School Improvement Plan

Firgrove Leadership Team

• Principal
• Assistant Principal
• Dean of Students
• Counselor
• Representatives from the following teams:
  • Transition to Kindergarten/Kindergarten
  • 1st Grade
  • 2nd grade
  • 3rd grade
  • 4th grade
  • 5th grade
  • 6th grade
  • MTSS
  • Specialists
  • Paraeducator

Multi-Disciplinary Team

This team is focused on addressing the needs of students requiring more than Tier 1 to be successful - primarily focusing on the effectiveness of the supports and systems in place to support these students. They are also responsible for establishing, monitoring, and adapting the systems for Tiers 2 and 3. Students do not need a designation (label) to be supported by this team.

• Counselor
• Title/LAP
• Dean of Students
• Assistant Principal
• Principal
• Classroom Teachers

PLC Team

Each grade level PLC team meets weekly; however, these teams also meet every four weeks with the administrative team, MTSS lead, and counselor to review data and make informed decisions for student supports based on academics, behavior, and attendance.  All member of the school are involved in these meetings including specialists and therapists.

Parent and Community Partners

• Communities In Schools
• Firgrove Parent/Teacher Association
• Local Businesses

Most Meaningful Data Used in Needs Assessment

• Washington School Improvement Framework
• WaKIDS
• Smarter Balanced Assessment/Interim Assessment Blocks
• Universal Screening
• Progress Monitoring Data
• Curriculum Based Assessments
• Student Mobility Data
• Discipline Referrals
• School Climate Data
• Stakeholder Survey
• English Language Proficiency Data (WIDA)
• Title III Data
• Special Education Eligibility/Disproportionality Data
• Review of Student Plans (IEP, 504 Plans)
• Educator Data
• Stakeholder Engagement
• Community Data

 

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Strengths in Specific Areas of Learning

The school’s strengths include a dedicated and passionate staff, equitable access to high-quality curriculum and resources, and a strong sense of community. The collaboration among teachers, parents, students, and community members further enhances the learning environment, creating a supportive and inclusive atmosphere.

Challenges

Challenges include serving a student population with significant economic disadvantages (70% of students qualify for free and reduced lunch), a high percentage of non-native English speakers (representing 19 different home languages), and a transient student population (25% of students being new each year). These factors contribute to the complexity of meeting a wide range of academic and social-emotional needs. Additionally, limited time for team collaboration and professional development further complicates efforts to address these challenges.

Supports Available

Firgrove offers a comprehensive array of supports for all students in behavior, social-emotional, and academic areas. These include Positive Behavior Interventions & Supports (PBIS), restorative discipline practices, a full-time counselor, and district-provided social workers. Academic interventions are supported through MLL services, Title/LAP services, school-wide SEL curriculum (Purposeful People and Second Step), special education services, differentiated instruction, and small group instruction.

Educators and School Culture

Firgrove’s school culture reflects its commitment to inclusivity and diversity, as seen through visual representation, student-created artwork, daily class meetings, and active student participation in school initiatives. The school also values staff and student voices, incorporating them into climate and culture surveys. However, there is a recognized need for professional learning focused on evidence-based math practices to strengthen teaching, learning, and intervention supports.

MTSS Framework

The school’s Multi-Tiered Systems of Support (MTSS) is designed to meet the diverse behavioral, social-emotional, and academic needs of students. Tier 1 interventions focus on universal academic, behavioral, and social-emotional support through evidence-based practices. Tier 2 offers targeted interventions for students needing additional help, while Tier 3 provides intensive, individualized support for those with significant challenges. Firgrove is committed to improving its MTSS by enhancing data-driven decision-making, including all voices in the process, and aligning professional development with student and staff needs.

Supports Available for all Students in Behavior, Social-Emotional, and Academics

Firgrove offers a comprehensive array of supports for all students in behavior, social-emotional, and academic areas. These include Positive Behavior Interventions & Supports (PBIS), restorative discipline practices, a full-time counselor, and district-provided social workers. Academic interventions are supported through MLL services, Title/LAP services, school-wide SEL curriculum (Purposeful People and Second Step), special education services, differentiated instruction, and small group instruction.

How is the School's Vision and Equity Statement Reflected in the Actual Building Culture and Day to Day Activities?

Firgrove’s school culture reflects its commitment to inclusivity and diversity, as seen through visual representation, student-created artwork, daily class meetings, and active student participation in school initiatives. The school also values staff and student voices, incorporating them into climate and culture surveys. However, there is a recognized need for professional learning focused on evidence-based math practices to strengthen teaching, learning, and intervention supports.

