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

2018 - 2019

School Grade
(2017 - 2018)

B

Executive Summary

Download/View 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

ESE

Thursday

1st, 3rd

8/15/2018 - 5/2/2019

8:35 AM - 9:25 PM

6, 7, 8

Social Studies

Thursday

1st, 3rd

8/20/2018 - 5/2/2019

8:35 AM - 9:25 AM

6, 7, 8

Math and Math Honors

Thursday

1st, 3rd, 5th

8/31/2018 - 5/1/2019

8:35 AM - 9:15 AM

6, 7, 8

Literacy 6-8

Thursday

1st, 3rd

8/11/2018 - 5/1/2019

8:35 AM - 9:15 AM

6, 7, 8

1791 Science

Thursday

1st, 3rd

8/20/2018 - 5/13/2018

8:35 AM - 9:25 AM

6, 7, 8

1791 Reading

Thursday

1st, 3rd, 5th

8/20/2018 - 5/13/2018

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: 2017-2018 (Last updated: 8/7/2019)

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

450

10.40

15.10

6.90

33.60

14.70

07

457

12.50

17.30

9.80

35.80

19.50

08

423

13.00

11.60

4.50

30.30

12.50

 

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 First In Math, USA Test Prep, Achieve 3000. 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 SEL (Social and Emotional Learning) program will continue to be fully embeded into interdiscplinary studies throughout students' curriculum for each grade level.  This curriculum is supported by a SEL Team that provides professional development,  monitors, evaluates, and improves SEL instruction in the classroom with online enrichment programs, LEEO curriculum, Social awareness workshops for students, Suite 360 and Step Up enrichment materials, Peer Counsieling, Health and Wellness center (within the school) and parental involvement events.  
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 Real Talk mentoring program.
The DIYM program focues on 8th grade boys to improve social, behavioral, and academic progress.  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 social and academic 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 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 “
Real Talk” Mentoring Ministry Program offered at Apollo Middle School for young men from ages 11-15. In the program, students are matched with an adult volunteer mentor who will meet  at the school. The volunteers will act as mentors, counselors, advocates and educators on subjects specific to your child’s needs and interests as well as act as an adult role model and source of friendship and encouragement.
All programs provide hands on academic support for our student's academically success. These programs and initiatives focus on the academic wellness of our students.
Hispanic Unity 4Teens (U4T) and 21st Century are year-round programs for a middle school age youth. Both programs provide parents with before and after school care for their children for free. The programs are 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.  Lastly, Apollo Middle is proud to be a 21st Century Learning school which is a supplemental academic enrichment program that accompanies general education and core subjects for all students before, after school and in the summer.  The program  is designed to provide students with remediation and tutoring daily, year-long and in the summer between school years to boost FSA scores and student achievement.  

 

RtI Team Meeting Schedule

Day(s) of Week

Week(s) of Month

Start/End Dates

Start/End Times

Wednesday
Friday

1st, 2nd, 3rd, 4th

9/19/2018 - 5/29/2019

8:45 AM - 9:45 AM

Monday

1st, 3rd

8/15/2018 - 6/5/2019

8:35 AM - 9:35 AM

 

School Counseling Plan File

File Name Upload Date

Annual-School-Counseling-Plan.pdf

11/2/2018

 

Social Emotional Learning

School Wide Social Emotional Learning Plan (SEL)

File Name Upload Date

UpdtedSEL-Action-Plan-2018.docx

10/19/2018

 


 

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

Governance and Leadership

Teaching and Assessing for Learning

Resources and Support Systems

Using Results for Continuous Improvement

 

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

No Evidence/Artifacts

 

