolwide/School Improvement Plan

Dr. John D. Barge, State School SuperintendentJuly 2014 ● of 29

SCHOOLWIDE/SCHOOL IMPROVEMENT PLAN TEMPLATE

School Name: Midway Elementary District Name: Forsyth

Principal Name: Todd Smith School Year: 2014-2015

School Mailing Address: 4805 Alpharetta Hwy Alpharetta, GA 30004

Telephone: 770-475-6670

District Title I Director/Coordinator Name: Amy ReutterDistrict Title I Director/Coordinator Mailing Address: 1120 Dahlonega HighwayCumming, GA 30040

Email Address: [email protected]

Telephone: 770-887-2461

ESEA WAIVER ACCOUNTABILITY STATUS(Check all boxes that apply and provide additional information if requested.)

Priority School Focus School

Title I Alert School

Principal’s Signature: Date:

Title I Director’s Signature: Date:

Superintendent’s Signature: Date:

Revision Date: Revision Date: Revision Date:


SWP Template Instructions

All components of a Title I Schoolwide Program Plan and a School Improvement Plan must be addressed. When using SWP and SIP checklists, all components/elements marked as “Not Met” need additional development.

Please add your planning committee members on the next page.

The first ten components in the template are required components as set forth in Section 1114 of the Elementary and Secondary Education Act of 1965 (ESEA).

Please submit your School Improvement Plan as an addendum after the header page in this document.



Planning Committee MembersNAME MEMBER’S SIGNATURE POSITION/ROLETodd Smith PrincipalMichelle Stuparits Kindergarten TeacherNatalie Zoeckler First Grade TeacherJeannie Lacy Second Grade TeacherCindy Arnold Third Grade TeacherKim Benton Fourth Grade TeacherSandy Lippe Fifth Grade TeacherLibby Romig Science Teacher David Krosner Music TeacherAmy Carney Special EducationLiz Ralston ESOLJennifer Collins CounselorDaisy Tremps Title 1Paula Posner Title 1Emily Flack Title 1Jennifer Emmert ISTLisa Decarlo ParentMark Bradley ParentChristopher Quigley ParentGloria Vega ParentLaura Prado ParentParis Horton ParentAngela Bonet ParentCeleste Borengasser ParentDonna Ly ParentCyndy Wagner Parent



School Improvement Plan

Major Strengths Discovered: All grade levels scored well on the Reading portion of the CRCT. The percentages of

students who met or exceeded were as follows: 92.4% in 3rd grade, 95% in 4th grade, and 96.7% in 5th grade.

5th grade performed well in Reading, ELA, and Math. Their percentage of students meeting or exceeding standards were as follows: 96.7% in Reading, 99.2% in ELA, and 98.3% in Math.

Major Weaknesses Discovered: The percentage of students who did not meet in Math was higher than in Reading for

both 3rd and 4th grade. 14.4% in 3rd grade and 13.9% in 4th grade did not meet the standard.

18% of 3rd graders, 13.1% of 4th graders, and 13% of 5th graders did not meet on the Science portion of the CRCT..

The students who did not meet in the area of Social Studies were as follows: 16% in 3rd grade, 13.3% in 4th grade, and 11.4% in 5th grade.

Numbers are for all students and indicate the percent in each performance level.Reading (Percent in Each Performance Level)

DNM M E M&E3rd grade 7.6 35.1 57.3 92.44th grade 5 35.5 59.6 955th grade 3.3 40.7 56.1 96.7

Math



DNM M E M&E3rd grade 14.4 28.8 56.8 85.64th grade 13.9 36.8 49.3 86.15th grade 1.7 33.1 65.3 98.3

Science (Percent in Each Performance Level)DNM M E M&E

3rd grade 18 36.1 45.9 824th grade 13.1 44.1 42.8 86.95th grade 13 42.3 44.7 87

Social Studies (Percent in Each Performance Level)DNM M E M&E

3rd grade 16 41.2 42.7 844th grade 13.3 50.3 36.4 86.75th grade 11.4 64.2 24.4 88.6



AREAS THAT WE HAVE IDENTIFIED TO BEOUR GOAL AREAS FOR IMPROVEMENT

Overall Goal: 100 % of students will make progress on the state academic test.

Reading/ELA

1. Reading Goal- The Lexile goals established in the College and Career Readiness Performance Index (CCRPI) are 650L for third grade, 750L for fourth grade, and 850L for fifth grade as measured by the CRCT. 80 % of students in 3-5th grades will achieve the designated Lexile level for the grade level.

Plan for Meeting Goal - Through collaboration and direct instruction with other teaching staff, we will identify children who are below grade level and provide additional support in reading instruction and/or vocabulary.

Budget Needs: Leveled guided reading books instructional materials including test prep material Achieve 3000 licenses, Headsprout licenses, reading and assessment software apps for iPads/iTouches, iTouch assessment materials including Fontas & Pinnell Running Record Kits registration fees and travel expenses for professional development for teachers

funding for transportation for extended day program batteries, letter envelopes, dry erase markers, folders, copy paper, colored copy paper, printer ink, crayons, markers, highlighters, glue sticks, scissors, pencils, index cards, chart paper

2. Reading Goal- 80% of students K-5 will achieve expected or high growth as measured by student learning objectives (SLO) and student growth profile (SGP). Kindergarten through 3rd grade will be measured using the Fountas and Pinnell benchmark assessment system. 4th and 5th grade will be measured with a state standardized assessment,

Plan for Meeting Goal - Through collaboration and direct instruction with other teaching staff, we will identify children who are below grade level and provide additional support in reading instruction and/or vocabulary. In addition, we will use research based interventions to target specific student needs.

Budget Needs: leveled guided reading books instructional materials including test prep material Achieve 3000 licenses, Headsprout licenses, reading and assessment software ebooks apps for iPads/iTouches, iTouch ebooks assessment materials including Fontas & Pinnell Running Record Kits registration fees and travel expenses for professional development for teachers

funding for transportation for extended day program


Georgia Department of EducationTitle I Schoolwide/School Improvement Plan batteries, letter envelopes, dry erase markers, folders, copy paper, colored

copy paper printer ink, crayons, markers, highlighters, glue sticks, scissors, pencils

Math Goal- : 90% of 3rd-5th grade students at Midway Elementary will meet or exceed standards on the state standardized assessment.

Plan for Meeting Goal: We will provide additional support to students during either RTI or math centers focusing on math fact fluency and the Operations and Algebraic Thinking strand of the Common Core Standards. We will use differentiated instruction to provide both remediation and enrichment. In addition, we will use research based interventions to target specific student needs. We will also offer a Math Night and a Parent Academy to provide parents with tools to support their child’s academic growth in math.

