School Improvement Plan

Senior Leadership teams use a School Improvement Plan (SIP) as their main source of information to outline their strategic plans for the growth of their school. A school's stated principles will serve as the foundation for a school improvement plan, which outlines the steps and resources required to accomplish the goals.

2024-25 SIP

Section 1: District/School Data

How Has our Student Diversity Changed Year Over Year?

2020-21

Ethnicity	Number of Students
American Indian/Alaskan Native	11
Asian	46
Black/African American	37
Hispanic	160
Multi-Racial	119
Native Hawaiian/Other Pacific Islander	18
White	421

2021-22

Ethnicity	Number of Students
American Indian/Alaskan Native	9
Asian	41
Black/African American	43
Hispanic	159
Multi-Racial	104
Native Hawaiian/Other Pacific Islander	26
White	428

2022-23

Ethnicity	Number of Students
American Indian/Alaskan Native	7
Asian	53
Black/African American	44
Hispanic	153
Multi-Racial	119
Native Hawaiian/Other Pacific Islander	30
White	395

2023-24

Ethnicity	Number of Students
American Indian/Alaskan Native	9
Asian	48
Black/African American	36
Hispanic	155
Multi-Racial	110
Native Hawaiian/Other Pacific Islander	19
White	388

Number of Students Currently Enrolled at Each Grade Level

Grade/Program	Number of Students
AM Pre-K	5
PM Pre-K	N/A
Transition to Kindergarten	18
Kindergarten	85
1st Grade	93
2nd Grade	103
3rd Grade	124
4th Grade	88
5th Grade	95
6th Grade	91

Section 2: Culture of Equity Description/Statement

Hunt Elementary School is dedicated to fostering an inclusive environment that supports equity and improves student achievement for all scholars while working to close current and predictable achievement gaps. We will achieve our vision by encouraging teachers to collaborate and share culturally responsive instructional strategies within professional learning communities, enhancing student success.

Section 3: Mission and Vision Statement

Mission: At Hunt Elementary School, we lead with heart, learn with purpose and grow together.

Vision: Together with families and our community, Hunt Elementary envisions an inclusive environment where every child is valued, has access to high levels of learning, and is empowered to reach their full potential

Lead with Heart

Prioritize kindness, empathy, and compassion in every interaction.
Make decisions rooted in understanding and support for all.
Build a strong foundation of community and connection.

Learn with Purpose

Design intentional, meaningful learning experiences.
Empower students by breaking down barriers through education.
Pursue academic excellence, celebrating individual growth and effort.

Grow Together

Foster collaboration, trust, and respect among all members.
Value voices from students, families, and staff in decision-making.
Strengthen the community by supporting each other's growth.

Section 4: Family Engagement/Partnerships

Shared Planning and Decision Making

At Firgrove, we prioritize collaborative planning and decision-making, valuing the input of every stakeholder. During parent-teacher conferences, we engage in open dialogues, discussing achievements and challenges to set common goals. We actively seek feedback from all families on our improvement plan, recognizing the importance of diverse perspectives. Our commitment to transparency ensures equal opportunities for every family to contribute.

Communication Strategies

Our commitment to fostering a strong partnership with Firgrove School families is realized through a comprehensive and efficient communication strategy. The bi-monthly Firgrove Hawk Talk newsletter serves as a central hub for school updates, event details, and student highlights. Classroom newsletters provide a more personalized touch, keeping families closely connected with their child's academic progress and classroom activities. ParentSquare, a dynamic communication platform, enhances direct and timely messaging. It facilitates instant sharing of urgent updates, event reminders, and critical information while promoting two-way communication for questions and feedback. In addition to digital channels, we emphasize personal connections through individual phone calls and conferences. Teachers and staff are dedicated to reaching out personally, addressing concerns, discussing student progress, and strengthening the home-school connection.

