Our school is helping all students develop the World Class Skills of the Profile of the South Carolina Graduate by focusing on substantial development of math and reading skills in kindergarten through second grade. The objective is to have all students enter third grade on grade level, ready to focus more on core content than on foundational skills.
Midway Elementary continued the RISE reading intervention program with a certified teacher and two paraprofessionals working with small groups of students to raise their reading skills to their corresponding grade levels, all funded by federal Title One monies. Letterland phonics continued in kindergarten through third grade to boost students' foundational reading skills. Professional development in the Lucy Calkins Units of Reading and Writing allowed teachers to sustain the school's systemic, sequential lessons in English Language Arts, combined with teaching strategies based on the expertise of Jennifer Seravallo and Jan Richardson.
A full-time math paraprofessional met daily with small groups of students to enhance their understanding of mathematical principles. Some groups were pulled out of the classroom for math intervention, and some students were assisted within the classroom.
Our school's Multi-Tiered Systems of Support team (MTSS) met monthly to monitor the needs of students performing below grade level. The team analyzed a variety of student assessment data and determined next steps for each learner as appropriate. Every student's progress was monitored a minimum of twice monthly, and teaching strategies were refined to continually improve academic performance in relevant areas.
To promote interest in reading, we held our third annual One Book, One School event and our yearly book fairs. In addition, the school library was updated to remove outdated books and add numerous new titles. Nonfiction books were replaced with newer ones that have current information, and fiction books were replaced with titles of greater interest to our learners.
Students continued to have access to 1:1 technology devices. Devices and wireless internet allowed students to read electronically and record their book titles digitally, utilize them in learning centers, and take academic assessments.
The school year brought increased parent interaction within the school building as Covid-19 waned. The faculty and staff look forward to even more parent involvement in the coming school year as we all work together to benefit our students academically, physically, socially, and emotionally.
Shonda Johnston, School Improvement Council Chair
Elizabeth Stehle, Principal