Budget Needs:

funding for transportation for extended day program math manipulatives and materials including wrap-ups and versatiles supplemental programs software, apps for iPads/iTouches registration fees and travel expenses for professional development for teachers batteries, letter envelopes, dry erase markers, folders, copy paper, printer ink, crayons, markers, highlighters, glue sticks, scissors, pencils Math interventions, such as Focus Math, Dreambox Consumable materials for Math Night and the Parent Academy – paper, pencils, graph paper, folders, post it notes or flags, highlighters, index cards, dry erase markers and boards Focus Math intervention materials

Science Goal- 85% of 3rd-5th grade students will meet or exceed standards on the state standardized assessment.

Plan for Meeting the Goal: We will use an integrated model to incorporate science into both literacy and math. We will use leveled nonfiction readers that utilize the science standards to facilitate increased vocabulary development and understanding. We will also hold a Science Night to provide parents with tools to support their child’s science skills at home and reinforce concepts for students through practical applications of standards.

Budget Needs:

leveled nonfiction guided reading books related to science standards instructional materials for science that support struggling learners fees and travel expenses for professional development for teachers software or apps for iPads/iTouches ebooks batteries, letter envelopes, dry erase markers, folders, copy paper, printer ink, crayons, markers, highlighters, glue sticks, scissors, pencils money for consumable materials for Science Night – science kits, paper, science tools,



3. Social Studies Goal- : 85% of students in 3rd-5th grade will meet or exceed standards on the state standardized assessment.

Plan for Meeting the Goal: We will teach social studies standards with a literacy integration model. We will use leveled nonfiction readers that include the social studies standards to facilitate vocabulary development and understanding of concepts.

Budget Needs:

leveled nonfiction guided reading books connected to social studies standards

instructional materials for science that supports struggling learners fees and travel expenses for professional development for teachers software or apps for iPads/iTouches ebooks batteries, letter envelopes, dry erase markers, folders, copy paper, printer ink, crayons, markers, highlighters, glue sticks, scissors, pencils

Parent Involvement Goals:

Parent Involvement Coordinator will implement a new system, Saddle Up for Success, to promote family engagement at Midway. The goal is for 50% of families to participate in the program. We recognize the importance of active parent participation and its relationship to student academic success. Our goal is for 100 parents per month to utilize the Parent Resource Room or the Parent Involvement Coordinator.

Budget Needs:

funds for conference registration for National Youth-At-Risk Conference for PIC and Title 1 teachers and administrators. general supplies: label maker, pencils, markers, crayons, dry erase markers, folders, envelopes, plastic bags, scissors, glue, card stock, colored copy paper, baskets, bins, printer labels and printer ink, printing costs for brochures and flyers instructional materials for checkout including games for reading, math, science and social studies, manipulatives, books, books with CDS or MP3 players, test prep materials, iPads/cases apps for iPads/iTouches books for parent library, ebooks, parent take home kits, snacks, small plates, cups, and napkins take home materials for parents and students that provide incentive to attend workshops and trainings



SWP/SIP Components1. A comprehensive needs assessment of the entire school, (including taking into account

the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).

Response: Struggling students are identified through the Title 1 Needs Assesment (TINA), which is completed by classroom teachers two times each year (August and January). TINA is a screening tool which weighs a wide range of factors, including migrant status, standardized state assessments, and formative assesments. This information is used to determine which students would benefit from academic support services.

Data Sources Used:CRCTNumbers are for all students and indicate the percent in each performance level.Reading (Percent in Each Performance Level)

DNM M E M&E3rd grade 7.6 35.1 57.3 92.44th grade 5 35.5 59.6 955th grade 3.3 40.7 56.1 96.7

Math DNM M E M&E

3rd grade 14.4 28.8 56.8 85.64th grade 13.9 36.8 49.3 86.15th grade 1.7 33.1 65.3 98.3

Science (Percent in Each Performance Level)DNM M E M&E

3rd grade 18 36.1 45.9 824th grade 13.1 44.1 42.8 86.95th grade 13 42.3 44.7 87

Social Studies (Percent in Each Performance Level)DNM M E M&E

3rd grade 16 41.2 42.7 844th grade 13.3 50.3 36.4 86.75th grade 11.4 64.2 24.4 88.6

Subgroup Performance on CRCT:Table indicates the percentage of students who met/exceeded in each area.

Subgroup Reading ELA Math Science Social Studies

ELL 74 71 66 54 52SWD 97 85 87 81 78

Student Growth Percentiles (SGP)The table shows the media student growth percentile in each area.



1. A comprehensive needs assessment of the entire school, (including taking into account the needs of migratory children as defined in Section 1309(2)) that is based on information which includes the achievement of children in relation to the state academic content standards and the state student academic achievement standards described in Section 1111(b)(1).Grade Reading ELA Math Science Social Studies

4th 69 55 50 50 47.55th 60.5 60 65 50.5 66

Georgia Writing Assessment87% of 5th graders met or exceeded the standard.45.5% of EL students met or exceeded the standard.60% of SWD students met or exceeded the standard.

GAPSS Analysis: Commendations:

Teachers exhibit a strong commitment to utilizing collaborative planning to meet student needs. Research based diagnostic assessments are regularly used for progress monitoring and instructional

planning. The school demonstrates a strong emphasis on the utilization of support staff and innovative scheduling to

effectively meet the individual needs of students. A productive learning environment has been implemented and maintained by the school staff and

administrators. Community involvement and support have been developed to provide a variety of incentives for faculty

and students. A variety of teachers take advantage of opportunities to serve in instructional leadership roles. School administrators have established leadership teams and have made a concerted effort to implement the

school improvement process. The school is an emotionally and physically safe environment for students.

Recommendations: Strengthen consistent opportunities for teachers to plan across grade levels. Use assessment data to provide feedback to improve student achievement. Increase administrator visibility in classroom. Increase celebrations for adult (staff) accomplishments.

Fountas & Pinnell Reading Records:*The data shows the percentage of students scoring below the expected target in the spring of 2014

20% of kindergarten 22% of 1st grade 15% of 2nd grade 25% of 3rd grade 21% of 4th grade

2. Schoolwide reform strategies that: Response:

Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

Response: Midway Elementary uses a combination of processes to monitor student progress and promote student



Provide opportunities for all children to meet the state’s proficient and advanced levels of student academic achievement described in Section 1111(b)(1)(D).

success. Our school’s goals are created to align with state goals and standards. Curriculum and instructional

decisions reflect the school’s mission to support all students in meeting and exceeding state standards. Differentiated instruction is incorporated into content to ensure maximum student growth and to meet

individual student needs. The Leadership Team and grade level teams analyze data from a variety of sources, including both

formative assessments and local and state assessments to design instruction that supports the growth of students and ensures their success.

Students who are farthest away from proficiency will be placed on Tier 2 of the Response to Intervention Pyramid used by Forsyth County. Teachers meet in data teams to create a plan for accelerating student growth. The data teams will develop goals for each individual student. Student achievement will be analyzed, and an individual plan will be created to address areas of concern.