Strengthening Relationships

Firgrove School upholds the core values of Inclusion, Courage, and Teamwork, anchoring our commitment to cultivating a thriving community. Recognizing the importance of strong family relationships, we introduced the Community Cafe in the 2022-23 school year. This initiative invites families to share insights and suggestions, fostering an inclusive and collaborative environment where all families feel a sense of belonging.

In the spirit of courage, we address challenges and embrace growth opportunities, while teamwork is emphasized through collaborative efforts with families to enhance the school experience. Encouraged by the success of our inaugural Cafe, we are excited to continue this initiative in the current school year. Our ongoing commitment reflects our dedication to open communication, nurturing relationships, and ensuring that Firgrove remains a place where every family feels valued and supported in their educational journey.

Supporting Learning at Home

At Firgrove Elementary School, we are committed to fostering a strong partnership between home and school to support our students' learning and growth. We utilize ParentSquare to keep families informed and engaged, ensuring that communication between parents and teachers is seamless and effective. Our classroom newsletters provide regular updates on classroom activities, learning objectives, and ways parents can support their children at home. We encourage active parent participation through representation at school events, creating opportunities for families to be directly involved in their child's education. Additionally, we offer access to vital resources through our school counselor and the Communities in Schools program, helping to address the diverse needs of our students and families. Parent-teacher conferences and report cards are integral to our approach, providing personalized insights into each student's progress and strategies for continued success. Together, these efforts ensure that learning extends beyond the classroom, with parents and educators working hand in hand to nurture each child's academic journey.

Collaborating with Community Partners

Firgrove Elementary values the strength of community collaboration, fostering enduring partnerships to enhance the support system for our students and families. Our longstanding alliance with Communities in Schools reflects our commitment to providing comprehensive support. The Firgrove PTA plays a pivotal role by generously supporting field trips, classroom materials, and organizing engaging family events.

We extend our appreciation to numerous businesses that joined hands with Firgrove to commemorate World Kindness Day, showcasing the power of collective goodwill. The Firgrove community demonstrates unwavering support through various fundraisers held throughout the year. These collaborations enrich our school environment, promoting a sense of unity and shared responsibility for the success and well-being of every student at Firgrove Elementary.

Hunt Elementary is committed to the goal of providing quality education for every child in this district. To this end, we want to establish partnerships with parents and with the community. Everyone gains if Hunt Elementary and the families it serves work together to promote high achievement by our children. Neither home nor Hunt can do the job alone. Parents play an extremely important role as children’s first teachers. Support for their children and for the school is critical to children’s success at every step along the way.

Hunt Elementary recognizes that some students may need the extra assistance available through the Title I program to reach the state’s high academic standards. Hunt intends to include parents in all aspects of the school’s Title I program. The goal is a school-home partnership that will help all students to succeed.

Hunt will jointly develop/revise with parents the school Parent and Family Engagement policy/procedures and distribute it to parents of participating children and make available the Parent and Family Engagement policy/procedures to the local community it serves.
- Posted on Hunt’s website
- Title I Parent Annual Meeting
- Feedback from Title/LAP Family Survey
Convene an annual meeting, at a convenient time, to which all parents of participating children shall be invited and encouraged to attend, to inform parents of their school’s participation under this part and to explain the requirements of this part, and the right of the parents to be involved.
Hold a Title I Annual Meeting in October. Invite all parents to attend this meeting via ParentSquare. Use developed PowerPoint to present requirements and the rights of parents to be involved.
Offer flexible meetings, such as meetings in the morning or evening, and provide other necessary resources as there are available related to Parent and Family Engagement.
Flexible timing, options for virtual, in-person, or phone. Collaborate with parents on time that works best.
Involve parents, in an organized, ongoing, and timely way, in the planning, review, and improvement of the school plan under Section 1112, schoolwide under Section 1114, and the process of the school review and improvement under Section 1116.
- Family Feedback Survey
- Title I Annual Meeting
- Parent input on SIP plan
Provide parents of participating children timely information about programs
- Notification of Service
- Timely Progress Reports
- Conferences Monthly Parents Make a Difference Newsletters
- Communication Folders for K-3 Students
- Monthly Parent Square Messages
A description and explanation of the curriculum in use at the school, the forms of academic assessment used to measure student progress, and the proficiency levels students are expected to meet.
- School Handbook
- Progress Reports
- Classroom and School Communication
- Monthly Newsletters
- Curriculum Letters sent home to families
- Share program information and resources at Back to School Nights, Curriculum Nights, and/or Open House
If requested by parents, opportunities for regular meetings to formulate suggestions and to participate, as appropriate, in decisions relating to the education of their children, and respond to any such suggestions as soon as possible.
If schoolwide program plan is not satisfactory to the parents of participating children, submit any parent comments on the plan when the school makes the plan available to the district.
Family Survey
Title I Annual Meeting

