Select School Year

School Improvement Plan (SIP)

The School Improvement Plan (SIP) is a live document that is subject to change based on School Advisory Council (SAC) recommendations.

School Name

Apollo MS (1791)

School Year

2016 - 2017

School Grade
(2015 - 2016)

C

Executive Summary

 


 

BEST PRACTICE #1

A Focused and Authentic PLC

PROFESSIONAL LEARNING COMMUNITIES (PLC)

A Professional Learning Community (PLC) is a process in which teachers work in teams and use student information to develop strategies to improve their classroom practices.

PLC Name

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Grade

Math, Science, Language Arts, Reading, Social Studies

Wednesday

1st, 2nd, 3rd, 4th, 5th

8/22/2016 - 5/31/2016

8:35 AM - 9:25 AM

6, 7, 8

 


 

BEST PRACTICE #2

An Embedded High Quality RtI Process

RESPONSE TO INTERVENTION (RTI)

Response to Intervention (RtI) uses student academic and behavior information to identify students with learning and behavior needs to guarantee that those in danger of failure and/or retention are receiving assistance and support.

 

Graduation/College and Career Readiness (Early Warning Indicators)

Data For: 2015-2016 (Last updated: 9/20/2016)

Grade

Student Enrollment

% of students with attendance below 90%

% of students with 1 or more suspensions

% of students with course failure in ELA or Math

% of students level 1 in ELA or Math

% of students exhibiting 2 or more Early Warning Indicators

06

427

4.22

10.77

0.90

43.10

8.43

07

468

6.62

14.53

4.90

33.20

11.75

08

406

7.39

15.02

2.00

34.00

10.84

 

Describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system.

There are many academic strategies employed by Apollo Middle School to improve academic performance for students with early warning indicators. Apollo Middle School provide students with computer-based programs to improve student achievement. Some of the programs include, but are not limited to Mathletics, First In Math, USA Test Prep, Achieve 3000, Reading Plus, and Ten Marks. These programs are used on a daily basis as enrichment and remediation strategies for students. Mastery Connect is used as an evaluation tool to monitor student progress and assessment scores. In addition Saturday Academy, pullouts for core classes, and before/after school tutoring are provided in math, reading, science, and social studies for students requiring intervention. Apollo also provides several mentoring programs as interventions for struggling and at-risk according to the early warning indicators. The primary mentoring and tutoring programs available to these students are First Priority, Developing Intelligent Young Men (DIYM), Ladies of Style and Elegance (LSE), Rites of Passage, and the Vernon Carey Foundation. All these programs provide hands on academic support for our student's academically success. These programs and initiatives focus on the academic wellness of our students. The DIYM program was started five years ago to reach out to at risk males in the 8th grade. Many of the students in the program struggled with academic issues. Students in the program have computer access and an hour of tutoring each meeting.  The program provides students with guest speakers and field trips to local colleges. The Ladies of Style and Elegance was developed to mentor 8th grade girls. In addition, to mentoring the program does community service and fundraising activities to keep the girls focused on success. The program monitors the grades and behavior of all their students. The young men of DIYM and the ladies of LSE serve as student ambassadors for school events held on campus.       The Rites of Passages Program provides mentoring and tutoring for 6th grade male students. The program meets four days a week after school. During that time the young men learn different techniques to utilize to help them be successful in school and life. The Vernon Carey Foundation: One Step to a Brighter Future program serves seventh grade at-risk students.  The students attend field trips that focus on careers exploration. These opportunities prepares our at risk students to explore options for college and career opportunities. Apollo provides many opportunities for students to get involved in after school program.  Students can participate in numerous after school extra curricular activities that are managed and supervised by teachers. The clubs offered at Apollo are Mine Craft, dance, drama, chorus, and debate.    Unity 4Teens (U4T) and 21st Century are year-round programs for at-risk middle school age youth. Both programs provide parents with before and after school care for their children for free. The programs has been designed to provide education and enrichment activities to help students attain academic and social success, reduce risk behaviors and learn skills so they may grow into self-sufficient, productive adults.  Students are able to get homework assistance and tutoring in all the core subject areas.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday

3rd

August - May

8:35 AM - 9:25 AM

 


 

BEST PRACTICE #3

Optimal Internal/External Relationships

ACCREDITATION PROCESS

The Accreditation Process leads schools to critically evaluate teaching and learning with a focus on academic excellence. All stakeholders (parents, students, staff, and community) are part of the accreditation process.

