SIIP

SIIP At A Glance

2025-2026

Union Mill Elementary School

Region 4

Scott Hawk, Principal

READING BY 3RD GRADE

Outcomes:

The unadjusted pass rate for Grades 3-6 Reading SOL will increase by 5 percentage points from spring 2025 to spring 2026.
The percentage of SWD in grades K-6 demonstrating low risk on VALLSS will increase by 5 percentage points from fall 2025 to spring 2026.

Strategy 1:

Use data from formative and summative assessments in the core curriculum to guide instructional decisions during tier 1 and tier 2 reading and writing instruction (ex. data dialogues, CT data discussions).

Strategy 2:

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).

Strategy 3:

Ensure fidelity of implementation in tier 3 intervention programs to maximize student progress (ex. fidelity toolkits, program matching, intervention effectiveness protocol, intervention walkthroughs).

ELEMENTARY SCHOOL MATH

73% of students in grades 1-6 will demonstrate expected screener within-year growth in math (MAP).
69% of Students with Disabilities demonstrated expected screener within-year growth according to MAP.

Strategy 1:

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.

Strategy 2:

Improve alignment of instructional planning based on analysis of common assessments.

Strategy 3:

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

MULTILINGUAL LEARNER PROGRESS

Outcome: By the end of the 2025-2026 school year, 60% of Multilingual Learners who did not make growth or were not eligible for growth during the 2024-2025 school year will have made measurable growth on the ELD common assessment, which measures Speaking and Writing domains.
Strategy 1: 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).
Strategy 2: Establish and incorporate progress-monitoring routines to analyze the results of the FCPS ELD common assessments or Summit K12 assessments to monitor progress and revise students’ language goals and guide instructional decisions during tier 1 and tier 2 (additional language support).
Strategy 3: Establish and incorporate progress-monitoring routines to analyze the results of the FCPS ELD common assessments or Summit K12 assessments to monitor progress and revise students’ language goals and guide instructional decisions during tier 1 and tier 2 (additional language support).

Outcome:

By the end of the 2025-2026 school year, 60% of Multilingual Learners who did not make growth or were not eligible for growth during the 2024-2025 school year will have made measurable growth on the ELD common assessment, which measures Speaking and Writing domains.

Strategy 1:

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).

Strategy 2:

Establish and incorporate progress-monitoring routines to analyze the results of the FCPS ELD common assessments or Summit K12 assessments to monitor progress and revise students’ language goals and guide instructional decisions during tier 1 and tier 2 (additional language support).

Strategy 3:

Establish and incorporate progress-monitoring routines to analyze the results of the FCPS ELD common assessments or Summit K12 assessments to monitor progress and revise students’ language goals and guide instructional decisions during tier 1 and tier 2 (additional language support).

SCIENCE

Outcome: By the end of SY25-26, Science SOL scores for all students will increase by at least 3% from the Spring 2025 test to the Spring 2026 test as measured by the pass rate.
Strategy 1: (Elementary) Increase student access to high quality science instruction through sufficient time on the master schedule and use of centrally-developed curriculum.
Strategy 2: Utilize a balanced assessment approach, including a variety of formative and summative assessments, to evaluate student progress and inform instruction throughout lessons and units.

Outcome:

By the end of SY25-26, Science SOL scores for all students will increase by at least 3% from the Spring 2025 test to the Spring 2026 test as measured by the pass rate.

Strategy 1:

(Elementary) Increase student access to high quality science instruction through sufficient time on the master schedule and use of centrally-developed curriculum.

Strategy 2:

Utilize a balanced assessment approach, including a variety of formative and summative assessments, to evaluate student progress and inform instruction throughout lessons and units.