Principals and district staff outline kindergarten math routine that aims to boost early proficiency

Longview School District officials on Feb. 9 described a set of kindergarten math routines and assessments they say are producing midyear gains and creating clearer pathways to grade‑level proficiency.

At a study session, Carrie Montgomery, executive director of teaching and learning, told the board that the district is aligning school improvement plans to the district strategic plan and using midyear measures — notably the iReady diagnostic — to make instructional adjustments before year’s end. "iReady is an assessment we do three times throughout the year," Montgomery said, adding that it "allows for mid course corrections." Montgomery emphasized that the district is setting stretch midyear goals to predict outcomes and guide interventions.

Principals from two elementary schools described classroom practices. Bridgette Piper, Kessler principal, highlighted counting-collections activities and daily 'number corner' routines that give students regular, brief opportunities to talk about math, use manipulatives and demonstrate reasoning. "It's a low-floor, high-ceiling activity where every student has access," Piper said, noting teachers use partner talk and formative checks to differentiate practice.

Willie Lee, CVG principal, described the district’s data dives — regular, grade-level reviews that break iReady results down by strand (such as number and operations) and by student — to inform teacher and coach actions. Lee said those drills permit targeted interventions and extensions, and help teachers plan vertical transitions from kindergarten to first grade.

District staff framed the instructional approach around four math domains and recommended 60–90 minutes of math experiences across the school day for kindergarten. Presenters said a strong Tier‑1 core instruction, consistent routines, and math coaching are central to improvement; they also cited professional development in which trainers modeled lessons in teachers’ own classrooms.

Midyear numbers presented by staff showed variability across schools: Montgomery reported district kindergarten midyear proficiency around the low‑40s percentage range, with Kessler showing midyear results the district described near the upper‑50s and CVG in the mid‑40s for overall kindergarten proficiency in the iReady winter diagnostic. Staff said both schools ended last year’s kindergarten with roughly 70% mastery and projected that, with current supports, year‑end mastery could rise toward 80–90% for some cohorts.

The board discussed family engagement strategies and ensuring preschool and Head Start partners are aware of the district’s kindergarten expectations. Staff said the district continues outreach to preschool partners and is expanding training and vertical planning so first‑grade teachers are prepared to receive students who have mastered counting and cardinality.

The presentation concluded with questions about classroom logistics, materials and the district’s math-coach structure. Board members praised the emphasis on student talk, teacher clarity and hands‑on materials as drivers of engagement and learning.