 

Self-Assessment Ratings

Accreditation Standard

Overall Rating

Purpose and Direction

2.33

Governance and Leadership

2.83

Teaching and Assessing for Learning

2.83

Resources and Support Systems

2.86

Using Results for Continuous Improvement

2.2

 

Explain the activities in which your school will participate to increase your overall rating. Include specific details.

To increase our overall rating we will hold monthly curriculum leadership team (CLT) meeting to focus on and develop a plan of action for continuous improvement. The CLT will review data and utilize our areas of weakness as the focus of professional learning communities (PLC). Using the data for the areas of weakness PLCs will meet weekly to share best practices to improving instructional practices in order to increase learning and student achievement. The monthly Title One nights will inform the community of the resources that are available to support their child's academic endeavors.

 

Evidence/Artifacts

Standards and Indicators

File Name

Standards & Indicator

Upload Date

TeacherHighlyQualified-SAPBW70_DOWNLOAD.pdf

Standard 4: Resources and Support Systems
(4.1)


9/20/2016

Laptop-Rotation-for-BAFS.pdf

Standard 4: Resources and Support Systems
(4.5)


9/20/2016

StudentResponseMimio.pdf

Standard 4: Resources and Support Systems
(4.4)


9/20/2016

PLC-Implementation.pdf

Standard 3: Teaching and Assessing for Learning
(3.11)


9/20/2016

Apollo-Booklist.xls

Standard 4: Resources and Support Systems
(4.2)


9/20/2016

Reading-Data-Chats.pdf

Standard 2: Governance and Leadership
(2.6)


9/20/2016

Apollo-School-Counseling-Calendar.pdf

Standard 4: Resources and Support Systems
(4.7)


9/20/2016

Math-PLC-Agenda-1.pdf

Standard 5: Using Results for Continuous
(5.2)


9/20/2016

Student-Activities-List.pdf

Standard 3: Teaching and Assessing for Learning
(3.9)


9/20/2016

BAFS-Schedule.pdf

Standard 5: Using Results for Continuous
(5.1)


9/20/2016

TakeYourChild.pdf

9/20/2016

PLC-Calendar-.pdf

Standard 3: Teaching and Assessing for Learning
(3.5)


9/20/2016

Stakeholders_-Family-NIght-Presentation.pdf

Standard 2: Governance and Leadership
(2.5)


9/20/2016

Grade-Level-Assemblies-Writing-Workshops.pdf

Standard 3: Teaching and Assessing for Learning
(3.6)


9/20/2016

Parent-Info-Night-Agenda.pdf

Standard 5: Using Results for Continuous
(5.5)


9/20/2016

G.R.E.A.T-schedule.pdf

Standard 3: Teaching and Assessing for Learning
(3.7)


9/20/2016

Fair-Baseline-Data.pdf

Standard 5: Using Results for Continuous
(5.4)


9/20/2016

Reading-Plus-Computer-Schedule.pdf

Standard 4: Resources and Support Systems
(4.5)


9/20/2016

Support-Facilitation-Log.pdf

Standard 3: Teaching and Assessing for Learning
(3.12)


9/20/2016

Sample-Science-Rubric.pdf

Standard 3: Teaching and Assessing for Learning
(3.12)


9/20/2016

Language-Arts-Curriculum-Blueprint.pdf

Standard 3: Teaching and Assessing for Learning
(3.4)


9/20/2016

Science-Curriculum-Map.pdf

Standard 3: Teaching and Assessing for Learning
(3.3)


9/20/2016

Sample-Reading-Rubric-and-Learning-Goals.pdf

Standard 2: Governance and Leadership
(2.6)


9/20/2016

Apollo-PLC-Cycle-and-Best-Practices-.pdf

Standard 2: Governance and Leadership
(2.4)


9/20/2016

Cafeteria-Rules.pdf

Standard 2: Governance and Leadership
(2.3)


