Apple Pie Ridge Elementary School Justin Raymond, Principal

Frederick County Public Schools, VA Schools (20): 3 High, 4 Middle, 11 Elementary, a Technical and an Alternative Established students (Grades K-5)

 12 Pre-observations included  Kindergarten – 1 Observation (1 teacher)  1 st Grade – 3 Observations (3 teachers)  2 nd Grade – 2 Observations (2 teachers)  3 rd Grade – 1 Observation (1 teacher)  4 th Grade –1 Observation (1 teacher)  5 th Grade – 2 Observations (2 teachers)  Title One – 2 Observations (2 teachers)

 Highlights from pre-assessment data  Areas most commonly observed  Engages in reading  Engages in discussing text  Engages in self assessment of work  Engages in asking for and giving specific feedback  Areas of improvement  Scheduled intervention times by teachers  Creates learning tools, setting learning goals, engages in making choices, engages in cooperative learning

 Professional Development focus and school focus  Increase of intervention times and discussion of intervention vs. remediation in team meetings  Increase team meeting time  Increase presence with title one teachers in classrooms and PD with teachers in reading  Reciprocal Teaching book study  PD on unpacking of SOL’s and creation of unit assessments  Introduce SURN observation protocols

 20 Post observations included  Kindergarten – 2 Observations (1 teacher)  1 st Grade – 6 Observations (3 teachers)  2 nd Grade – 4 Observations (2 teachers)  3 rd Grade – 1 Observation (1 teacher)  5 th Grade – 3 Observations (2 teachers)  Title One – 4 Observations (2 teachers)

 Highlights of post assessment data  Areas most commonly observed  Engages in reading  Engages in writing  Creates learning tools  Engages in asking for and giving specific feedback  Areas of Improvement  Setting learning goals and Engages in making choices

 Noteworthy comparisons showing pre and post assessment data  Greatest gains in engages in writing and creates/uses learning tool  Lower-Yield practices minimally observed during intervention walkthroughs  Student goal setting is an area of need

 Next steps before year ends (April and May)  Teachers may take Hattie books in preparation for next years book study  After school intervention program in grades 3-5 (32-36 students one day a week over a 6 week period)  Share data at staff meeting

 Next steps for next year  Hattie book study  Continue Reciprocal Teaching book study  Increase student goal setting at school level  Team Unit Planning  School or grade level wide daily intervention time in math and reading (3 days reading, 2 days math)