School Innovation and Improvement Plan (SIIP/ESSER) At-a-Glance

• 2023-2024

• McNair Upper Elementary School

• Region 5

• Melissa Goddin, Principal

The Elementary and Secondary School Emergency Relief (ESSER III) is a federal grant, which requires that spending be used in specific areas. Part of the Fairfax County Public Schools spending plan identifies funding to be used for Unfinished Learning and Student Academic and Social, Emotional, Mental Health (Wellness) Needs. 

Reading by 3rd Grade

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.

Goal: By the end of the 23-24 school year, all third grade students who perform at or below the 39th percentile on the fall iReady Universal Screener will demonstrate growth on the iReady in all domains resulting in meeting or exceeding their stretch growth goal on the spring 2024 iReady. Other data points to be considered as measures for student growth will include the Passage Reading Fluency, Lexia, and the Core/Pass. 

• Strategy 1: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk.
• Strategy 2: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. 
• Strategy 3: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block. 
• Strategy 4: Family & Community Partnerships: Link family engagement activities to learning.

Mathematics

Outcome: Ensure students are making sufficient progress to be on grade level in Mathematics.

Goal: By the end of the 23-24 school year, students who score below the 39th percentile on the iReady Universal Screener will improve by at least one level in the Numbers and Operation as well as the Algebra Thinking domains.

• Strategy 1: Improve teachers’ implementation of Framework for Engaging & Student-Centered Mathematics Instruction.
• Strategy 2: Increase teacher implementation of explicit instruction and other components of effective mathematics intervention.
• Strategy 3: Increase systems of support during the school day, after school and summer to help students achieve success in mathematics.
• Strategy 4: Family & Community Partnerships: Link family engagement activities to learning.

School Selected: 4th-6th Grade Reading

Outcome: Ensure students are making sufficient progress to be on grade level in English Language Arts.

Goal: By the end of the 23-24 school year, all 4-6 grade students who perform at or below the 39th percentile on the fall iReady Universal Screener will demonstrate growth on the iReady in all domains resulting in meeting or exceeding their stretch growth goal on the spring 2024 iReady. Other data points to be considered as measures for student growth will include the Passage Reading Fluency, Lexia, and the Core/Pass. 

• Strategy 1: Increase use of data (e.g., iReady, CORE, PASS, PRF, WIDA) to plan instruction and monitor progress for students demonstrating risk. 
• Strategy 2: Improve use of interactive read alouds for building knowledge and vocabulary through texts that affirm students' lived experiences. 
• Strategy 3: Improve daily, systematic, explicit instruction in phonological awareness, phonics, and morphology in the core language arts block.
• Strategy 4: Family & Community Partnerships: Link family engagement activities to learning.