School Innovation and Improvement Plan (SIIP)

Gunston Elementary

Region 6

Kristen Rucinski, Principal

Area of SIIP : READING BY 3RD GRADE

Measurable Outcome | Goal: 

●The percentage of MLs in grades K-3 demonstrating low risk will increase by 7 percentage points from fall 2025 to spring 2026.

● The unadjusted pass rate for the Grade 3 Reading SOL will increase by 5 percentage points from spring 2025 (71%) to Spring 2026 (76%).

Related Strategies

● 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).

● Utilize routines and explicit instruction to intensify phonics and word study instruction in alignment with the core curriculum (ex. ECRI, Lexia, implementation guide resources).

● Increase teacher pedagogical skills in evidence-based literacy instruction to improve implementation of the core curriculum (ex. explicit instruction, student discourse).

● % students demonstrating active participation in lessons

● Learning Readiness: Incorporate structures and practices into classroom environments to consistently monitor and attend to students' instructional and social-emotional needs.

Area of SIIP : Math

Measurable Outcome | Goal: 

● By June 2026, the percentage of students with disabilities passing the 2026 Math SOL (grades 3-6) will increase from 57% to 62% according to the Spring SOL 2026 data.

● By June 2026, the percentage of students in grades 1-6 demonstrating expected screener with-year growth in math (iReady) will increase from 57% to 62% according to the spring 2026 screener data.

Related Strategies

● Increase teachers' implementation strategies related to Shift 1: from stating a standard or learning target toward communicating the learning intentions

● 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.

● 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.

● Learning Readiness: Incorporate structures and practices into classroom environments to consistently monitor and attend to students' instructional and social-emotional needs.

Area of SIIP : English Language Progress

Measurable Outcome | Goal: 

● By the end of Spring 2026, the percentage of multilingual learners making VDOE WIDA growth as measured by the WIDA ACCESS will increase by 7% (from 57% to 64%)

Related Strategies

● 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.

● Learning Readiness: Incorporate structures and practices into classroom environments to consistently monitor and attend to students' instructional and social-emotional needs.

Area of SIIP : Chronic Absenteeism

Measurable Outcome | Goal: 

● By the end of the SY 2025-2026, Gunston will reduce it's chronic Absenteeism rate by 4 percentage points from 13.1% in June 2025 to 9.1% in June 2026.

Related Strategies

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

● Identified time in the master schedule is used to implement Morning Meeting (ES) or Responsive Advisory Meeting (MS/HS) with fidelity to improve student perceptions of belonging.

● 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).

Area of SIIP : Science

Measurable Outcome | Goal: 

● By end of SY2025-2026, all students will improve from an adjusted pass rate of 71% (spring 2025) to an adjusted pass rate of 77% as measured by the Science SOL in spring 2026.

Related Strategies

● Increase frequency of student learning experiences that are inquiry-based and hands-on through the use of centrally-developed curriculum resources.

● Ensure that all students regularly engage in rigorous science and engineering practices through the use of scaffolds.

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

● Learning Readiness: Incorporate structures and practices into classroom environments to consistently monitor and attend to students' instructional and social-emotional needs.