Student progress toward proficiency will be monitored closely with an appropriate progress monitoring tool. This monitoring tool will match the area of intervention. Data teams will meet regularly to chart student growth and determine if the intervention in place is effective. Further intervention will reflect the analysis of the student’s progress.

Students on Tier 2 who are not determined to be making adequate progress after a consistent use of intervention, will be placed on Tier 3. At this level, student support teams consisting of teachers, administrators, parents, and the school psychologist will collaborate to analyze all data on student progress, areas of strengths and weaknesses and student history to create a plan of specific goals to help the student achieve mastery. This team may choose to offer academic screenings and evaluations when deemed appropriate to determine a child’s need for special education.

Students who qualify for special education will be carefully monitored. Parents, teachers and the school psychologist will write goals and create a specific plan of intervention to assist the student in meeting the goals. Annual IEP meetings will be held to amend that goals based on further assessments and student progress.

Use effective methods and instructional strategies that are based on scientifically based research that:

o strengthen the core academic program in the school.o increase the amount and quality of learning time, such as providing and extended school

year and before- or after-school and summer programs and opportunities, and help provide an enriched and accelerated curriculum

o include strategies for meeting the educational needs of historically underserved populations

Response: Research-based programs are followed with fidelity in order to ensure student progress. In addition,

progress is monitored consistently for the purpose of providing appropriate intervention. Extended school day is offered to students in 3rd and 5th grade to provide additional skills remediation and

practice in meeting grade level standards. Students who are identified via TINA to need reading support are included in the summer book club in

order to facilitate reading growth over the summer. Students who are identified through TINA to demonstrate an academic need are placed in appropriate

learning environments using effective strategies to ensure academic growth.



Strategies or Programs

Scientific Basis

Guided reading in a small group

National Reading Panel 1997

Reciprocal Teaching

As one of the older reading comprehension interventions designed by researchers, reciprocal teaching has a broad research base supporting its effectiveness (Rosenshine & Meister, 1994). Although originally designed for use with elementary school children scoring at or below the 35th percentile on standardized reading measures, it has been used and found effective in a variety of contexts and for a variety of readers. Reciprocal teaching has been found effective in teaching children with mild disabilities in pullout (Marston, 1995) or inclusive settings (Lederer, 2000), with deaf and hard-of-hearing students (Al-Hilawani, 2003), with high school students (Alfassi, 1998; Westera & Moore, 1995), with bilingual students (Padron, 1992), and even with students learning English as a second language in other countries (Fung, Wilkinson, & Moore, 2002).

Use of Running Records to Assess Progress

Effects of Running Records Assessment on Early Literacy Achievement (John A. Ross)

Orton Gillingham

OG has the 5 essential components of reading as identified in the National Reading Panel.

Read Naturally for Fluency

http://www.fcrr.org/FCRRReports/PDF/read_naturally_final.pdf

Headsprout Early Reading

http://static.headsprout.com/pdf/results%20count%20-%20case%20studies%20-%200907.pdf

Headsprout Reading Comprehension

http://static.headsprout.com/pdf/selected%20for%20success%20-%20book%20chapter.pdf

Reading Horizons

http://www.readinghorizons.com/results/research-based-reading-program

Tucker Signs http://www.tuckersigns.com/files/Tuckernationalstudy_2003.pdf

Fontas and Pinnell Levelled Literacy Intervention

http://www.heinemann.com/fountasandpinnell/researchLLI.aspx

Achieve 3000 http://www.achieve3000.com/researchDeliberate Instruction in Problem Solving

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=2

Study Islandhttps://www.studyisland.com/salessheets/Study%20Island%20Foundational%20Report%209-21-11.pdf

Small Group Re-teaching

Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary and Middle Schools http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=2


http://www.fcrr.org/FCRRReports/PDF/read_naturally_final.pdf

http://www.heinemann.com/fountasandpinnell/researchLLI.aspx

http://www.tuckersigns.com/files/Tuckernationalstudy_2003.pdf

http://www.readinghorizons.com/results/research-based-reading-program






Moby Max, Xtra Math as well as other web sites.

Repeated Drill and Practice

PALS http://kc.vanderbilt.edu/pals/Rhymes and Times

http://www.rhymesntimes.com/pdf/research.pdf

FocusMath http://assets.pearsonschool.com/asset_mgr/current/201021/focusMATH_Research_Overview.pdf

Include strategies to address the needs of all children in the school, but particularly the needs of low-achieving children and those at risk of not meeting the state student achievement standards who are members of the target population of any program that is included in the schoolwide program which may include:

o counseling, pupil services, and mentoring services; o college and career awareness and preparation, such as college and career guidance,

personal finance education, and innovative teaching methods, which may include applied learning and team-teaching strategies; and

o the integration of vocational and technical education programs; and

Response: The Aimsweb Universal Screening is administered to all students in kindergarten-3rd grade. In addition, teachers complete TINA suveys for all of their students. Based on the TINA results, students receive academic support services using research-based practices. Formative assessments and reading records are used to monitor progress throughout the year. Children are flexibly grouped using baseline data collected at the beginning of the year. We also have scheduled checkpoints during the year to determine when changes in groups are needed.

In addition to academic services, our students are provided with other services designed to support their academic success. These include adult mentors matched to selected students, counseling services by our two counselors, and connection with area resources as needed through our Parent Resource Coordinator.

Students in first through fifth grades are provided with college and career readiness lessons through the school counselors.


http://assets.pearsonschool.com/asset_mgr/current/201021/focusMATH_Research_Overview.pdf

http://assets.pearsonschool.com/asset_mgr/current/201021/focusMATH_Research_Overview.pdf

http://www.rhymesntimes.com/pdf/research.pdf


Address how the school will determine if such needs have been met; and Are consistent with, and are designed to implement, the state and local improvement plans, if any.

Formative assessments and reading records are used to monitor progress throughout the year. Children are flexibly grouped using baseline data collected at the beginning of the year. We also have scheduled checkpoints during the year to determine when changes in groups are needed.

Teachers and staff collaborate within the school and within the district to facilitate the implementation of local and state learning objectives.

School and grade level goals are created to reflect state and local objectives. Data is analyzed annually to determine progress towards these goals and to determine effective strategies to encourage growth.

3. Instruction by highly qualified professional staffResponse: The Forsyth County School System is committed to providing the best education possible for all students by assuring that all children have equitable opportunities to receive quality instruction from highly qualified teachers. The system has consistently met the goal of providing all students with highly qualified teachers at an average of 99 percent or higher since the signing of No Child Left Behind.

At Midway, there are 22 with T4 Certification, 25 staff members with T-5 Certification, 10 staff members with T-6 Certification, and 2 staff members with T-7 Certification.