9/20/2016

SAC-Minutes.pdf

Standard 2: Governance and Leadership
(2.2)


9/20/2016

Mission-and-Vision-Statement.jpg

Standard 1: Purpose and Direction
(1.2)


9/20/2016

Math-Title-1-Night-Fyler.pdf

Standard 3: Teaching and Assessing for Learning
(3.8)


9/20/2016

Apollo-Faculty-Handbook-.pdf

Standard 2: Governance and Leadership
(2.1)


9/20/2016

New-Teacher-Presentation-Agenda-and-Signin.pdf

Standard 3: Teaching and Assessing for Learning
(3.4)


9/20/2016

Saturday-Academy-Invitation-Letter.pdf

Standard 1: Purpose and Direction
(1.3)


9/20/2016

Parent-Portal-Instructions-for-Pinnacle.pdf

Standard 3: Teaching and Assessing for Learning
(3.10)


9/20/2016

Reading-Instructional-Focus-Calendar.pdf

Standard 3: Teaching and Assessing for Learning
(3.2)


9/20/2016

Apollo-Activities-Calendar.pdf

Standard 3: Teaching and Assessing for Learning
(3.8)


9/20/2016

RUBRICS-AND-SCALES-Faculty-Training.pdf

Standard 5: Using Results for Continuous
(5.3)


9/20/2016

Health-Inspection.pdf

Standard 4: Resources and Support Systems
(4.3)


9/20/2016

MasterSchedule2015-2016.pdf

Standard 3: Teaching and Assessing for Learning
(3.1)


9/20/2016

ApolloNewsleter.pdf

Standard 1: Purpose and Direction
(1.1)


9/20/2016

ASSIST_ApolloMS.pdf

9/20/2016

1791_SACMeeting Agenda_100815.pdf

Standards Training


9/20/2016

1791_AccreditationStakeholdersTrainingSignInSheet_100915.pdf

Standard 3: Teaching and Assessing for Learning
(3.7)


Standards Training

9/20/2016

1791_Accreditation Stakeholders Training Sign In Sheet_100815.pdf

Standards Training


9/20/2016

1791_AccreditationStakeholders_100915.pdf

Standards Training


9/20/2016

ApolloMSSchoolInventoryReport

Standard 4: Resources and Support Systems
(4.6)


9/20/2016

 

SCHOOL ADVISORY COUNCIL (SAC)

Each school has a School (SAC) to facilitate the development and monitor progress of the annual School Improvement Plan. Agendas and minutes reflect annual needs assessment, SIP monitoring and allocation of Accountability Funds.

 

SAC Upload Center

File Name

Meeting Month

Document Type

Uploaded Date

SCHOOLIMPROVEMENTMID-YEARREFLECTION2017-(1).pdf

March

Monitored

3/2/2017

SAC-Meeting-Minutes-11-2-16.docx

November

Monitored

1/26/2017

SAC-Meeting-Minutes-9-21-16.docx

September

Monitored

1/26/2017

SAC-Meeting-minutes-8-31-16.docx

August

Monitored

1/26/2017

SAC-Agenda-1-25-17.docx

January

Monitored

1/26/2017

SAC-Agenda-12-07-16.docx

December

Monitored

1/26/2017

SAC-Agenda-11-02-16.docx

November

Monitored

1/26/2017

SAC-Agenda-9-21-16.docx

September

Monitored

1/26/2017

Augdocs.pdf

August

Monitored

12/20/2016

SAC-ByLaws-Apollo-2016-2017.html

September

Approved

10/19/2016

SAC-Composition-Report-Apollo-Membership.html

September

Developed

10/19/2016

SAC-SOP--Manual-2016-2017.docx

October

Monitored

10/19/2016

SAC-MEETING-DATES-2016-2017.docx

October

None

10/19/2016

 


 

BEST PRACTICE #4

Scaling Up BEST Practices

CONTINUOUS IMPROVEMENT

School improvement is based on a continuous improvement model, using research-based accepted best practices, which align with student achievement needs, insure student progress, and may be revised when appropriate.

 

Goals

As evidenced in the SES Band Data, which content area(s) will be the focus for improving student achievement and why was this area chosen?

