Academic Services

Our Vision:
Success for every Student in every Situation
Portrait of a Graduate

About Us:
The Office of Teaching & Learning coordinates the planning, implementation, and evaluation of the instructional program of the school district. Our office manages the Department of Special Education / 504 Services, Support Services, Assessment and Accountability, along with the district’s curricular areas, including elementary and secondary instruction, and Career & Technical Education. It is responsible for the development of instructional programs that will provide a guaranteed and viable curriculum in order to ensure high levels of learning for all MISD students.

Contact Us:
Teaching & Learning
13885 Woodway Drive, Woodway, TX 72612
Phone: 254-761-5613 / Fax: 254-761-5779

Academic Programs

View All
Career & Technical Education
College & Career Readiness
Counseling Services
English Learners
Gifted & Talented
Library Services
National Honor Society
Prekindergarten (Ages 3-4)
UIL Academics

Learn More

Grading Procedures

Standards-Based Reporting (K-2)

Midway ISD uses a standards-based report card for students in Kindergarten, first grade, and second grade. The Texas Education Agency (TEA) creates a set of learning standards for each grade level and content areas. These standards describe what each child should learn and be able to do at each grade level in all subjects. The report card is designed to give specific information about a child's progress academically, socially, and emotionally.  Standards-based report cards provide a higher level of consistency of expectations among teachers across the district. The report card helps students, teachers, and parents focus on learning standards, while at the same time giving students an opportunity to receive help if they are not making adequate progress. Parents will know which standards their child has learned and which skills their child needs to learn to be well-prepared for the next grade level.

View Grading Rubrics

What is Response to Intervention (RtI)?

Response to Intervention (RtI) is a school's multi-tiered approach to providing individualized interventions based on a student’s learning or behavioral needs.  RtI integrates student assessment and instructional intervention in a prevention-oriented approach by linking assessment and instruction to inform educators’ decisions about how best to teach their students. A student's growth is closely monitored at each stage of intervention through screening, progress monitoring and data-driven decision making to determine the need for further research-based instruction and/or intervention in general education. There are three tiers in a response to intervention program designed to immediately provide increasingly intense levels of interventions until gaps are closed.
The goal of an RtI framework is to intervene early – when students begin to struggle with learning or behavior – to prevent the risk for long-term negative learning outcomes and the development of serious learning difficulties. Essentially, RtI targets individual student gaps in learning and behavior that prevent a student from learning grade level material.

What does RtI look like?

Tier 1

Tier 1 is experienced by all students in the general education classroom and is characterized by differentiated core instruction and school-wide behavior management practices. If a student needs academic or behavioral support beyond what is typically provided at Tier 1, the student will be referred to the campus RtI team for possible placement in Tier 2 interventions.  The purpose of Tier 1 is to provide all students access to essential grade-level curriculum and effective initial teaching. When the core is taught well, most students should succeed most of the time without the need for additional help.

Tier 2

At Tier 2, students receive supplemental help to master grade-level curriculum in a multi-tiered system of support. Since this support is focused on very specific essential standards and learning targets, placement into Tier 2 interventions must be timely, targeted, flexible, and fluid. Students who do not respond to Tier 2 interventions may be referred to RtI Tier 3 where they will experience more intensive interventions.

Tier 3

Some students need intensive remediation in foundational skills. This intensive remediation is the purpose of the third tier of interventions—Tier 3. Students can only develop these skills over time, so intensive interventions are provided for targeted students as part of their instructional day, and by highly trained staff in the student’s targeted area of need.

Pyramid RtI Model
Universal Screening

What is Universal Screening?

Universal screening is the first step in identifying the students who may be at risk for learning or behavior difficulties. Universal screeners are assessments that are typically brief and conducted with all students from a particular grade level three times per school year. All MISD campuses will employ universal screeners to gather data in the areas of literacy, numeracy and behavior in order to identify students who may be in need of intervention. All RtI decisions will be explicitly based on highly specific data.

Universal Screener Characteristics

  • Must be norm-referenced and administered with fidelity across all classrooms of the particular grade level
  • Must be reviewed after every administration from a district, campus and classroom level in order to make decisions
  • Should be made available to other teams / PLCs
  • 100% of students at the grade level being screened will be assessed three times a year (BOY, MOY, EOY)
  • Assessment and data analysis should be timely and accurate

Reading Universal Screeners Used

  • Prekindergarten: CIRCLE
  • Kindergarten - 12th: MAP

Math Universal Screeners Used

  • Prekindergarten: CIRCLE
  • Kindergarten - Algebra 1: Tango LION Math


Universal Screeners are given at the beginning, middle, and end of the academic school year, typically in September/October, January, and May.