In the Forsyth County Schools, all teachers are required to be highly qualified and in-field for their current teaching assignment. Continuous monitoring and analysis of the highly qualified assignment of teachers based on student demographics (poverty level, minority, etc.)is systematically done using information from the Certified/Classified Personnel Information, Georgia Professional Standards Commision HIQ2 data, and local system data. This ensures that poor and minority students are not taught by inexperienced, unqualified, or out-of-field teachers at higher rates than other children. In addition, individual class sizes are monitored routinely to maintain equal opportunity for all students according to the system’s class size allotment criteria and Georgia Department of Education rules. Forsyth County Schools provide notification to parents at the beginning of the school year that describes how parents can request teacher qualifications for their child’s teacher. The Forsyth County School System maintains a high standard in its recruitment of teachers and paraprofessionals. All teachers must be highly qualified or must be able to obtain highly qualified status within one year (unless they are in an alternative preparation program) before being offered a teaching position in Forsyth County. All paraprofessionals must be highly qualified before they can be hired. In addition, Forsyth County provides assistance to English-certified teachers to add ESOL (English as Second Language) to their certificates and for ESOL teachers to add English certification. Endorsement classes in ESOL, Reading, Gifted, Preschool Special Education, Teacher Support Specialist (Georgia Mentor Teacher Program) are supported through Title IIA funds. Many of the endorsements include at least part of the instruction online. Forsyth County Schools has reimbursed teachers for taking and passing the appropriate content assessments, offered study sessions for teachers who were required to take assessments, provided scholarships to teachers in alternative preparation programs, and reassigned teachers to areas where they are highly qualified. The system will continue these procedures; in addition, the system supports the use of distance learning/technology-based instruction in classrooms where this delivery model is appropriate. Title III funding supports summer school teachers who are fluent in English, and that is the language of instruction.

In accordance with Section 1119and subsection (a)(4), high-qualified and ongoing professional development for teachers, principals, and paraprofessionals and, if appropriate, pupil services personnel, parents, and other staff to enable all children in the school to meet the state’s student academic achievement standards.

Response: We have included teachers, principals, paraprofessionals, and, if appropriate, pupil services personnel, parents, and other staff in our staff development that addresses the root causes of our identified needs. These needs are determined through the use of parent and teacher surveys and student achievement data. Staff Survey Results:




Staff would benefit from professional learning about understanding the needs of struggling math students (70%)

Staff would benefit from professional learning about understanding the needs of struggling readers (64%)

Parent Survey Results: Informal feedback forms at LSC, Title 1 Advisory Council, and the annual CLIP meeting indicated a

recommendation by parents that teachers receive further training in communicating effectively with parents.

School Professional Learning Opportunities: Teachers were trained in the administration and analysis of reading records using the Fountas & Pinnell

Benchmark Assessment. The training included strategies for using this information to provide the most appropriate reading instruction for their students to maximize student learning and ensure student progress.

Our data analysis indicates a need for growth in the areas of Science and Social Studies. In order to facilitate gains in these areas, teachers will undergo training in literacy integration. This training will promote vocabulary and concept development in science and social studies through the use of leveled books connected to the state standards. Our school schedule reflects this literacy integration focus and teachers will be provided with guided reading resources, and professional development to successfully create a seamless model of instruction.

Two Title 1 teachers will attend the National Youth at Risk Conference to learn additional strategies and techniques for providing instruction in reading and math to our needy students and promoting Parent Involvement. These strategies will be redelivered to all teachers.

Teachers in 3rd-5th grades will be trained in Achieve 3000 instructional and assessment strategies. This training will include information on best practices for ensuring student growth for struggling readers.

The Instructional Technology Specialist (ITS) will provide teachers with training in the use of ITS Learning to improve communication with parents and share strategies for enhancing student learning. Additional training will also be offered on educational programs for technology such as Wixie and apps for the Ipads and Ipods.

Our data analysis indicates a continued need for strategies for writing instruction. In addition, students will be required to possess strong writing skills for the purpose of explaining answers on the new standardized test. Teachers will be trained in the use of the ACE writing strategy to raise student achievement.

Our parent survey indicated a desire for teachers to be trained in strategies for improving parent communication. Our Parent Involvement Coordinator (PIC) will provide professional development for teachers prior to conferences on strategies for working and communicating with parents. In addition, the PIC will send a weekly e-mail with tips for encouraging family engagement.

Professional Development will be provided on understanding the TKES process. This will include training teachers in research-based strategies for teaching. Teachers will receive feedback on their instructional strategies and will set goals to enhance classroom learning.

Our data analysis indicates that our school would benefit from further education in methods to improve math performance. Teachers will receive training in strategies to improve student math concept understanding including implementing the use of Number Talks.

Midway Elementary ensures that all student needs are addressed through the use of Data Teams. These teams meet at scheduled intervals to analyze student data and plan instruction based on this analysis. Teachers will be trained in using this process most effectively. Time will be given to teachers to meet and incorporate these strategies into instructional planning.

Teachers collaborate within their grade level and across grade levels to share specialized knowledge and instructional strategies and ensure a seamless transition between grade levels.

Staff Meetings are held monthly to disseminate information and promote effective instructional methods.

District Professional Learning Opportunities:




Professional Development will be provided by Professor John Hattie on the most effective ways to influence student achievement. The focus will be on the use of feedback and levels of questioning to promote student achievement.

Reading, gifted, and ESOL endorsement programs are offered for teachers in the district. The endorsement programs are year-long endeavors with 150 to 200 hours of coursework.

School improvement activities are offered at the district and school level to align to stated goals and priorities.

A variety of learning opportunities are offered during the summer, such as Common Core reading and math strategies, engaging students with technology, and Spanish for Educators.

District collaboration days are provided for grade level teachers and support teachers to review data, collaborate on lesson plans, and align lessons with state and system standards and assessments.

5. Strategies to attract high-quality highly qualified teachers to high-need schools.Response: We will provide instruction by highly qualified teachers who meet the standards established by the state of Georgia.

When teaching positions become available, the focus during the interview process will be on hiring teachers who are highly qualified and have the skill set to work with struggling students.

Midway works with local universities and colleges to provide experiences to student teachers. Some of these student teachers are hired for a full-time position after they receive their licensed.

6. Strategies to increase parental involvement in accordance with Section 1118, such as family literacy services.

Response: Midway provides multiple opportunities to increase the involvement of families in their child’s education. We use Joyce Epstein’s Six Types of Parent Involvement model, which addresses parenting, communicating, volunteering, learning at home, decision-making, and collaborating with the community. Midway Elementary utilizes the Parent Needs Assessment to assist in planning and goal setting. Parent feedback is used to schedule parent involvement events and education. Childcare and translation is provided to minimize barriers to attendance.