The content areas that will be the focus for improving student achievement are Math, Language Arts, and Science.

Learning Gains school-wide at an average of 49% 

Math Learning Gains of the lowest 25% is at 40%

Overall Math Achievement is 50%

 
Math Scores
36% of 6th grade students scored a level 3 or above 
47% of 7th grade students scored a level 3 or above
46% of 8th grade students scores a level 3 or above

Math Goals
The percentage of 6th grade students scoring proficient or higher in the Math FSA test will increase from 36% to 39% by the end of May 2017.

The percentage of 7th grade students scoring proficient or higher in the Math FSA test will increase from 47% to 50% by the end of May 2017.

The percentage of 8th grade students scoring proficient or higher in the Math FSA test will increase from 46% to 49% by the end of May 2017.


ELA Scores
45% of 6th grade students were proficient (Level 3 or above) on the ELA FSA Exam
47% of 7th grade students were proficient (Level 3 or above) on the ELA FSA Exam
51% of 8th grade students were proficient (Level 3 or above) on the ELA FSA Exam 

ELA Goals
The percentage of 8th grade students scoring proficient or higher in the ELA  Grammar and Writtin response test will increase from 51% to 54% by the end of May 2017.

The percentage of 7th grade students scoring proficient or higher in the ELA  Grammar and Writtin response test will increase from 47% to 50% by the end of May 2017.

The percentage of 6th grade students scoring proficient or higher in the ELA  Grammar and Writtin response test will increase from 45% to 48% by the end of May 2017.

Science
Schoolwide science achievement is 27%
89% of the Biology students scored a level 3 on the EOC Exam.

27% of the 8th grade students scored atleast a level 3 or above on the FCAT Science Exam.

100% of the 8th grade students passed the Biology EOC exam.

Science Goal
The percentage of 8th grade students scoring proficient or higher in Science will increase from 45% to 49% by the end of May 2017 as measured by the EOC.

Social Studies

 61% of Civics students (7th graders) scored level 3 or above on the Florida Civics EOC. 
  
This year 65% of 7th graders will score proficient (level 3 or above)on the Florida Civics EOC. 6th and 8th grade students will score 70% or higher on school-wide common formative assessments in World History and US History respectively.

 

What specific BEST Practice(s) will be implemented or scaled-up to improve teaching and learning in order to increase performance within the SES Band?

Utilizing formative assessments.
Promoting student engagement with incentives.
Using scales and rubrics school-wide.
Clearly articiulated expectation, goals, learning outcomes, and course requirements, and course requirements increase student motivation and improve learning.   
Meaningful and timely feedback to students to improve learning gains in core subject areas. 
Differentiating instruction to meet individual student needs by scaffolding and accommodating IEPs, RtI, ESOL, etc. 
Specific to Instructional Practices include: Workshops, Professional Development option
Specific to Learning Practices include: Centers, Pull Outs & Push Ins, Incentive programs, enrichment tools. 

 

Describe in detail how the BEST Practice(s) will be scaled-up

The best practices identified will be utilized on a daily basis in all of the content area courses.  Our school has a unified board configuration, rubric and scales system stemming from the school-wide Reading and Language Arts curriculum that will be covered in ALL classes.  This will provide a more seemless transition from class to classs and increase success for teachers and students that need to identify and assess specific components of content based on STANDARDS  and BENCHMARKS as opposed to just content.   Teachers will use formative assessments daily, weekly or monthly in order to direct and guide instruction as well as gather evidence of learning and application.  Teachers will promote student engament and motivation by creating activities that are challenging and hands on, while poviding students the opportunity to participate in fun learning that will enhance the learning experience.  Apollo has also instituted an incentive program that is rewards based but challenges students to use prior knolwdge to learn new concepts and create by builiding upon those experiences.  This is done with peer and cross teamed (graded) grouped students to work on activities, problems, and assignments to will also increase student engagement. 

 

Please complete this section based on 2016-2017 end-of-year results.
Instructional Implications: Discuss the success of specific strategies/activities and provide a rationale as to why those academic improvements occurred as a result of those strategies.