Frequently Asked Questions

Who benefits from RtI?

RtI is a general education approach in which students can benefit. RtI focuses on high-quality instruction for ALL students. All students’ performance and progress will be evaluated several times a year through universal screening assessments. Students will then be identified by teachers and/or school personnel to receive supplemental instruction to help fill in the learning gaps of students.

How do I know if my child has learning gaps and receiving RtI support?

The school will inform you if your child is identified as an at-risk student and is receiving tiered intervention through the RtI program. Parent letters will be sent by each campus at the beginning of the school year, and throughout the school year, if changes are made in the tier placement by the school’s RtI Team. Some students who only need reteaching of on-grade level content may receive short term interventions, but are not identified as RtI students. These types of interventions are routine and fluid and the school may not inform parents of these types of temporary reteaching opportunities.

How will I know if RtI is helping my child?

Every two to three weeks your child will be assessed to measure progress. The teacher uses this information to make sure the intervention is working. Be sure and make an appointment with your child’s teacher and meet with him or her to learn how your child’s needs are being met.

Can I refuse RtI support for my child?

Response to Intervention is a general education service for any student who may need additional time and support mastering foundational skills in reading and math. A parent cannot require a school to withhold general educational opportunities that are offered to all students. Midway ISD's response to a parent requesting to have the school withhold interventions for documented learning needs from a child will be to better understand the reason why there is a parental concern around the use of interventions designed to help a student learn at higher levels.

Is RtI part of special education?

No, Response to Intervention is part of the general education program and available to all students. Although RtI is not a special education program, it can help general education teachers pick up on early signs of learning differences. It can also play an important role in helping schools determine who qualifies for special education services.

How can I help my child who is receiving support through RtI?

Parents play a critical role in supporting their children's learning in school. The more parents are involved in student learning, the higher the student will achieve. Parents can educate themselves by asking questions to learn more about the process:

  • Is my child struggling? If so, what are the specific weaknesses?
  • What types of interventions is my child receiving?
  • How will I know if my child is making progress?
  • What specifically can I do at home to help address my child's academic weaknesses?
MISD RtI Teams

District RtI Team

The District level RtI team is responsible for the areas within the RtI system that must be adhered to district wide and the areas in which each campus has its own autonomy. The team also meets regularly to hold candid discussions regarding the district's RtI structures and procedures to find areas of improvement.


  • Develop effective district wide structures and procedures for RtI
  • Monitor the implementation of the district RtI system of supports on campuses
  • Analysis of district-wide data and campus data to determine potential Tier 1 problems / patterns
  • Campus training and communication regarding the district RtI program
  • Evaluation of the district RtI program

District Representatives

  • Dr. Aaron Peña—C&I
  • Lisa Cochran—SPED
  • Kim Johnston—C&I
  • Becky Hahne—C&I
  • Dr. Lorri Sapp—C&I
  • Missy Sulak - C&I
  • Dr. Stacey Voigt - C&I

Campus Administrators

  • Dr. Mandy Johnson—CCE
  • Kappy Edwards—SVE

Campus Teachers

  • Andrea Ruiz—HE
  • Jill Williams—SPE
  • Neta Kaye Penson - SBE
  • Leigh Ann Bender—RVI
  • Liz Hagins—MMS

Campus RtI Team

Each campus RtI team is charged with building consensus about the school’s mission of collective responsibility for student learning. The team brings forth recommendations and then implements the structures and supports that ensure students who require extra time and support to learn at high levels receive them. The team is also responsible for making timely decisions regarding student support based on the available data.


  • Implementation of the campus RtI system of supports
  • Analysis of school-wide data and classroom data to determine potential Tier 1 problems / patterns
  • Monitor the progress of Tiers I, II, and III
  • Maintain campus documentation of RtI
  • Ensure parents are notified of their child's participation in RtI

Campus RtI Team Members

Members of the Campus-level RtI Team must include an administrator, an instructional specialist / RtI Coordinator, and a Teacher(s) and other professionals deemed appropriate by the campus principal.

The Midway ISD supports high quality research that addresses well-formed research questions of educational importance. Conversely, the district has moral and legal obligations that require oversight of research activities that make use of district resources such as data, facilities, employee time, or access to students.

The Proposal to Conduct Research Form (GNC LOCAL) should be submitted to the office of the Assistant Superintendent for Curriculum and Instruction prior to the researcher finalizing his/her topic of study.

