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Apple Pie Ridge Elementary
Frederick County Public Schools, VA
Schools (20): 3 High, 4 Middle, 11 Elementary, a Technical and an Alternative
Established 1974
490 students (Grades K-5)
Pre-Assessment 12 Pre-observations included
Kindergarten – 1 Observation (1 teacher) 1st Grade – 3 Observations (3 teachers) 2nd Grade – 2 Observations (2 teachers) 3rd Grade – 1 Observation (1 teacher) 4th Grade –1 Observation (1 teacher) 5th Grade – 2 Observations (2 teachers) Title One – 2 Observations (2 teachers)
Observation Data (Pre) 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 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
Post Assessment 20 Post observations included
Kindergarten – 2 Observations (1 teacher)
1st Grade – 6 Observations (3 teachers) 2nd Grade – 4 Observations (2 teachers) 3rd Grade – 1 Observation (1 teacher) 5th Grade – 3 Observations (2 teachers) Title One – 4 Observations (2 teachers)
Observation Data (Post) 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
Comparisons 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
2014-2015 Next Steps 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
2015-2016 Next Steps 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)