Section 5: Teams

Building Leadership Team

The primary function of Hunt's Building Leadership Team (BLT) includes building school-wide systems and goals, developing professional development, facilitating communication, and fostering a positive and productive learning environment. BLT plays a crucial role in improving school performance, implementing educational initiatives, and promoting a culture of shared leadership and accountability.

Principal: Kris Diamond
Assistant Principal: Tamera Marcoe
Kindergarten: Laura Kraft
First Grade: Nicole Porter
Second Grade: Tatum Chitwood
Third Grade: Kristin Volkman
Fourth Grade: Jennifer McDonnel
Fifth Grade: Connor Bates
Sixth Grade: Kaitlyn Mineard
SPED: Cheryl Head
LAP/Title Teacher: Patricia Peterson

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.

Lindsay Williams - Transitional Kindergarten
Brittany Spencer - Kindergarten
Kristina Jelvik - LAP/Title
Marissa Jordan - Resource Teacher
Mythais Esp - Second Grade
Eric Harmsen - Third Grade
Chris Turner - Fifth Grade
Kadyn Baller- Sixth Grade

SPARK Team (Supportive Practices and Resources for Kids)

This team's primary focus is addressing the unique needs of students who require support beyond Tier 1 intervention to achieve success. The team is responsible for assessing and enhancing the effectiveness of support systems, particularly those at tiers 2 and 3. It's important to note that all students, regardless of any specific label or designation, are eligible for support and assistance of this team.

Kris Diamond, Principal
Tamera Marcoe, Assistant Principal
Heather Pierson, Psychologist l,
Marlo Harmsen, Dean of Students
Erin Legg, Counselor
Kristina Jelvick, LAP/Title
Patricia Pedersen, LAP/Title

Student Equity Advisory

Hunt Elementary has two students from each classroom in grades 3-6 that meet once a month to discuss important topics and provide voice to our students in creating an environment where they belong, feel safe and significant.

Parent and Community Partners

Hunt has developed partnership. with the community to support our students

PTA

Our Parent Teacher Association (PTA) is a strong partnership of committed parents and teachers.

Starbucks

Shawn Solheim - Provides student and staff incentives for goals met as well as building a positive school culture.

High Pointe Church

Stephanie Larkins - Provides student and staff incentives and volunteer support for school/PTA sponsored activities.

Section 6: Plan/Needs Assessment

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
Discipline Referrals
Suspension/Expulsion Data
Restraint and Isolation Data
Healthy Youth Survey
School Climate Data
Fall Student Survey
English Language Proficient Data
Title III Data
Review of Student Plans (IEP, 504 Plans)
Educator Data
Fiscal and Finacial Data
Attendance Data

Contributing Factors in Areas of Strengths and Challenges

Chronic absenteeism continues to decrease over the last four years.
Grade level teams are engaging in data meetings every 6 weeks.
The Title and LAP team has a multitude of researched-based interventions to support. Regular progress monitoring of students to track progress and growth.
Classroom level use of mClass progress monitoring and interventions to support core +more.
Our MLL team continues to support classroom teachers and families with high levered practices to support our MLL students.
We are proud of our staff commitment to PTA and the support that comes from our PTA board with programs such as our school wide art docent program and student incentives.