External research proposals must demonstrate clear and direct educational value to the district and not just to the body of educational research in general; be minimally disruptive to the educational process; manifest a sound research methodology, and comply with current privacy laws. The potential direct benefit to Midway ISD must outweigh demands on district resources, particularly on staff and student time. Midway ISD strongly encourages and gives priority to external research projects that contribute to or complement the district's research agenda.

Once your research request has been reviewed you will be notified by email if:

  • Your research request was approved along with the required signatures on the Proposal to Conduct Research Form
  • Your research request was denied
  • Additional information is required

Please note:

  • Midway ISD will not be able to participate in all requests. Research requests that involve direct teacher and/or student involvement are only approved on a limited basis to ensure that our students and the learning environment are protected, and that our staff is not overly distracted by external research.
  • If the research request directly involves a campus, the campus principal will ultimately choose whether or not his/her campus will participate. The campus principal should not be contacted regarding the research request prior to approval from the central office.
  • Please allow for a minimum of two weeks for the research request to be fully reviewed and a determination to be made. In some cases, the proposal to conduct research process and review may take up to thirty working days.

Parent Permission to Conduct Research Form

Site-Based Decision Making

Midway ISD's district-level site-based decision-making committee advises the superintendent on educational goals and objectives. This committee is known as the Midway Advisory & Strategy Team, or MAST. The team includes campus level professional staff representatives (2/3 classroom teachers), parents of students enrolled in the district, business representatives, and community members. Campus Leadership Teams (CLT) serve a similar function for each school.

Role of the MAST

The MAST was established to advise the superintendent in the following roles:

  • Establish and review the district's educational goals and objectives;
  • Review major district-wide instructional programs identified by the board or superintendent;
  • Analyze dropout rates, dropout prevention plans, and graduation rates;
  • Approve staff development of a district-wide nature;
  • Serve exclusively in an advisory role;
  • Be involved in establishing and reviewing the district educational plans, goals, performance objectives, and major classroom instructional programs;
  • Assist the superintendent annually in preparing, reviewing, and revising the District Improvement Plan and each campus improvement plan's alignment to the district's;
  • Annually discuss the district level academic performance and accountability and the prior year's performance objectives;
  • Participate in the development of, and approve, district-wide staff development;
  • Participate in the development of, and the recommendation to the Board, the district academic calendar; and
  • As appropriate, serve as an advisory team to the superintendent.

Participation in MAST

All meetings are open to the public. We encourage parents and members of our community to join us. If you would like to attend a committee meeting, please contact the Assistant Superintendent for Curriculum & Instruction. If you would like to join a campus based-site team, please contact your campus principal.

MAST Meetings & Agendas:

Parent Involvement Compact

Title I

Parent * Student * Teacher * Administrator Compact

District Vision:

Midway ISD, in partnership with our community, provides a safe, pleasant, attractive and technologically advanced environment. A curriculum, taught through a variety of strategies, results in a challenging learning experience for our diverse student population, allowing them to be well adjusted and to achieve their full potential.

District Mission:

The mission of Midway ISD, a district at the forefront of educating today's youth and tomorrow's leaders, is to maximize individual potential within a learner-centered environment to prepare citizens who excel in a global society.

Policy Purpose:

Midway I.S.D. is committed to our district mission and, as a result, we want to work collaboratively with parents in the community.

Parents play an extremely important role as children's first teachers. Their support for their children and for the school is critical to their children's success at every step along the way. Midway ISD and parents will work together to meet goals for our students. The desired outcome is a school-home partnership that will help all students in the district to succeed; enhancing the capacity for strong, meaningful parent involvement.

Because we value our district's vision, mission, goals, and purpose, we pledge to:

  • Work as a team with parents and community to ensure academic success for all students.

  • Provide a friendly, responsive environment in which parents feel welcome as partners in a comprehensive, rigorous educational process based on integrity, respect, and a caring attitude.

  • Acknowledge diverse learning styles and provide support for students to reach their potential.

  • Continually provide home and school communication via websites, newsletters, phone calls, home and campus visits , voicemail, Home Access Center, parent conferences, special programs, and focused parent involvement activities.

  • Assist parents in understanding state, district, and school assessments, and how to monitor a child's progress.

  • Ensure that information related to school and parent programs, meetings, and other activities is sent to the parents of participating children in a format and, to the extent practicable, in a language the parents can understand.

  • Support our Title I campuses in the following ways:

  • Host a minimum of two Title I parent meetings each year.

  • Maintain a School-Parent-Student Compact to outline how staff, parents, and students will share responsibility for promoting high student achievement.

  • Complete an annual evaluation of the content and effectiveness of the Title I parental involvement program.

  • With assistance and input from parents, educate teachers, pupil services personnel, principals, and other staff in the value of the contributions of parents as equal partners in their child's education.

