Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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 Reutter
District Title I Director/Coordinator Mailing Address: 1120 Dahlonega Highway
Cumming, GA 30040
Email Address: areutter@forsyth.k12.ga.us
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:
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 1 of 28
Revision Date:
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 2 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Planning Committee Members
NAME
MEMBER’S SIGNATURE
Todd Smith
Michelle Stuparits
Natalie Zoeckler
Jeannie Lacy
Cindy Arnold
Kim Benton
Sandy Lippe
Libby Romig
David Krosner
Amy Carney
Liz Ralston
Jennifer Collins
Daisy Tremps
Paula Posner
Emily Flack
Jennifer Emmert
Lisa Decarlo
Mark Bradley
Christopher Quigley
Gloria Vega
Laura Prado
Paris Horton
Angela Bonet
Celeste Borengasser
Donna Ly
Cyndy Wagner
POSITION/ROLE
Principal
Kindergarten Teacher
First Grade Teacher
Second Grade Teacher
Third Grade Teacher
Fourth Grade Teacher
Fifth Grade Teacher
Science Teacher
Music Teacher
Special Education
ESOL
Counselor
Title 1
Title 1
Title 1
IST
Parent
Parent
Parent
Parent
Parent
Parent
Parent
Parent
Parent
Parent
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 3 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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 3 rd 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 3 rd 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
3rd grade
7.6
35.1
57.3
4th grade
5
35.5
59.6
5th grade
3.3
40.7
56.1
Math
DNM
M
E
3rd grade
14.4
28.8
56.8
4th grade
13.9
36.8
49.3
5th grade
1.7
33.1
65.3
Science
(Percent in Each Performance Level)
DNM
M
E
3rd grade
18
36.1
45.9
4th grade
13.1
44.1
42.8
5th grade
13
42.3
44.7
Social Studies (Percent in Each Performance Level)
DNM
M
E
3rd grade
16
41.2
42.7
4th grade
13.3
50.3
36.4
5th grade
11.4
64.2
24.4
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 4 of 28
M&E
92.4
95
96.7
M&E
85.6
86.1
98.3
M&E
82
86.9
87
M&E
84
86.7
88.6
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
AREAS THAT WE HAVE IDENTIFIED TO BE
OUR 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 3 rd grade will be measured
using the Fountas and Pinnell benchmark assessment system. 4 th 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 5 of 28
Georgia Department of Education
Title 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 6 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 7 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
SWP/SIP Components
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).
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:
CRCT
Numbers are for all students and indicate the percent in each performance level.
Reading
(Percent in Each Performance Level)
DNM
M
E
3rd grade
7.6
35.1
57.3
4th grade
5
35.5
59.6
5th grade
3.3
40.7
56.1
Math
DNM
M
E
3rd grade
14.4
28.8
56.8
4th grade
13.9
36.8
49.3
5th grade
1.7
33.1
65.3
Science
(Percent in Each Performance Level)
DNM
M
E
3rd grade
18
36.1
45.9
4th grade
13.1
44.1
42.8
5th grade
13
42.3
44.7
Social Studies (Percent in Each Performance Level)
DNM
M
E
3rd grade
16
41.2
42.7
4th grade
13.3
50.3
36.4
5th grade
11.4
64.2
24.4
Subgroup
ELL
SWD
Subgroup Performance on CRCT:
Table indicates the percentage of students who met/exceeded in each area.
Reading
ELA
Math
Science
74
97
71
85
66
87
54
81
M&E
92.4
95
96.7
M&E
85.6
86.1
98.3
M&E
82
86.9
87
M&E
84
86.7
88.6
Social Studies
52
78
Student Growth Percentiles (SGP)
The table shows the media student growth percentile in each area.
Grade
Reading
ELA
Math
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 8 of 28
Science
Social Studies
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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).
4th
69
55
50
50
47.5
5th
60.5
60
65
50.5
66
Georgia Writing Assessment
87% 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).
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 9 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

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
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.

that:
Use effective methods and instructional strategies that are based on scientifically based research
o
o
o

strengthen the core academic program in the school.
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
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 3 rd 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 10 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Strategies or
Programs
Guided reading
in a small
group
Reciprocal
Teaching
Use of
Running
Records to
Assess
Progress
Orton
Gillingham
Read Naturally
for Fluency
Headsprout
Early Reading
Headsprout
Reading
Comprehensio
n
Reading
Horizons
Tucker Signs
Fontas and
Pinnell
Levelled
Literacy
Intervention
Achieve 3000
Deliberate
Instruction in
Problem
Solving
Scientific Basis
National Reading Panel 1997
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).
Effects of Running Records Assessment on Early Literacy Achievement (John A. Ross)
OG has the 5 essential components of reading as identified in the National Reading Panel.
http://www.fcrr.org/FCRRReports/PDF/read_naturally_final.pdf
http://static.headsprout.com/pdf/results%20count%20%20case%20studies%20-%200907.pdf
http://static.headsprout.com/pdf/selected%20for%20success%20%20book%20chapter.pdf
http://www.readinghorizons.com/results/research-based-reading-program
http://www.tuckersigns.com/files/Tuckernationalstudy_2003.pdf
http://www.heinemann.com/fountasandpinnell/researchLLI.aspx
http://www.achieve3000.com/research
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 Island
https://www.studyisland.com/salessheets/Study%20Island%20Foundational%20Report%20921-11.pdf
Small Group
Assisting Students Struggling with Mathematics: Response to Intervention (RtI) for Elementary
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 11 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Re-teaching
and Middle Schools
http://ies.ed.gov/ncee/wwc/practiceguide.aspx?sid=2
Moby Max,
Xtra Math as
well as other
web sites.
PALS
Rhymes and
Times
Repeated Drill and Practice
http://kc.vanderbilt.edu/pals/
http://www.rhymesntimes.com/pdf/research.pdf
http://assets.pearsonschool.com/asset_mgr/current/201021/focusMATH_Resear
ch_Overview.pdf
FocusMath

R

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
o
o



counseling, pupil services, and mentoring services;
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
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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 12 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan




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 staff
Response: 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.
4.
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:
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 13 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
4.
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.


