Longview superintendent outlines entry plan, cites behavior, attendance and mental‑health as top challenges

Superintendent Lauren presented a public update on her entry plan at the Longview School District board meeting on Dec. 9, summarizing interviews, school visits and student data and proposing strategic‑planning next steps for January.

The superintendent said she had met “with over a hundred individuals,” visited more than 45 classrooms and used the district superintendent search firm’s profile to guide listening and learning. She told the board she heard broad support for the district’s mission and fiscal stewardship but consistent concerns about student behavior, mental‑health supports and attendance.

The presentation framed the entry plan as three phases: listening and learning (completed work), sharing (the Dec. 9 report) and proposed next steps. The superintendent said the district is seen as “fiscally sound” but that sustainability is a concern because the district plans to draw more than $1 million from its fund balance and faces aging facilities needing upkeep.

Among key data points presented: about 51% of incoming kindergarteners were assessed as ready in literacy; approximately 31% were ready in math. The superintendent showed i‑Ready and state readiness comparisons and noted that students who attended the district’s Kinder Bridge (pre‑K/kindergarten transition) program tended to score higher on the state “WA Kids” kindergarten readiness measures. She said 50% of kindergarten students reached grade level in math at the end of the year and that the district’s four‑year graduation rate is about 85%, with comprehensive high schools above 90% and a 63% “ninth grade on‑track” rate (students with the six credits expected by the end of ninth grade).

On climate and well‑being, the superintendent cited the 2024 spring Seeds of Hope survey and told the board staff and families report higher perceptions of student purpose and belonging than students report themselves. She said that mental‑health and behavior issues, attendance and phone use in secondary schools were the most frequently cited barriers to student success.

Staff systems named as strengths included professional learning communities (PLCs), recent elementary curriculum adoptions for foundational literacy, advisory periods at secondary schools and community mental‑health partnerships; the superintendent said awareness of those partnerships varies by community members and staff.

Proposed next steps for January included: - Begin a strategic‑planning process that elevates student voice and defines a “portrait of a graduate.” - Convene board work sessions on early childhood through second grade, ninth‑grade on‑track pathways to graduation, special education collaboration with teaching and learning, and fiscal management for sustainability. - Continue threat‑assessment and suicide‑assessment training for counselors and administrators and refine discipline procedures to align with updated state guidance. - Create more structured parent advisory opportunities (quarterly PTO/booster/parent group meetings) and continue classroom visits and stakeholder meetings.

Board members thanked the superintendent for the depth of outreach. Board member Jennifer called the report “a good foundation” for updating the district strategic plan; other members urged continued community engagement and attention to staff workload and self‑care for district leaders.

The superintendent and board framed the entry plan as an ongoing listening process; she said she will return with additional data and recommended next steps in January and follow up on implementation steps and procedures tied to policy updates.