Math Teachers, in all grade levels, will utilize Common Formative Assessments (CFAs) through the online component of HRW course intervention application that provide immediate feedback and remediation and/or enrichment activities based on the students needs.

Math Teachers, in all grade levels, will utilize Highlighted Questions to demonstrate the application of math concepts and skills through academia and real-world scenarios to bridge the gap between knowing the concepts and skills to understanding the concept and skills.

Math teachers, in all grade levels, will identify the lowest performing math benchmarks and provide extra support through after school tutoring, Saturday Academy, small group pull-out/collaboration, and crunch-time instructional focus.

Math teachers, in all grade levels, will model the use of technology throughout the math lesson and encourage the use of technology at home to ensure that students are getting a variety of learning experiences and more practice with the format of questions being asked on FSA and EOC (i.e.:  multi-selection of answers).

Math students, in all grade levels, will use a variety of technology programs (Mathletics, Mastery Connect, Ten Marks, Moby Max, USA Test Prep, First in Math, Gizmo) to help provide more rigor, authentic, and engaging practice in developing a deeper understanding and application of math concepts and skills.

Math Teachers, in all grade levels, will continue to collaborate together to ensure that we are meeting the needs of the school through grade level planning and professional development.

Math Teachers, in all grade levels, will implement standard-based Performance Learning Scales to help drive authentic and engaging lessons, as well as set high expectations for students to raise student achievement.

All Math students will utilize Performance Learning Scales to ensure authenic and engaging learning is taking place to help reach the high expectations set for student achievement.

All Math Teachers and Students will utilize Performance Task activities with Rubrics & Scales to ensure the understanding and application of math concepts and skills necessary to raise student achievement.

ELA/ Reading - Combined curriculuar and instructional practices including professional development, planning, content use, use of formative and common assessments and team teaching.  This year, both departments will prepare studens for the FSA ELA beginning the Fall of 2016 with:  
1.  Achieve 3000 that yield Lexile level reports and informational texts with opportunity for comprehensive quizzes, short and extended responses and finally essay writitng instruction, essay writing planning tools and, analysis/ synthesis assisgnments.  
2.  Daily Grammar Practice using online enrichment tools and traditional texts for the purpose of practice for Language and Editing standards.
3.   ELA teachers began crunch-time instruction in the fall of 2016 in order to poise students for workshops that occured for a 9 week period leading up to the FSA Wrting Exam.  
4.  Each teacher uses a Curriculum map, particpates in common assessments (4), a simulated FSA Writing test, Push-In/ Pull-Out Enrichment period and Saturday Academy.  These strategies allow for small group direct instruction on the three scoreable skills on the exam and are structured around the CARE Cylce of Instruction.  Cycle 1 on essay organization and content. Cycle 2 weeks focused on Citation and Evidence as well as tools for elaboration and literary devices and the entire test-prep instruction centered around Reading strategies such a notetaking, navigating the website and enrichment activities in online programs that familiarized students with how to manipulate the tools in the exam. Cycle 1-3 on Language and Editing. 

Science teachers taught students to self-regulate their learning, set their own academic goals, develop strategies to meet their goals, reflect on their academic performance.
 
Science students  utilize computers, Gizmos, and interactive models to support investigations of real-world phenomena.   Students interact with computers, gather and analyze data, and formulate ideas for further exploration.  Web-based programs such as USA-Test-prep, which allows science teachers to review student performance and students to monitor their own data for assessment and class discussion.

All Teachers, in all grade levels, will differentiate instruction through the use of Marzano's High Yield Strategies as well as Marcia Tate's "20 Instructional Strategies" to help enrich the curriculum.

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
Title I Family NIghts Ayanna Whitworth-Barner 5/30/2017 $1,459.00
Timely Feedback/ Differentiated Instruction Ayanna Whitworth-Barner 5/30/2017 PLC's: Bi-Monthly meeting (1 hour in length) dedicated to provide teachers shared BEST practices, modeling, strategy lessons, lesson plan development, and curriculum development. $11,477.00
CLT Curriculum Leadership Team Member Science, Language Arts, Math, ESE, Reading, Science Dept. Chairs and Administration 8/15/2016 Planning week determine BEST practices and how they are to be utilized throughout the year in order to implement instruction. $2,519.00