Georgia’s Content Standards Curriculum Night Annual Meeting Weekly Friday Parent

Workshops Monthly Newsletter “Title

1 Trends” Weekly Grade level

newsletter Web Page

Georgia’s Assesments Curriculum Night Annual Meeting Weekly Friday Parent

Workshops Monthly Newsletter “Title

1 Trends” Weekly grade level

newsletters Web Page Information through e-

mail and flyers Math Night

Monitoring a child’s progress Breakfast and Business Curriculum Night School/Grade level

newsletters – instructions on accessing Parent Portal

Year-round support from PIC

Text messages, social media, e-mail reminders for parents with instructions on accessing Parent Portal

Conference reminders on importance of monitoring progress and instruction on accessing Parent Portal

Friday parent workshops



build parent capacity weekly and support in using Parent Portal

Parents working with educators: Mustang Moms Watch D.O.G.S. Title 1 Action Team Friday Parent Workshops Volunteer Expo

Training and materials to help parents work with their children:

Parent Resource Room PRR additional summer

hours Referral process to PRR

during conferences Friday Parent Workshops Third grade Parent

Academy Individual consult with

PIC

Educating staff with assistance from parents in value and contribution of parents, how to reach out, communicate with, and work with parents as equal partners, implement and coordinate programs, build ties:

PIC contribution to “Monday Minutes” staff newsletter

PIC emails to staff with tips for working with parents

PIC support for staff through the SST process in easing the process for parents

Referral document sent to classroom teachers

Coordinate and integrate parent involvement with preschool programs:

Information sent in native language (when feasible) and the format is understandable:

Newsletters Texts Invitations Presentations Phone blasts

Other reasonable support:

Summary of Parent Needs Assessment: Parents have requested the continued appointment of a full-time Parent Involvement Coordinator. Our PIC

is available daily to provide both training and materials to support parents in their efforts to increase their child’s achievement. Parents have also requested that Title 1 provide summer hours for our resource room to allow parents to continue to have access to learning materials over the summer. We plan to provide summer hours in June and July of 2015.

Parents requested additional teacher support for struggling students. We have hired a part-time (40%) teacher to provide small group instruction in reading.

Parents requested parent education in the area of providing structured guidance. Our PIC and counselor have been trained in Active Parenting and will provide classes to parents.

Parents have requested education in supporting their students in Math. We will offer a Math Night for all parents to provide resources and instruction in assisting students in Math at home. In addition, we will offer a Math Academy for 3rd grade parents.

Parents have requested that staff development be offered in the area of parent communication. The Parent Involvement Coordinator will be providing a professional development rotation on communicating with parents before parent conferences.

Saddle Up For Success:We are piloting a program to encourage an increase in parental involvement, called, “Saddle up for Success”. As parents get involved by attending meetings, checking out materials from the Parent Resource Room, and volunteering, their efforts will be recognized on the Saddle Up for Success card. Our goal is for


Georgia Department of EducationTitle I Schoolwide/School Improvement Plan50% of families to participate in the program.

Watch D.O.G.S (Dads of Great Students):Midway participates in this national organization that encourages fathers or father figures to take at least one day off work during the school year to volunteer at their child’s school. Watch D.O.G.S. follow a specific schedule which allows them to spend time in their child’s classroom as well as other classrooms in various grade levels. Watch D.O.G.S. also assist with car duty, lunchroom duty, and the morning news.

Mustang Moms:The Mustang Moms program builds capacity for mothers and grandmothers, including underrepresented groups. Moms become adept at working in classrooms building early literacy and numeracy skills with primary ELLs. Moms assist the PIC and other classroom teachers with classroom support. Moms also are encouraged to become parent leaders by encouraging and supporting other mothers.

Literacy Classes:Midway offers parent classes in the area of literacy. We have also partnered with Literacy Forsyth to offer additional learning opportunities for parents. These include English language classes and adult literacy.

Parent Nights:Title 1 will hold workshops for parents on helping their child to be successful in math and science. These workshops will empower parents with materials and specific strategies to facilitate student success. Our data indicates a need for growth in the areas of Math and Science. Our goal is that the Math and Science Nights will increase parent confidence in providing support to their students in these areas. Teachers will discuss the grade level standards, provide activities to support them, and share technology resources that parents can use at home.

Math Academy:Title 1 will provide a Parent Math Academy once per month for the parents of 3rd graders to show them the specific standards for the month along with problem solving techniques. Parents have frequently expressed confusion in the educational methods used in the classroom. This will provide them with an opportunity to gain confidence in supporting their student with math homework. We will pilot this with 3rd grade parents this year, with a possible expansion in 2015.

Title 1 Advisory Committee:The Title I Action Team is a group of parents who meet with administration and teachers approximately every other month. Together, the team serves as a focus group to review school improvement, decision making, and spending. The team has been very productive and plans on continuing the 2014-2015 school year.

Communication:In an effort to facilitate communication between school and parent, Midway Elementary distributes a monthly newsletter with pertinent information for parents on parent resources, required notifications, notes from the nurse, and upcoming events. These newspapers are provided in both English and Spanish and both electronically and via paper copy for those without internet access. Classroom teachers update parents regularly in class newsletters and with weekly updates on ITS Learning. Parent/Teacher conferences are offered at district scheduled times and additionally as needed. Translation is provided whenever feasible.

Translation Devices:Midway Elementary makes every effort to communicate with parents in their language of origin. Translation Devices are offered at all parent workshops for our large population of parents who need the English presentation translated to Spanish.

Parent Resource Room:Learning materials that supplement classroom instruction in reading, writing, and math are available in the


Georgia Department of EducationTitle I Schoolwide/School Improvement PlanParent Resource Room. In addition, parents have access to books, pamphlets,

and other parent education materials to enable them to best support their child. The following items are resources available for checkout:

Reading and ELAQuizmo Games for Sight Words

o Sight- Word Puzzleso Read, Build, & Write Magnetic Sight-Word Boardso Sight-Word Taleso POP for Sight-Wordso POP for Word Familieso Hot Dots (Blends/Diagraphs) & (Variant Vowels & More)o Versatiles Phonics Labo Mystery Readerso Sound-it-Out Puzzles (Diagraphs) & (Vowel Combinations)o Crazy Eights (Short Vowel) (Silent E) (R-controlled vowels)o Consonant –Vowel-Consonant Word Work Centero Vocabulary Grab and Match (Prefixes/Suffixes) (Context Clues) (Multiple Meaning)o Vocabulary Match Ups (Multiple Meanings) (Prefixes/Suffixes) (Context Clues)o Vocabulary Crazy Eights (Plural Nouns) (Syllables) (Prefixes) (Latin Roots) (Greek Roots)o Teaching Cards (Homophones) (Idioms) (Multiple Meanings)o Vocabulary Folder Games (Prefixes) (Synonyms) (Antonyms) (Suffixes) (Similes) (Multiple Meaning

Words) (Homophones) (Idioms) o Comprehension “Spinners”o Comprehension Skills Packso Non-Fiction Reading Comprehension Cardso Science Skill-Based Story Cardso School-To-Home Reading Comprehension Folderso Reading Comprehension Folder Gameso Idiom Taleso Word Work Folder Gameso Grammar and Writing Folder Gameso Read and Comprehend Science Activity Folders (Grades 2-4)o Alphabet Letter Cards and Wikki Stixo Alphabet Sequencing Puzzleso Alphabet Folder Gameso Handwriting Practice Pageso Phonetic Quizmoo Books with CDs for Reading Fluency o Books and MP3s for Reading Fluency o Books in Spanish to Read Out Loudo One Minute Readerso Hot Dots (3-5th Grades) and/or Folder Games (Main Idea, Recalling Details, Conclusions/Outcomes,