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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 14 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
4.
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.
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 email and flyers
 Math Night
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 15 of 28
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
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
accessing Parent Portal
Friday parent workshops
build parent capacity
weekly and support in
using Parent Portal
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
Other reasonable support:

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
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
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:
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 16 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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
50% 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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 17 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
Parent Resource Room:
Learning materials that supplement classroom instruction in reading, writing, and math are available in the
Parent 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 ELA
Quizmo Games for Sight Words
o Sight- Word Puzzles
o Read, Build, & Write Magnetic Sight-Word Boards
o Sight-Word Tales
o POP for Sight-Words
o POP for Word Families
o Hot Dots (Blends/Diagraphs) & (Variant Vowels & More)
o Versatiles Phonics Lab
o Mystery Readers
o Sound-it-Out Puzzles (Diagraphs) & (Vowel Combinations)
o Crazy Eights (Short Vowel) (Silent E) (R-controlled vowels)
o Consonant –Vowel-Consonant Word Work Center
o 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 Packs
o Non-Fiction Reading Comprehension Cards
o Science Skill-Based Story Cards
o School-To-Home Reading Comprehension Folders
o Reading Comprehension Folder Games
o Idiom Tales
o Word Work Folder Games
o Grammar and Writing Folder Games
o Read and Comprehend Science Activity Folders (Grades 2-4)
o Alphabet Letter Cards and Wikki Stix
o Alphabet Sequencing Puzzles
o Alphabet Folder Games
o Handwriting Practice Pages
o Phonetic Quizmo
o Books with CDs for Reading Fluency
o Books and MP3s for Reading Fluency
o Books in Spanish to Read Out Loud
o One Minute Readers
o 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 Concepts
o Leveled Readers in English and Spanish
Resources Available for Check Out to Parents
Updated October 2014
Math Practice
o Versatiles for Math Concepts 1-5th grade
o Counting and Numbers Quizmo
o Frog Games- Math review (1-5th grade)
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 18 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
o
Math Flipbooks for Reference
Number Sequencing Puzzles
Math Fact Rings (Addition, Subtraction, Multiplication, Division)
Math Wrap-Ups (Addition, Subtraction, Multiplication, Division)
Math Test Prep Rings for reviewing math concepts (1-5th Grade)
Counting Money Puzzles
Paper Money Sets
Match & Learn Money Center
Money Match Up Puzzles
Octominoes (Making Change)
Math Lacers (Money)
Hot Dots Money Flash Cards
Counting Change Activity Wallets
100s Charts
Solve and Check Fraction Sliders
Instant Fractions Games
Solve and Match Magnetic Fractions
Fractions Bingo
Fraction/Decimal Dominoes
Patterning and Sorting Folder Games
Independent Math Center- Time
Clocks – Write and Wipe
Math Lacers – Time and Measurement
Early Math Partner Games – Time
Time Dominoes
Time Match Up Puzzles
Time Fold-Up Flash Cards
Hot Dots Flash Cards – Telling Time
Numbers and Counting Folder Games
Tactile Match-Up Numbers (1-30)
Math Sequencing Puzzles
Quizmo – (Counting and Numbers) (Addition and Subtraction)
Counting Games (Gems, strawberries, peanuts)
Number Sense Flash Cards
Triangle Fact Cards (Multiplication/Division/Addition/Subtraction)
Grab and Match Operations
Solve and Match Magnetic Operations
Measurement Match Up Puzzles
Graphing Match Up Puzzles
Grab & Play (Number Sense, Operations, Time/Measurement, Money) Grades 1-3
Beginning Operations Folder Games
Shapes and Measurement Folder games
Tug-of-War (Decimals, Division, Multiplication, Algebraic Equations, Place-Value)
Solve and Check Place Value Sliders
Problem Solving Card Bank
Problem Solving Match Up Puzzles
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
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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 19 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan

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
achievement of individual students and the overall instructional program.
Response:
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 20 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 21 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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 basis
Response:
 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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 22 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan


















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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 23 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 24 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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 Amount
School
Title I – A District:
Title
I
$2,419,762
Description of Services
Show how the funds are coordinated for the improvement of the entire school
 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
School
Allocation:
$ 300,600
 Summer hours for Parent Resource Room
 Childcare for parent meetings
 Translation for parent meetings
 Resources/instructional materials for parents
 Consumable materials for parent nights
Parent
Involvement:
$3,683
Grant
Homeless
District:
$40,117
Title II
Title II-A District:
$322,585
Title III
Title III-
District:

Tutors (only in non-Title 1 schools) and tutoring
supplies
 Supplemental salary for homeless liaison
 Calculators
 School fees
Teacher and Leader Quality
 Travel
 Registration, materials
 Consultants
 Salaries
 Recruitment, retention of highly qualified
teachers
 Teachers
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 25 of 28
Homeless
Grant
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
LEP
$268,232






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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 26 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan


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 and
reliable.
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
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 27 of 28
Georgia Department of Education
Title I Schoolwide/School Improvement Plan
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.
Dr. John D. Barge, State School Superintendent
July 2014 ● Page 28 of 28