| School Name | Apollo MS (1791) | School Grade (2024 - 2025) | |
| Title 1 School | Yes | School Improvement (SI) | No |
| School of Excellence | No | ESSA School | No |
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RAISE
Reading Achievement Initiative for Scholastic Excellence |
No | ||
| SAC Documentation/SAC Upload Center |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Apollo-Middle-Cognia-Executive-Summary-2025.pdf | Damon Martin | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1791_-Apollo_Budget-signature-page-2025.pdf | Damon Martin | 9/15/2025 |
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Using the data below, describe all intervention strategies employed by the school to improve the academic performance of students identified by the early warning system. Apollo Middle School has many educational enrichment programs, mentoring, and engagement activities designed to improve attendance, behaviors, and academic performance for students identified by our early warning indicators. Apollo Middle School provide students with computer-based enrichment programs in Reading, Math,Science and ELA to improve student achievement on F.A.S.T exams. For students needing remediation, we some of the following instructional support programs including, but are not limited to: SAVVAS, & Study Island. These programs are used on a daily basis as enrichment for students. Study Island is used as an evaluation tool to monitor student progress and assessment scores. In addition, Saturday Success 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. |
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| Measurable Outcome (SMART Goal) | Professional Development | Budget | Monitoring | Results (End of Year) |
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| By May 2026, Apollo Middle School Literacy proficiency will increase from 58% to 62% as measured by the PM3 Florida Assessment of Student Thinking. | PDs will be provided on rigor in the classroom; student data ownership; tracking Standards Mastery results of teachers and students; modeling effective reading, annotation and note taking. | $10,000.00 | Our Leadership Team will be monitoring the database, meeting with teachers to ensure students who have weakness in areas of ELA and Reading are remediated and supported. | By May 2026, Apollo Middle School’s Literacy proficiency will increase from 58% to 62% as measured by the PM3 Florida Assessment of Student Thinking. | |||||||||||||||||||||||
Evidence-based Interventions/Strategies |
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Mid-Year Reflection |
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| Progress: Is desired progress being made to accomplish the intended outcome for the Area of Focus by the end of the school year? | Yes | ||||||||||||||||||||||||||
| Evidence: Provide evidence of the implementation challenges the school encountered during the Fall semester. Describe the changes made to address these challenges. | |||||||||||||||||||||||||||
| During the Fall semester, the school faced several implementation challenges. Some of the new ELA and reading teachers were not yet fully familiar with the curriculum, so we worked collaboratively with them to ensure they understood how to deliver lessons effectively, teach the standards at the appropriate grade level, and target student needs. We have been using our HMH curriculum with fidelity and building guided lessons based on the curriculum to ensure that standards are taught consistently. Additionally, the loss of some supplemental reading resources required us to update and adjust available materials to continue supporting students’ reading growth. | |||||||||||||||||||||||||||
| Evidence-based Interventions/Strategies: What was each Intervention/Strategy’s identified strengths and weaknesses? | |||||||||||||||||||||||||||
| The implementation strategies had several strengths and weaknesses. On the positive side, they helped new ELA and reading teachers gain a deeper understanding of the curriculum, ensured that standards were taught at the appropriate grade level, and promoted consistent, effective lesson delivery. Collaboration allowed teachers to share best practices and address student needs more precisely, while guided lessons based on the HMH curriculum provided structure and clarity for both teachers and students. Adjustments to supplemental resources also ensured that students continued to receive support aligned with their reading levels. However, these strategies required significant time and ongoing support, as teachers needed continuous guidance to implement them with fidelity. Some teachers initially struggled to adapt lessons to meet the diverse needs of students, and the loss of supplemental resources caused temporary gaps in support while replacements were integrated. Additionally, building and modifying guided lessons increased teacher planning time, and maintaining consistent collaboration across all teachers and grade levels proved challenging. | |||||||||||||||||||||||||||
| New Actions: Describe any new actions that are needed to accomplish the intended outcome for the Area of Focus. | |||||||||||||||||||||||||||
| To accomplish the intended outcomes for the Area of Focus, several new actions are needed. Continued professional development and targeted coaching for new ELA and reading teachers will help deepen their understanding of the curriculum and improve lesson delivery. Supplemental reading resources should be expanded and updated to ensure students receive support aligned with their reading levels. We consistently monitor the database and use Performance Matters to track how students are performing on specific standards, which allows us to identify areas for growth and implement targeted remediation and reteaching. Ongoing collaboration and planning time support instructional adjustments and ensure standards are taught with fidelity. | |||||||||||||||||||||||||||
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1791-Apollo-MS_Title-I-Addendum_2025-26.pdf | Damon Martin | 9/18/2025 |
| Apollo-MS_Feedback-Form_25-26.pdf | Linda Howard | 11/6/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1791_09122025_1791_SIP-K12-CERP-Literacy-Leadership-Contact-Information-2025.pdf | Damon Martin | 9/17/2025 |
PLC Meeting Schedule
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1791_Apollo-Middle_MTSS-Action-Plan-25-26.pdf | Damon Martin | 9/19/2025 |
RtI Team Meeting Schedule
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No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Apollo-Feedback-2025-2026.pdf | Valerie Blackwell | 5/21/2025 |
| 1791_Apollo-Middle_School-Wide-Positive-Behavior-Plan_25-26.pdf | Damon Martin | 9/17/2025 |
| 1791_Apollo-Middle_School-Wide-Positive-Behavior-Plan-2026-27.pdf | Damon Martin | 4/30/2026 |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Population | Number | % | Number | % | Number | % | Number | % |
| Regular Attenders (0%-4.9% Absent) |
At Risk (5%-9.9% Absent) |
Chronic (10%-19.9% Absent) |
Severe Chronic (20% or more Absent) |
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| School Year | Grade Level | Population | Number | % | Number | % | Number | % | Number | % |
| Attendance Type | School Goal |
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1791_Apollo-Middle_SIP-Attendance-Plan-25-26.pdf | Damon Martin | 9/18/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| Guidance-Plan-25-26.pdf | Danairy Perez | 10/1/2025 |
No files have been uploaded.
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 24-25-SBPIE-Assessment.pdf | Danairy Perez | 9/16/2025 |
SAC Upload Center
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| File Name | File Uploaded By | Upload Date |
|---|---|---|
| 1791_-Apollo_staff-survey2025.pdf | Damon Martin | 9/11/2025 |
| 1791_-Apollo_student-survey2025.pdf | Damon Martin | 9/11/2025 |
| 1791_-Apollo_parent-survey2025.pdf | Damon Martin | 9/11/2025 |
| File Name | File Uploaded By | Upload Date |
|---|---|---|
| FACE-space.jpg | Danairy Perez | 9/19/2025 |