Context Clues, Sequence, Cause/Effect, Inferences)o Frog Games- Reviews Reading Conceptso Leveled Readers in English and Spanish

Resources Available for Check Out to ParentsUpdated October 2014

Math Practiceo Versatiles for Math Concepts 1-5th gradeo Counting and Numbers Quizmoo Frog Games- Math review (1-5th grade)



o Math Flipbooks for Referenceo Number Sequencing Puzzleso Math Fact Rings (Addition, Subtraction, Multiplication, Division)o Math Wrap-Ups (Addition, Subtraction, Multiplication, Division)o Math Test Prep Rings for reviewing math concepts (1-5th Grade)o Counting Money Puzzleso Paper Money Setso Match & Learn Money Centero Money Match Up Puzzleso Octominoes (Making Change)o Math Lacers (Money)o Hot Dots Money Flash Cardso Counting Change Activity Walletso 100s Chartso Solve and Check Fraction Sliderso Instant Fractions Gameso Solve and Match Magnetic Fractionso Fractions Bingoo Fraction/Decimal Dominoeso Patterning and Sorting Folder Gameso Independent Math Center- Timeo Clocks – Write and Wipeo Math Lacers – Time and Measuremento Early Math Partner Games – Timeo Time Dominoeso Time Match Up Puzzleso Time Fold-Up Flash Cardso Hot Dots Flash Cards – Telling Timeo Numbers and Counting Folder Gameso Tactile Match-Up Numbers (1-30)o Math Sequencing Puzzleso Quizmo – (Counting and Numbers) (Addition and Subtraction)o Counting Games (Gems, strawberries, peanuts)o Number Sense Flash Cardso Triangle Fact Cards (Multiplication/Division/Addition/Subtraction)o Grab and Match Operationso Solve and Match Magnetic Operationso Measurement Match Up Puzzleso Graphing Match Up Puzzleso Grab & Play (Number Sense, Operations, Time/Measurement, Money) Grades 1-3o Beginning Operations Folder Gameso Shapes and Measurement Folder gameso Tug-of-War (Decimals, Division, Multiplication, Algebraic Equations, Place-Value)o Solve and Check Place Value Sliderso Problem Solving Card Banko Problem Solving Match Up Puzzleso Solve and Check Problem Solving Slider

Additional Resources to support parent involvement: Midway offers kindercamp for parents and students whose screening indicates little prior school experience

or who are not prepared for kindergarten. This is a weeklong program designed to prepare both the


Georgia Department of EducationTitle I Schoolwide/School Improvement Planstudents and their families for school success. While students work with

kindergarten teachers, parents attend a Parent Academy where information and resources are shared which will assist the parents in supporting their student’s success.

Instructional materials such as crayons, markers, dry erase markers, pencils, glue, glue sticks, highlighters, sharpies, paper, copy paper, colored copy paper, envelopes, pringter ink, cardstock, labels, large post it notes, sentence strips, reading games, math games, resources and activities to support science and social studies instruction, VersaTiles, folders, hanging file folders.

7. Plans for assisting preschool children in the transition from early childhood programs, such as Head Start, Even Start, Early Reading First, or a state-run preschool program, to local elementary school programs.

Response:Kindergarten Transition:

Parents of incoming kindergarten students are invited to an Open House in the spring to provide an orientation and opportunity for parents and students to view kindergarten classrooms, ask questions, and receive pertinent information regarding the kindergarten standards and procedures.

Incoming kindergarten students are screened each year using the GKIDS assessment. Students whose screening indicates that they have little prior school experience or who are not prepared for kindergarten are offered the opportunity to participate in Kinder Camp. This is a weeklong program designed to prepare both the students and their families for school success. While students work with kindergarten teachers, parents attend a Parent Academy where information and resources are shared which will assist the parents in supporting their student’s success.

As a continuation of the Parent Academy, parents have the opportunity to participate in district-led Reading and Math nights at the Hill Center.

One day is set aside during the summer on which all incoming kindergarten students are and their parents are invited to ride the school bus to school and visit a kindergarten classroom. This prepares students for both the bus ride and the classroom experience with the security of a parent present.

5th Grade Transition to Middle School: Counselor & Administrator from Elementary will meet with Middle School Counselor & Administrator to

plan events Parents & Students are offered Middle School Orientation Evenings in the early spring Parent Meeting Nights are held at the middle school to explain procedures and policies. Student Ambassadors will visit the 5th graders for Q&A sessions 5th grade will tour their districted middle mchools Band & Chorus perform for the 5th graders and connections opportunities Parents and Teachers approve course requests Placement Meetings are held with 5 teachers and counselors with PGMS AP The counselor meets with PGMS & VCMS counselors to talk about incoming 6th graders.

8. Measures to include teachers in the decisions regarding the use of academic assessments described in Section 1111(b)(3) in order to provide information on, and to improve, the


Georgia Department of EducationTitle I Schoolwide/School Improvement Planachievement of individual students and the overall instructional program.

Response: Midway Elementary School uses a wide variety of student assessments to monitor student progress and plan future instruction to meet student needs. A portion of these assessments are used to analyze student progress during the school year toward the grade level goals. These assessments include:

FCS Interim Assessments Georgia Writing Assesments Reading Benchmark Assessments (Fountas and Pinnell) Aimsweb norm-referenced screening tools District created summative and formative assessments GKIDS Intervention bases assessments such as Study Island, Read Naturally, Headsprout, and Achieve 3000. ACCESS for all ELL students Aimsweb

In addition, Midway Elementary School uses state and local assessments to analyze instruction and create school wide goals.

Teachers are trained in the administration, scoring, and interpretation of specific assessments, such as Achieve 3000 so that they may use these assessments to plan appropriate teaching strategies for individual students.

Teachers participate in the school improvement process by analyzing the gathered data to determine areas of weakness or need and establish grade level goals to complement the school goals.

Teachers use data to create RTI groups (school wide segment for the purpose of providing remediation and enrichment) for each student in the school. As data is updated, teachers meet in grade level data teams to monitor the effectiveness of student placement and adjust groups accordingly.

Data is used to group students within the classroom according to academic need and learning style. Classroom teachers and support teachers communicate regularly to share data, establish learning goals, and

support the child as a team. Teachers analyze data from the Forsyth County interim assessments to plan appropriate instruction for each

child. Data teams consisting of classroom teachers, support teachers, and other pertinent personnel meet twice per

month to monitor student growth and determine the effectiveness of strategies used. Intervention and/or alternative methods of instruction are planned when necessary.