Areas of Strength

Research-Based Interventions (Title and LAP): The Title and LAP team employs a diverse range of researched-based interventions, allowing for highly tailored support to address the unique needs of students.
Research-Based Interventions (MLL): MLL team provides strong researched based interventions and works collaboratively with staff to ensure students receive the resources needed.
Effective Progress Monitoring: Regular progress monitoring using mClass enables the school to precisely track student growth, providing timely insights for targeted interventions.
SPARK TEAM (Student Supports and Resources for Kids): The team supports staff and students as systems are created to support the unique needs of students.

Areas of Improvement

Building Data Literacy: Supporting educators to increase their data literacy to access and analyze data to provide targeted interventions.
RTI Blocks: Build the capacity of grade level teams to work interdependently of each other to support differentiation and addressing students' individual needs.
Grade Level Data Meetings: Building transparency around student data and sharing of practices with teaching and learning.
Core Plus More: Building the capacity of educators to offer small group instruction utilizing mClass interventions and other district-approved curriculum.

Goal 1: Aligning Instructional Systems – Academic Tier One Instruction

Data-Driven Review:
During 6-week cycle meetings, grade-level teams will analyze student data, assess pacing alignment, and evaluate the use of district-adopted curriculum to ensure consistency and effectiveness.
District Common Formative Assessment Analysis:
Grade-level teams will evaluate common formative assessments to identify strengths, challenges, and next steps for improving teaching and learning.
Instructional Walks:
Conduct monthly classroom observations to monitor curriculum fidelity and provide timely feedback for instructional improvement.
Feedback and Implementation:
Utilize a feedback loop where teachers implement strategies from professional development and data cycles to adjust instruction, providing necessary supports or extensions for student success.

Goal 2: Aligning Instructional Systems – Data Meetings/Formative Assessment

Develop and Distribute Common Tools:
Create and distribute common data protocols, schoolwide agendas, data tracking templates, and student work analysis protocols for use in 6-week cycle meetings and PLCs.
Schedule and Structure Meetings:
Develop a calendar for all 6-week cycle data meetings and PLCs, ensuring alignment with instructional pacing and assessment schedules.
Include time for collaboration with LAP/Title, MLL, and SPED teams to support differentiated strategies.
Monitor, Assess, and Celebrate Schoolwide Data:
Maintain a data wall in a shared location to build a culture of transparency and celebrate grade level, teacher, and student growth.
Formative Assessment as a Tool to Inform Instruction:
During six-week data cycles and PLCs, teams will use district and classroom common assessments as formative tools to guide and improve instructional practices.
Schoolwide Area of Focus C6:
Using multiple student data elements to modify instruction and improve student learning through one-on-one conversations during observations and evaluations.

Reflection: Vision and Equity in School Culture and Practice

Purposefull People SEL curriculum fully implemented in grades K–5 and Character Strong in 6th grade, focusing on skills, learning behaviors, problem-solving, empathy, and emotional management.
School-wide morning meetings to build community.
Weekly student recognition to highlight desired character traits.
Care contracts/classroom agreements co-created by students and teachers outlining expectations.
Designated block on the school-wide schedule for classroom circles to build community.
MLL high-level practices implemented to support multilingual learners.
Academic intervention block built into the master schedule to address academic gaps.
Student Equity Team and Principal/Student Lunches to elevate student voice.
School-wide Title and LAP supports provided to close opportunity and academic gaps.

