School Innovation and Improvement Plan

Outcome goals for this academic school year

By the end of the 2025-2026 school year. Multilingual Learners will increase the student percentage meeting spring VALLS benchmark from 55% to 60%.
By the end of the 2025-2026 school year, McNair Elementary will increase the student percentage meeting the spring VALLS benchmark from 71% to 76%.

Improve integrity of implementation of core curriculum: tailoring instruction to meet student needs aligned with evidence-based literacy instruction (ex. classroom walkthroughs, CT planning, coaching).
Increase access to rigorous evidence-based, grade-level curriculum through intentional use of scaffolds and supports in reading and writing lessons during tier 1 and 2 instruction (ex. Integrated ELD, GLAD strategies, FCPS resources for students with disabilities).
Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).

By the end of the 2025-2026 school year, McNair K-2 students accessing Multilingual Learner services will increase the student percentage meeting spring math screener benchmark by 5% increase as measured by grade level spring math screener (EMAS/MAP).
By end of 25-26 school year, McNair Elementary will increase the student percentage meeting spring math screener benchmark by 5% increase as measured by grade level specific spring math screener (EMAS/MAP).

Improve the integrity of implementation of core curriculum, and/or intervention programs by using FCPS-adopted resources with fidelity to align with the Framework for Engaging & Student-Centered Mathematics Instruction.
Increase teacher’s implementation of strategies and conversation structures that increase academic talk between students related to Shift 4: from show and tell to share and compare.
Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.

59% of Multilingual Learners will make expected EL progress according to the 2026 WIDA assessment, a 5.4% increase from last year.

Monitor to ensure all multilingual learners are receiving explicit ELD instruction using the appropriate resources as outlined in ELD guidance documents: elementary (resource 1). middle and high school (resource 2).
(Elementary) Increase collaboration among grade-level team members, including ESOL teachers, to proactively plan for scaffolds and support for instruction and assessment of multilingual learners that match the students English language proficiency (Benchmark Advance iELD and integrated language resources: language objectives, multilingual glossary, etc.).
Increase the use of language-focused strategies, scaffolds, and supports in content and classroom instruction that match the students English language proficiency and promote oral language development and peer to peer interactions.

By the end of the 2025-2026 school year, we will reduce and maintain the percentage of students who are considered chronically absent to 10% or lower as measured by the FCPS Attendance Dashboard.

MTSS Schoolwide and Site Intervention teams analyze attendance, behavior, and wellness data twice a month to evaluate implementation of Tier 1 SEL/wellness initiatives and identify students in need of Tier 2 and Tier 3 interventions. Integrate consistent analysis of data disaggregated by student groups (race/ethnicity, SWD, ML, FRM).
Communicate with families to recognize and celebrate student growth or success in academics, behavior, attendance, or other areas using a variety of communication methods (e.g.. phone calls, emails. Talking Points, postcards) to strengthen student and family engagement.
Teachers use a variety of culturally-responsive practices and communication methods to provide supportive outreach to students and families when student attendance concerns arise.