TINA results are used to rank students according to academic need. Support teachers and classroom teachers use these results to determine which students would benefit from small group instruction, remediation, or a specific research-based intervention.

Students whose assessment data indicates slow growth will be included in IST (Instructional Support Team). The team meets twice per month to analyze student data and set goals for student progress. An appropriate intervention is determined for the goal area and growth will be monitored in this area.

Students who continue to demonstrate slow or little growth through the use of IST interventions will be placed in SST (Student Support Team). This team includes the school psychologist, SST coordinator, teachers and parents. Student progress is monitored more frequently and students are given additional interventions.

Midway Elementary School also has teachers who participate in county wide committees as part of the district assessment and accountability initiative.

Forsyth County Data Committee – Administrators and teachers receive training on how the use of data committees in individual schools. This training is used to share this knowledge with all teachers in the school and successfully implement data teams school wide.

Literacy Learning for Teachers – Teachers are trained on the balanced literacy approach to reading and writing instruction. This includes training in administering and analyzing reading records as well as the use of the guided reading model in classroom instruction. These teachers serve as leaders to train and model these strategies in their schools.

Georgia Keys Committee: Teachers visit schools in the county to assist in evaluating the school and



providing recommendations and commendations.

9. Activities to ensure that students who experience difficulty mastering the proficient or advanced levels of academic achievement standards required by Section 1111(b)(1) shall be provided with effective, timely additional assistance, which shall include measures to ensure that students’ difficulties are identified on a timely basis and to provide sufficient information on which to base effective assistance.

Response: Students who experience difficulty mastering standards will be provided with effective, timely, additional assistance. These include the following:

Additional segments of small group instruction for re-teaching and practice in the area of need; Use of research-based materials, programs, or instructional methods; More frequent assessment (progress monitoring) so that weaknesses can be detected and remediated; Supplementing classroom resources with materials that can be checked out and used for additional practice

at home Training for teachers on administering and interpreting the results of periodic assessments to assist teachers

in providing appropriate instruction to individual students based on need. Scheduled parent/teacher conferences where parents and teachers discuss student progress, make plans for

interventions, and provide resources to parents to assist them in helping their child at home Teachers use data gathered through both our standardized assessments and teacher created observations and

assessments to plan differentiated instruction for their students within the classrooms. Teachers provide a range of instruction throughout the day with time built in to work on specific skills with small groups of children during their Guided Reading block and Math Centers block.

In addition to serving some students in pull-out groups, support teachers teach within the regular classroom during instructional segments such as Guided Reading and Math Centers. The two teachers plan as a team and determine appropriate strategies for meeting the needs of struggling students.

9 (a). Measures to ensure that student difficulties are identified on a timely basisResponse:

Students are screened monthly via Aimsweb to determine progress. Students who are new to the school will be included in the screening during their first month to determine whether they would benefit from services.

Reading record assessments are administered once each quarter to assess progress in reading. Third through fifth grade students are given interim assessments twice per year in both reading and math to

assess their progress in mastering the standards. Formative tests are analyzed by both classroom and support teachers to set goals and target interventions.

Interventions Offered: Fountas &Pinnell Leveled Literacy Intervention Kits Leveled readers for all subject areas FocusMath intervention kit Headsprout SRA-Reading Mastery Read Naturally Math Tubs Intervention Workbooks Touch Math Versatiles Digi Blocks Earobics



Orton Gillingham Frog Games Audio Books Games and manipulatives for Math Games for ELA Fishin for Addition, Subtraction in Action Flashcards Study Buddies Readers’ Theater Storyworks Do the Math iPods, iPads Laptops Snapwords Hot-Dot kits Achieve 3000 Reading Horizons (including the online instructional component)

RTI Groups:Students at Midway Elementary participate in the Midway Shuffle, a block of time where all students participate in a segment of instruction according to need. Interventions and enrichment groups are offered. The following is a sampling of some of our RTI groups:

Reading Horizons reteach session Math Problem Solving strategies Headsprout Comprehension Headsprout Early Reading Language for Learning Read Naturally Carbo Reading Styles Touch Math Learning sight words through poetry Moby Max Achieve 3000 Study Island Study Skills Movement for Learning Using art for learning social skills Drum Program for improving social and emotional skills

Summer Learning Opportunities: Kindercamp is a Title 1 summer camp that supports both rising kindergarten children and their parents.

Families are selected for participation based on a lack of preschool experience and/or assessments indicate a lack of readiness for kindergarten. Parents attend educational sessions regarding supporting their student’s learning in kindergarten while the children get the full experience of activities and expectations of kindergarten. Lessons on basic skills necessary to be successful in kindergarten are provided. In addition, parents and students receive learning materials for use in working with their child at home.

Summer book club is offered once a week for six weeks during the summer months to students who demonstrate a need via the TINA survey. These students will be bused to the public library for instructional support in reading in addition to access to the range of resources at the library. Teachers both read with students and provide instruction in reading skills. Parents are invited to three of these sessions, so that they too have access to library resources and become more familiar with them.

Extended Day:Extended Day is offered to students in grades 3 and 5 whose data supports the need for additional support in reading and/or math to prepare them for the state standardized test. These sessions are offered twice per week during the



months of January, February, and March. Extended Day teachers analyze student data to determine areas of weakness and work with students in small groups of 3-4 to provide a variety of strategies to address these areas.

Parent Engagement: Parent/Teacher conferences are held twice per year. Teachers use this time to discuss assessment data,

share strategies used, offer resources, and suggest strategies that parents can use to support their learner at home. Translation is offered for Spanish speakers and all parents receive a formal conference report.

The Parent Involvement Coordinator is available to parents daily to offer connection to community resources and serve as a liaison between the school and the family. The PIC offers training and support for parents in using Parent Portal and Its Learning, volunteer opportunities, and communicating with teachers.

Parent Nights will be offered in the content areas of Math and Science. These events will explain content standards and offer strategies for supporting these standards at home. Translation and childcare are offered to remove barriers for attendance for all families.



10. Coordination and integration of federal, state, and local services and programs, including programs supported under this Act, violence prevention programs, nutrition programs, housing programs, Head Start, adult education, vocational and technical education, and job training

Response: The Title 1 plan and budget will be used to foster parental involvement and provide supplemental instruction to students determined to demonstrate need. We will collaborate with Federal, Georgia, and local services and programs to assist us in this effort.

