Our strategic plan, Envision Shoreline, guides everything we do to prepare students to thrive academically, socially, and emotionally, built around three interconnected priorities: every student supported, all students literate, and each student thriving. As we reflect on last year's progress and look ahead to this year, our work reflects real, sustained progress across all three areas.

Last Year in Review: 2025-26

Shoreline School District wrapped up the 2025-26 school year with meaningful progress on our three strategic priorities. This work focused on building sustainable systems, strengthening classroom instruction, and using student data more consistently to guide support and decision-making across schools.

A key highlight was the launch of a Multi-Tiered System of Supports (MTSS) pilot at three elementary schools and one middle school. MTSS is a framework that helps schools organize academic, behavioral, and social-emotional supports so students get the right help at the right time. Pilot schools formed leadership teams, established progress monitoring routines, and strengthened core classroom instruction, with the middle school pilot placing particular emphasis on behavioral supports and coordination of student interventions.

On the literacy front, all elementary teachers implemented foundational reading instruction, with a focus on phonics, decoding, vocabulary, and word analysis skills. The district piloted the Fishtank Learning English Language Arts (ELA) curriculum, and following strong feedback from teachers and leaders, adopted it as the new required elementary ELA curriculum. This fall, thanks in part to the generous support of the Shoreline Public Schools Foundation, every elementary school classroom is implementing Fishtank to strengthen reading instruction and help improve learning for all students.

Early results indicate encouraging signs in preliminary K-5 literacy data:

• Nearly four out of five 1st and 2nd grade students met end-of-year reading benchmarks
• The 2nd grade class improved by more than seven percentage points since kindergarten in reading
• 3rd grade reading achievement remained strong
• 5th grade students showed modest improvement on the state ELA assessment

Middle schools expanded reading intervention programs, and high school pathway work focused on strengthening writing skills and expanding access to college-level coursework.

To support student well-being, all district administrators received restorative practices training, and schools continued implementing Positive Behavior Intervention and Support (PBIS) practices focused on consistent expectations and relationship-based classroom routines.