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

SAC-Agenda-5-01-19.docx

May

Monitored

5/20/2019

H3-InputCompliance.pdf

May

A+ Funds

5/2/2019

SAC-Agenda-5-01-19.docx

May

Monitored

5/2/2019

SAC-minutes-03062019.txt

April

Monitored

4/24/2019

SAC-Agenda-4-03-19.docx

April

Monitored

4/24/2019

H3-SACSurvey.docx

April

Developed

4/11/2019

SAC-Guest-sign-in-sheet-scanned-4-3-19.pdf

April

Monitored

4/4/2019

SAC-sign-in-sheet-scanned-4-3-19.pdf

April

Monitored

4/4/2019

SAC-sign-in-sheet-scanned-3-6-19.pdf

March

Monitored

4/2/2019

SAC-Minutes-11-7-2018.pdf

November

Developed

4/2/2019

SAC-minutes-02062019.pdf

February

Monitored

4/2/2019

SAC-Agenda-3-06-19.docx

March

Monitored

4/2/2019

SAC-minutes-01092019.docx

January

Monitored

4/2/2019

SAC-sign-in-sheet-scanned-2-6-19.pdf

February

Monitored

4/2/2019

SAC-Agenda-2-06-19.docx

February

Monitored

4/2/2019

MID-YEAR-REFLECTION-FORM-(1).pdf

January

None

1/31/2019

SAC-Scanned-Sign-in-Sheet-11-7-18.pdf

November

Developed

1/16/2019

SAC-minutes-12052018.pdf

January

SAC ByLaws

1/10/2019

SAC-member-sign-in-sheet-scanned-1-9-19.pdf

January

SAC ByLaws

1/10/2019

SAC-guest-sign-in-sheet-scanned-1-9-19.pdf

January

SAC ByLaws

1/10/2019

SAC-Agenda-1-09-19.docx

January

SAC ByLaws

1/10/2019

Draft_SAC_bylaws_2018-2019.docx

December

SAC ByLaws

12/12/2018

SAC-Flyer-2018-2019.docx

October

None

12/12/2018

SAC-Committee-Membership-2018-2019.pdf

October

Developed

12/12/2018

SAC-scanned-sign-in-12-5-18.pdf

December

Developed

12/6/2018

SAC-Agenda-12-05-18.docx

December

Developed

12/6/2018

SACApollo112018-(Shazia-Y.-Bajwa).pdf

November

Developed

12/6/2018

SAC-Agenda-11-07-18.docx

November

Developed

11/7/2018

SAF-Agenda-08-29-18.docx

August

None

11/2/2018

10-03-18-SAC-sign-in-scanned-pg-2.pdf

October

Developed

11/2/2018

10-03-18-SAC-sign-in-scanned.pdf

October

Developed

11/2/2018

9-12-18-SAC-sign-in-scanned.pdf

September

Developed

11/2/2018

SAC-minutes-10032018-(1).docx

October

Developed

11/2/2018

SAC-minutes-09122018-(1).docx

September

Developed

11/2/2018

SAC-minutes-08292018-(2).docx

August

Developed

11/2/2018

8-29-18-Sign-in-scanned.pdf

August

Developed

11/2/2018

SAC-Agenda-10-03-18.docx

October

Developed

11/2/2018

SAC-Agenda-9-12-18.docx

September

Developed

11/2/2018

SAC-Agenda-8-29-18.docx

August

Developed

11/2/2018

 


 

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 BEST  practices identified will be utilized on a daily basis in all of the conren area courses.  Our school has unified scale and rubric board configuration system stemming from the school-wide STEM, ELA and Reading curriculum that will be covered in ALL classes.  This will provide a seemless transition from class to class and increase interdisciplinary achievement across the board in all grade levels.  To increase success for teachers and students Apollo will focus on specific components of content based on STANDARDS and BENCHMARKS.  Teachers will use formative assessments daily, weekly, monthly or in accordance to instructional CARE Cycle to direct and guide instruction as well as gather evidence of learning and application.  To improve engagment and motivation, teachers will integrate Enrichment, Project Based Learning modules, Incentives and Social Emotional Learning frameworks.  The goal is to challenge students to embrace new concepts, build upon kknolwedge and develop the whole person throught rich experiences that include electives based learning and crossed teamed courses.  

 

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?