  • Provide the coordination, technical assistance, and other support necessary to assist participating schools in planning and implementing effective parent involvement activities to improve student academic achievement and school perf

Title I  Parent*Student*Teacher*Administrator Compact

At Midway ISD, we envision a school and home partnership which provides the highest level of success for each individual. We make a commitment to challenge, to motivate, and to inspire each other to reach our goals. To accomplish this partnership, it is important for parents, teachers, administrators, and students to work together as a team. Please review the responsibilities listed below with your child.

Parent/Guardian Compact

As the parent of a student in Midway ISO, I will do my personal best to:

  • Read daily with/to my child
  • Supervise the completion of student homework
  • Set aside a time each evening for school work
  • Provide a quiet place for my child to work
  • Encourage my child's efforts and be available for questions
  • Stay in contact with my child's teacher and, when possible, utilize the Home Access Center
  • Make sure my child has an opportunity for a balanced diet and adequate rest time.
  • Make sure my child is on time for school and attends regularly
  • Support the student code of conduct

Student Compact

As a student in Midway ISD, I will do my personal best to:

  • Follow classroom and school rules
  • Be respectful of property of other students and adults
  • Return completed homework on time
  • Do my best each day
  • Spend time at home studying or reading each day
  • Be on time to school and have proper supplies and materials
  • Be prepared by making healthy food choices and getting plenty of rest
  • Practice and promote a positive attitude toward myself and others
  • Be respectful to all students and adults

Teacher Compact

As a teacher in Midway ISD, I will do my personal best to:

  • Provide a positive, safe learning environment to accelerate learning  skills
  • Be respectful to parents and students
  • Provide a challenging curriculum designed to meet the needs of all students
  • Provide appropriate and meaningful homework assignments for students
  • Provide necessary assistance to parents so they are able to help their child with assignments
  • Encourage students often
  • Provide parents with information regarding student progress on a regular basis
  • Serve as a liaison between parents and Title I personnel
  • Ensure the safety of the students in my care.

Administrator Compact:

As an administrator in Midway ISO, I will do my personal best to:

  • Support instruction which meets the individual needs of students, including Title I  programs
  • Provide staff and teachers the training needed to work effectively in partnership with   families
  • Encourage and promote parent and teacher involvement
  • Ensure consistent implementation of the M.I.S.D. Student Code of Conduct.
  • Provide a safe, orderly learning environment.

Politica de la implicacion del padre del districto

Vision del districto:

Midway ISO, en sociedad con nuestra comunidad, proporciona un ambiente seguro, agradable, atractivo y tecnologico avanzado. Un plan de estudios, ensenado con una variedad de estrategias, da lugar a una experiencia de aprendizaje estimulante para nuestra poblacion de estudiantes diversas, permitiendo que sean equilibrados y que alcancen su capacidad maxima.

Mision del districto:

La mision de Midway ISO, un districto en la vanguardia de educar la juventud de hoy ya lideres de manana, es maximizar potencial individual dentro de un ambiente principiante-centrado para preparar a los ciudadanos que sobresalen en una sociedad global.

Proposito de politica:

Midway ISO esta confiado a nuestra mision del districto y, consecuentemente, queremos trabajar de colaboracion con los padres en la comunidad.  Los padres desemper'ian un papel extremadamente importante como primeros profesores de los ninos.  Su ayuda para sus ninos y para la escuela es critica al exito de sus ninos en cada paso del camino de su vida. Midway ISD y los padres trabajaran juntas para resolver las metas para nuestros estudiantes. El resultado deseado es una sociedad de la escuela-hogar que ayudara a todos los estudiantes en el districto a tener exito; aumentando la capacidad para la participacion de las familias.

Porque valoramos la vision, la mision, las metas, y el proposito de nuestro districto, prometemos:

  • Trabajar en equipo con los padres y la comunidad para asegurar el exito academico para todos los estudiantes.

  • Proporcionar un ambiente amistoso, responsivo en el cual los padres sientan la recepcion como socios en un proceso educativo comprensivo,  riguroso basado en integridad, respecto, y una actitud que cuida.

  • Reconocer los estilos de aprendizaje diversos y proporcionar la ayuda para que los estudiantes alcancen su potencial.

  • Proporcionar continuamente a casa y comunicacion de la escuela via Web site, los boletines de noticias, las llamadas de telefono, las visitas del hogar y del campus, buzon de voz, el centro casero del acceso, las conferencias del padre, los programas especiales, y las actividades enfocadas de la implicaci6n del padre.