2023 Hunt Elementary Overall Framework Score by Student Group

Student Group	Framework Score
All Students	7.35
American Indian/Alaskan Native	N/A
Asian	8.85
Black/African American	5.45
Hispanic/Latino of any races(s)	5.95
Native Hawaiian/Other Pacific Islander	N/A
Two or More Races	8.95
White	7.55
English-Language Learners	4.38
Low-Income	6.35
Students with Disabilities	2.35

Section 7: Improvement Plan to Support Schoolwide Goals and Strategies

Goal 1: Aligning Instructional Systems: Academic Tier One Instruction

Criterion 5: Improving Instruction
Puyallup School District Strategic Direction: Academic Achievement

By June 2025, all Hunt Elementary teachers will implement the Bridges Math Curriculum with fidelity, including modules, workplaces, and Number Corner, aligned with the PSD pacing guide. Success will be measured by grade-level data reviews, curriculum assessment analysis, and a 50.6% proficiency growth on the STAR Math Assessment for grades 3-6, demonstrating mastery of grade-level standards.

Goal 2: Data Meetings/Formative Assessment

Criterion 5: Improving Instruction
Puyallup School District Strategic Direction: Academic Achievement

By June 2025, 100% of teachers at Hunt Elementary will actively participate in 6-week cycle data meetings in collaboration with LAP/Title, MLL, and SPED teams, utilizing a common data protocol, schoolwide agenda and a common data document. These meetings will focus on analyzing common formative assessment data and student work to guide and enhance teaching and learning practices. Success will be measured by the consistent use of meeting protocols, agendas, data documentation, and the analysis of student work during both 6-week cycle data meetings, the implementation of common teaching practices across each grade level and achieving an average grade-level proficiency score of 50.6% or higher on the STAR math assessment for students in grades 3-6.

Goal 3: Strengthen Tier One MTSS-B for Students and Staff

Criterion 2: Ensuring School Safety
Puyallup School District Strategic Direction: Social-Emotional Supports

By June 2025, Hunt Elementary will strengthen their Tier One MTSS - Social Emotional Behavior (SEB) supports for students and staff by increasing positive student recognition, embedding restorative practices, and fostering clear expectations and routines schoolwide. Success will be measured by a 10% increase in the Fall-to-Spring Student Survey results focused on belonging, safety, and feelings of support, as well as document referrals by month and look for a steady decrease as Tier One strategies are implemented more consistently.

Goal 4: Improving Attendance

Criterion 8: Closing the Gap
Puyallup School District Strategic Direction: Social-Emotional Supports

By the end of the 2024-2025 school year, Hunt Elementary will decrease the number of students that are chronically absent from 32.49%to 22.49%   as measured by PSD insights chronic absenteeism reports. This will be achieved through the creation of an attendance team, regular data review, relationship-building with families, proactive communication about attendance, and student incentives. 

Goal 5: Align Instructional Systems: Student Engagement

Criterion 8:
Puyallup School District Strategic Direction: Academic Achievement

By June 2025, 100% of Hunt Elementary teachers will implement strategies that foster mathematical discourse, student collaboration, and goal setting, using the 8 Mathematical Practices and Jo Boaler’s approaches. Success will be measured through instructional walkthroughs, a pre/post math identity survey showing increased confidence and engagement in grades 3-6 and STAR Math proficiency for grades 3-6 will reach 50.6% or higher.

Section 8: Activities to Support Schoolwide Goals and Strategies

Implementation and Accountability Plan: Roles, Responsibilities, and Collaboration

G1: Each week, as a grade level team, we will visit the goal and implementation of Tier One Curriculum.
G2: LAP/Title, Administration (meets weekly) and MTSS Team (meets 2x a month) for reviewing and revising goal.
G4: Attendance Team consisting of administrators, teachers, counselors and support staff (meets weekly)

Professional Development and Resources to Support SMARTIE Goal Implementation

MTSS team will participate in a book study to grow our understanding of PLC teams for the purpose of teaching and learning.
Tier One Navigation for our 1st grade and 3rd grade teams.
Coaching from Teaching and Learning for 6th grade team.
CKLA coaching