Midway Elementary School

Amount Description of ServicesShow how the funds are coordinated for the improvement of the entire school

Title I

Title I – A District:$2,419,762

School Allocation:$ 300,600

Parent Involvement:$3,683

Parent Involvement Technology Purchases After School, Saturday, and Summer programs:

Kindercamp, Book Clubs Professional Learning Instructional Resources Resource Materials and Supplies Tutoring Transportation for parents to meetings Parent Training Materials

Summer book programs Professional development Instructional materials for teachers Instructional computer programs Leveled book series Intervention kits Staff

Summer hours for Parent Resource Room Childcare for parent meetings Translation for parent meetings Resources/instructional materials for parents Consumable materials for parent nights

Grant Homeless District:$40,117

Tutors (only in non-Title 1 schools) and tutoring supplies

Supplemental salary for homeless liaison Calculators School fees

Title II Title II-A District:$322,585

Teacher and Leader Quality Travel Registration, materials Consultants Salaries Recruitment, retention of highly qualified

teachersTitle III Title III-

LEPDistrict:$268,232

Teachers Tutors, Supplies, Materials Professional Learning



Parent Involvement Extended Learning Opportunities Translations Interpreters

State and local educational agency programs and other Federal programs that will be included: Title 1 works closely with both the MV program and Title III to determine the most appropriate ways

to meet student needs. Regular communication with both programs ensures that students are able to benefit from services.

Title 1 collaborates with both the EIP and ESOL programs to plan appropriate instruction and intervention for students.

State and local services included: We are hosting a local nonprofit mentoring program called Mentor Me. The agency provides one-on-one

tutoring for struggling students. Title I collaborates with the Forsyth County Public Library to inform families of the services and programs

offered. Title I partnered with the FCPL to provide reading resources and instruction in the library facility for our summer book club. Parents were also provided transportation to the library twice monthly in hopes that access to the resources available would provide our students with ongoing opportunities to have reading materials available to them.

Title I participates in the trainings and conferences offered by the state on parent involvement and the Title I program.

We are partnering with Literacy Forsyth to offer continued education for parents. Title 1 collaborates closely with the Forsyth County Sheriff’s Office on personal safety issues. Title 1 partners with Lanier Tech to offer parents opportunities to further their education and participate in

English language classes.

11. Description of how individual student assessment results and interpretation will be provided to parents.Response:

Copies of formative assessments are provided to parents. Scores are also entered in Infinite Campus so that parents of fourth and fifth graders can stay updated on scores and assignments throughout the semester.

Reading record assessments are shared and explained to parents at scheduled conference times. Parents receive rubrics explaining grade level standards and how they are assessed at the beginning of each

quarter. These are explained in more depth during Parent/Teacher Conferences and at Curriculum Night. Parents receive CRCT reports that include a description of how to interpret results. Information concerning assessment dates and interpretation of results are shared at the Annual Meeting and

throughout the year as needed.

12. Provisions for the collection and disaggregation of data on the achievement and assessment results of students.

Response: Data is provided to teachers regarding the performance of their students to guide them in evaluating instruction and determining the effectiveness of current strategies. The sources of this data is included below:

State Standardized Assesment Georgia Writing Assesment FCS Interim Assesments Aimsweb Needs Assessment Survey GKIDS ACCESS

The data is analyzed by stakeholders, including staff, LSC, and parents through public meetings and focus groups.



This analysis determines the schoolwide and grade level goals. Strengths and weaknesses are gleaned and this information is used to develop a plan of improvement and to make budget decisions. The effectiveness of current strategies is analyzed and research is done to determine the best strategies and interventions to improve the areas of weakness.

Data is used by grade levels to develop a pool of students for intervention and monitoring. Students who are determined to have academic needs are placed on a plan of intervention and monitored closely. The process works as follows:

Students whose data indicates a need for intervention are placed on IST. The data team chooses an area of focus based on the given data. Research based interventions are planned to specifically address the weakness. An appropriate monitoring tool is chosen and administered once per month. This data will be analyzed over time to determine if the intervention is effective and to create alternate plans when necessary.

If a student’s data indicates minimal progress over a period of time and multiple interventions have been applied consistently, the student will move to SST (Student Support Team). This team includes teachers, the SST coordinator, the school counselor and others as needed. All data on the student will be analyzed to look for patterns over time and analyze all aspects of student achievement. Interventions are planned and an appropriate monitoring tool for the area of intervention is chosen. At this stage, student progress will be monitored every 2 weeks.

13. Provisions to ensure that disaggregated assessment results for each category are valid andreliable.

Response: The district provides all staff involved with testing with intensive test security training. When the district

receives test reports, district officials analyze them prior to sending them to schools and posting them on the web in the school website. The data on the Forsyth County School website is updated as new results are received. For instance, some students qualify to take the modified version of standardized tests. Those updated scores are provided to the teachers, and the changes are reflected in the school and grade score reports.

All assessments are given with fidelity and integrity. Multiple criteria are used for determining the most academically at-risk students.

14. Provisions for public reporting of disaggregated data.Response:

School results are posted on the first page of Midway’s website and linked on the district website. Results are shared and discussed at the Title 1 Annual meeting and Curriculum Night. Data is shared with the local school council (LSC), the Leadership Team, and the Title 1 Action Team.

Feedback on data is requested and used to support school decisions for the school improvement plan.

15. Plan developed during a one-year period, unless the LEA, after considering the recommendation of its technical assistance providers, determines that less time is needed to develop and implement the schoolwide program

Response: 1. Midway has updated the goals for the 2014-2015 school year based on new data from the Family Friendly

Schools Survey and CCRPI data. State and local learning objectives have been incorporated into the plan.2. As further data is collected



16. Plan developed with the involvement of the community to be served and individuals who will carry out the plan, including teachers, principals, other school staff, and pupil service personnel, parents, and students (if secondary).

Response: The plan is developed with the input of staff and parents including the local school council, the leadership

team, and the Title 1 Action team. In addition, parents are welcomed to offer suggestions to be included in the plan at the annual CLIP meeting.

A draft of the plan has been shared with parents, teachers, and administrators, and feedback was requested. Teachers worked in grade level groups, which included support teachers and other personnel, to analyze new data and set goals. Teachers discussed strategies that they will use to meet these goals and determined materials or programs necessary to implement the strategies.

The Plan was shared with parents at both a large group meeting and in smaller focus groups. Feedback was requested and incorporated into the plan. This includes the request for summer hours in the parent resource room, childcare provided at meetings, and additional resources available for checkout.

CCRPI results were shared at a staff meeting. Teachers were involved in analysis and goal setting to determine the focus of the plan.

17. Plan available to the LEA, parents, and the public.Response:

The plan will be shared at the Annual Meeting. It will also be posted on the web site on the Title I page. A print copy will also be housed at the front desk in the lobby. A notice of the availability of this information will be posted on the school web site as well as on the Title I

page of the school web site.18. Plan translated, to the extent feasible, into any language that a significant

percentage of the parents of participating students in the school speak as their primary language..Response:

A summary of the goals and interventions planned for the year will be translated and posted on the web and made available in the Parent Resource Room.

A notice of the availability of this information will be posted on the school web site as well as on the Title I page of the school web site.

Response: This plan complies with the school improvement process detailed by the district. CCRPI data has been analyzed and utilized in the establishment of schoolwide goals. Teachers and grade levels have set goals that correlate with schoolwide goals established in this plan.


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