BEST Practices: 
SEL - Implementation on online enrichment and text based instructional tools
Saturday Academy- including Writing, Civics, and Math Boot Camps
Workships in Fall and Spring, Year-long tutoring 

 

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

BEST Practices: implementation of sevearl monitoring systems that records school-wide student growth and achievement.
PLCs - dedicated to the implementation and instructional planning of SEL, Math, Reading, Social Studies, Language Arts and IC3 courses
SEL - Implementation on online enrichment and text based instructional tools - 
Saturday Academy- including Writing, Civics, and Math Boot Camps - More ELO opportunities if possilble
Workships in Fall and Spring, Year-long tutoring 

 

What specific school-level progress monitoring data is collected and how often?

School Level Progress Monitoring data collected based on discipline: 
ELA - Achieve 3000 (Diagnostic, Mid-term, Final & Formative quizzes completed bi-weekly, USA Test Prep (by monthly), Monthly Essay prompts - District and Text-Based (Collections)
Math - iReady, Go Math (Sectioned based on units of study)
Science - Science Fusion (formative assessments sectioned off based on curriculum map)
Social Studies (continuous formative quizzes (DBQ's) and units of study

 

How does the school ensure the fidelity of students not progressing towards school and district goals?

Through close monitoring and RtI (intervention) systems in place for all students, not just those that are labeled as level 1 or "intensive".

 

How does the school ensure that all classroom instruction is accessible to the full range of learners using Universal Designs for Learning (UDL) for effective instructional design (planning) and delivery (teaching)?

The best practices identified will be utilized on a daily basis in all of the core content areas courses.  Our school's universal designes for learning includes unified board configuration, rubric and scales systems stemming from a school-wide literacy plan that will be applied in all classess.  This wil provide a more seemles transition between subjects and increase success for teachers and students.  This also improves our ability to identify learning gaps in students and respond to these gaps with certain strategies.  1) Assess specific components of content bsed on STANDARDS and BENCHMARKS as opposed to just content.  2) Teachers will use formative assessments daily, weekly or monthly inorder to direct and guide instruction as well as gather evidence of learning and application.  

 

 

How does the school ensure Tier 1 Standards-Based classroom instruction is being implemented properly and effectively?

Teachers will use formative assessment daily, weekly or monthly in order in direct andguide instruction.  Also teachers will evaluate student work using peer and crossed protocols such as EQUiP to identify instructional and learning gaps.  

 

Describe texts used for core, supplemental, and intervention programs at each grade level. How does the school ensure students have access to a balance of literary and informational text in a variety of mediums?

Utilizing formative assessments. 
Promoting student engagment with incentives. 
Using scales and rubrics school-wide. 
Clearly articulated expectations, goals, learning outcomes, and course requirments to 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
Specific to Learning Pratives include Centers, Pull Outs& Push Ins, Incentive programs, enrichment tools. 

 

Please complete this section based on 2018-2019 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.

Based on the 2018-2019 FSA math results, student achievement increased from 51% to 52% and the lowest quartile learning gains improved from 42% to 44%.  These results demonstrate an improvement in overall FSA math proficiency by students in grades 6-8.  These improvements are evidenced by the use of progress monitoring tools such as I-ready and Go Math.   The increase in student achievement is also evidenced by the promotion of student engagment actitvities with incentives. Teachers used scales and rubrics school-wide. Instructional leadership clearly articulated expectations, goals, learning outcomes, and course requirments to increase student motivation and improve learning.  Through PLCs, teachers collaborated to provide meaningful and timely feedback to students to improve learning gains in core subject areas.  
  

 

 

Strategies & Activities

Strategies Persons responsible Deadline Professional Development Budget
SEL & Differentiated Instruction Ayanna Whitworth-Barner 5/2/2019 Conscious Discipline $1,800.00

BPIE Files

File Name Uploaded Date
1467cad1941bb5ffce1686ca38dbe037.pdf 6/5/2019
BPIE-(AMS)-2017_2018.pdf.pdf 11/6/2018