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2023 Firgrove Elementary Overall Framework Score by Student Group

Student Group	Framework Score
All Students	3.95
American Indian/Alaskan Native	N/A
Asian	5.28
Black/African American	3.58
Hispanic/Latino of any races(s)	3.50
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	4.45
White	3.65
English-Language Learners	1.43
Low-Income	3.03
Students with Disabilities	3.18

Goal/Priority #1

In the 2024-2025 school year, Firgrove Elementary School will decrease the percentage of chronically absent students by 10%, reducing it from 40.82% to 30.82%. This goal will be achieved by partnering with families to promote student learning, implementing strategies to engage all families—especially those historically underserved (Student with Disabilities and MLL) —and collaborating with community partners to support consistent attendance and enhance student engagement. This goal emphasizes equity and inclusivity by supporting all students, especially those with diverse learning needs, to achieve academic success.

Goal/Priority #2

By the end of the 2024-2025 school year, Firgrove Elementary School will increase the percentage of students meeting proficiency in English/Language Arts by 10% from end-of-year 2023-2024. This will be accomplished by implementing equitable teaching practices, elevating Tier I and MTSS practices, providing targeted support for students who are currently below proficiency (Student with Disabilities and MLL), and engaging families and the community to create a supportive learning environment for all students, with a focus on closing achievement gaps for historically underserved groups (Students with Disabilities and MLL). This goal emphasizes equity and inclusivity by supporting all students, especially those with diverse learning needs, to achieve academic success.

Goal/Priority #3 

By the end of the 2024-2025 school year, Firgrove Elementary School will increase the percentage of students meeting proficiency in Math by 10% from end-of-year 2023-2024. This will be accomplished by implementing equitable teaching practices, elevating Tier I and MTSS practices, providing targeted support for students who are currently below proficiency (Student with Disabilities and MLL), and engaging families and the community to create a supportive learning environment for all students, with a focus on closing achievement gaps for historically underserved groups (Student with Disabilities and MLL). This goal emphasizes equity and inclusivity by supporting all students, especially those with diverse learning needs, to achieve academic success.

Title I/LAP Push In and Small Group Supports

• Assessment Dat using PSD Insights
• Title/LAP Team, Classroom Teachers
• PLCs, District Provided PD sessions District Approved Title/LAP intervention resources

MLL Push In and Small Group Supports

• ELLevation
• MLL Team, Classroom Teachers
• Training, Modules withing ELLevation, PD hours provided by district.

Principal Direct Mondays: Data Analysis Protocol

• Assessment Data using PSD Insights
• each Grade Level/Team, 8 Mondays throughout the year
• Data Analysis Protocol PD on Supplemental Days, PLC _+ Framework

Curriculum: CLKA & Bridges

• Common Assessment
• Master Schedule, Classroom Teachers
• Curriculum PD provided by Teaching and Learning, tier 1 Navigation, CKLA Coaching, Bridges Coaching

UDL: UDL Strategies

• Assessment Data using PSD Insights
• All Staff
• UDL PD on Supplemental Days, Universal Design Daily: 365 Ways to Teach Support, & Challenge All learners (Book) Katie Novak PD

UDL Professional Learning Modules

• Increase in levels of proficiency of all students, specifically multilingual learners and students with disabilities
• Lead team of teachers and administrators will engage in the learning to them distribute the learning to the whole staff
• UDL Modules through Katie Novak's resources

Co-Planning and Co-Teaching for Multilingual Learners Book Studies

• Increase in levels of proficiency of all students, specifically multilingual learners
• Lead team of teachers and administrators will engage in the learning to them distribute the learning to the whole staff
• Co-Planning text and Co-Teaching text

ELLevation Professional Learning

• Increase in levels of proficiency of all students, specifically multilingual learners
• Lead team of teachers and administrators will engage in the learning to them distribute the learning to the whole staff
• Support from our Multilingual director as well as access to the ELLevation resource

Family Engagement Nights

• Reduction of chronic attendance
• The school Leadership Team will plan and implement these events
• Curricular resources to share with parents

WSIF Grant-Funded Activities and Resources

• Universal Design for Learning (UDL) Instructor Stipends – $6,240

• Co-Planning and Co-Teaching for Multilingual Learners (MLL) Instructor Stipends – $5,460

• ELLevation Modules for Multilingual Learners – Professional Development Stipends – $4,550

• Universal Design for Learning Modules (UDL) – $2,500

• Texts for Co-Planning and Co-Teaching Course – $480

• Pocketalk Plus Translation Devices – $3,500

• PLC+ Playbook – $300

• Universal Design Daily: 365 Ways to Teach, Support, and Challenge All Learners – $300

• Attendance Incentives – $1,000

• Supplies for Coordinating Attendance Programs – $500

• Family Engagement Nights (HAWKS – Helping All With Knowledge and Support) – $2,170