School Improvement Plans

Bernice Vossbeck Elementary:

In our second year of adoption, 100% of classroom teachers (up from 25% last year) will teach the SRSD writing approach. Grade-level teams will collaborate to hone their instruction, align student outcomes, and ensure foundational writing skills for all students.
By May of 2026, 70% of our ML students will be in the high growth and/or high proficiency category in Reading and 60% in Math, as measured by the STAR Growth Report.

Fisher Elementary:

Through professional learning sessions, peer observations, instructional coaching, and collaborative planning, Fisher teachers will intentionally increase the use of our identified non-negotiable strategies — Think-Pair-Share with accountable pairings, sentence frames, and word banks. Teachers will grow their use of these strategies from a self-reported baseline of 28% to at least 60%, as measured through self-assessment tools and instructional rounds data.
Fisher Elementary will strengthen our Multi-Tiered System of Supports (MTSS) by implementing schoolwide behavior supports through Positive Behavioral Interventions and Supports (PBIS). During the 2025–2026 school year, we will improve implementation of PBIS fidelity at the Tier 1 level. Success will be measured using the Tiered Fidelity Inventory (TFI), with the goal of increasing our Tier 1 implementation score from a baseline of 13 to at least 22 (out of 30) by the end of the school year.

Isom Elementary:

Implement the evidence-based practice of Think-Pair-Share with consistency and accuracy schoolwide. Isom Multilingual students will improve their average score on the Speaking and Language Development Rubric from 10.4 to 15.0 by June 2026.
Develop and implement systems that promote authentic two-way communication between families and the school, enabling families to share their perspectives, experiences, and ideas for improving student learning and belonging. Isom will increase the number of family survey responses from 78 to 150 by June 2026.

Lynden Middle School:

We will use WIDA assessment speaking scores to measure the effectiveness of this goal. Specifically, we will focus on multilingual learners’ speaking proficiency with the goal of increasing WIDA speaking scores by one level for all ML students when comparing Spring 2025 to Spring 2026 results. 
Lynden Middle School will develop and implement a systematic process to identify, monitor, and support students demonstrating Tier 2 needs related to behavior and attendance, ensuring timely interventions and consistent data-based decision making. LMS will implement a Check & Connect program with identified Tier 2 students supporting their behavioral & attendance needs.

Lynden High School:

LHS staff will increase engagement and learning for all students through the use of Purposeful, Structured, and Accountable Talk (PSAT) routines in all classrooms. As a result of increased opportunities for academic discourse delivered with intentionality and regularity, we expect to see growth in overall student learning. Specifically, we will focus on multilingual learners’ speaking proficiency, with a goal of increasing WIDA speaking scores by at least one level for all ML students when comparing Spring 2025 to Spring 2026 results.
LHS will strengthen a culture of belonging, empowerment, and direction by increasing opportunities for students to engage in cultural celebration, leadership and club participation, peer mentoring, and meaningful recognition systems. Progress will be measured by increasing the percentage of positive student responses on belonging and recognition survey items from 80.9% in fall 2025 to 85% in spring 2026.

Lynden Academy:

Lynden Academy staff will increase engagement and learning for all students in grades K–12 using academic conversations by 5%. Specifically, we will focus on Jigsaw Conversations and Think-Pair-Share strategies.
By the end of the 2025–2026 school year, Lynden Academy will increase the percentage of kindergarten through fifth-grade students performing at or above grade level in mathematics by 5% as measured by spring assessments compared to the prior year.