  • Asistir a los padres comprender las evaluaciones estatales, districto, y gravamenes de comprension de la escuela, y como supervisar el progreso de un nino.

  • Asegurarse de que relacionado con la informacion a los programas de la escuela y del padre, a las reuniones, ya otras actividades este enviado a los padres de ninos participantes en un formato y, al grado practicable, en una idioma que los padres  pueden entender.

  • Apoyar nuestros campus del Title I de las maneras siguientes:

  • Recibir un minima de dos reuniones del padre del Title I cada ano.

  • Mantener un acuerdo del Escuela-Padre-Estudiante para describer como el personal, los padres, y los estudiantes compartiran la responsabilidad de promover el alto logro del estudiante.

  • Completaremos una evaluacion anual del contenido y la eficacia del programa de Title I participacion de los padres.

  • Con ayuda y entrada de padres, educar a los profesores, a los personales de servicios de los estudiantes, a los directores, y a los otros empleados en el valor de las contribuciones de padres como socios iguales en la educacion de su nifio.

  • Proporcionar la coordinacion, la asistencia tecnica, y la otra ayuda necesaria asistir a escuelas participantes en el planeamiento y la implementacion de actividades efectivas de participaci0n de los padres para mejorar el logro academico del estudiante y el desempefio escolar.

        Titulo I Padre * Estudiante * Maestro * Administrador Compacto

En Midway ISD, visualizamos una asociación entre la escuela y el hogar que brinda el más alto nivel de éxito para cada individuo. Nos comprometemos a desafiar, motivar e inspirarnos unos a otros para alcanzar nuestras metas. Para lograr esta asociación, es importante que los padres, maestros, administradores y estudiantes trabajen juntos como un equipo. Por favor revise las responsabilidades que se enumeran a continuación con su hijo.

Compacto de padres / tutores

Como padre de un estudiante en Midway ISD, haré mi mejor esfuerzo para:

  • Leer a diario con / a mi hijo
  • Supervisar la finalización de la tarea del estudiante
  • Dedicar un tiempo cada tarde para el trabajo escolar
  • Proporcionar un lugar tranquilo para mi niño para trabajar
  • Animarlos esfuerzos de mi hijo y estar disponible para preguntas
  • Mantener en contacto con el maestro de mi hijo y, cuando sea posible, utilizar el Centro de acceso a la casa (Home Access Center)
  • Asegurarse de que mi hijo tenga la oportunidad de tener una dieta equilibrada y un tiempo de descanso adecuado.
  • Asegurarse de que mi hijo llegue a tiempo a la escuela y asiste regularmente.
  • Apoyar el código de conducta del alumno.

Compacto de estudiantes

Como estudiante de Midway ISD, haré mi mejor esfuerzo para:

  • Seguir las reglas de la clase y la escuela
  • Ser respetuoso de la propiedad de otros estudiantes y adultos
  • Devolver la tarea completa a tiempo
  • Hacer lo mejor posible cada día
  • Pasar tiempo en casa estudiando o leyendo cada día
  • Llegar a tiempo a la escuela y tener materiales adecuados
  • Estar preparado haciendo elecciones de alimentos saludables y descansando lo suficiente
  • Practicar y promover una actitud positiva hacia mí y hacia los demás
  • Ser respetuoso con todos los estudiantes y adultos

Compacto de maestros

Como maestro en Midway ISD, haré mi mejor para:

  • Proporcionar un ambiente de aprendizaje positivo y seguro para acelerar las habilidades de aprendizaje
  • Ser respetuoso con los padres y estudiantes
  • Proporcionar un plan de estudios diseñado para satisfacer las necesidades de todos los estudiantes
  • Proporcionar tareas apropiadas y significativas para los estudiantes
  • Proporcionar la ayuda necesaria a los padres para que puedan ayudar a sus hijos con las asignaciones
  • Animar a los estudiantes a menudo
  • Proporcionar información a los padres sobre el progreso del estudiante de forma regular
  • Servir de enlace entre los padres y el personal de Título I
  • Garantizar la seguridad de los estudiantes en mi cuidado.

Administrador Compacto:

Como administrador de Midway ISD, haré mi mayor esfuerzo para:

  • Apoyar la instrucción que satisfaga las necesidades individuales de los estudiantes, incluyendo programas de Título I
  • Proporcionar al personal y a los maestros la capacitación necesaria para trabajar de manera efectiva en asociación con las familias.
  • Animar y promover a los padres y la participación de los maestros
  • Garantizar la aplicación coherente del Código de Conducta del Estudiante de Midway ISD.
  • Proporcionar un ambiente de aprendizaje seguro y ordenado.