2024-2025 SIIP At-a-Glance| McNair Elementary School | Region 5 | Elizabeth Watson, Principal

Reading by 3^rd Grade

Outcomes:

By the end of the 2024-2025 school year, Multilingual Learners will demonstrate a 5% increase in literacy scores from the fall to the spring as measured by VALLSS.

By the end of the 2024-2025 school year, all McNair students will demonstrate a 5% increase in literacy scores from the fall to the spring as measured by VALLSS.

Strategy 1: Improve integrity of implementation of new core curriculum, English Language Development program, and/or intervention programs by using FCPS-adopted resources with fidelity.

Strategy 2: Increase intentional use of multisensory, visual, verbal, written and/or interactive scaffolds and supports in whole group settings.

Strategy 3: Increase the use of data to plan instruction and monitor progress during intervention to ensure that students demonstrating risk master foundational skills.

Math

Outcomes:

By the end of the 2024-2025 school year, McNair K-2 students accessing Multilingual Learner services will increase the student percentage meeting spring math screener benchmark from 48% to 53% (5% increase) as measured by grade level spring math screener (EMAS/iReady).

By the end of 24-25 school year, McNair Elementary will increase the student percentage meeting spring math screener benchmark from 57% to 62% (5% increase) as measured by grade level specific spring math screener.

Strategy 1: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.

Strategy 2: Increase formal collaboration between classroom teachers and ESOL teachers to develop the language of mathematics through the use of embedded strategies during whole group and small group instruction.

Strategy 3: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

Chronic Absenteeism

Outcome: 

By the end of the 2024-2025 school year, we will reduce and maintain the amount of students who are considered chronically absent to 10% or lower as measured by the FCPS Attendance Dashboard. 

Strategy 1: MTSS Schoolwide and Site Intervention teams analyze attendance along with behavior and wellness data bi-monthly to identify students in need of Tier 2 and Tier 3 interventions.

Strategy 2: Schools will implement practices to recognize good and improved attendance to reinforce attendance and strengthen student and family engagement.

Strategy 3: Teachers will use a variety of culturally-responsive practices and communication methods to provide supportive outreach to students and families when student attendance concerns arise.