The Longview School District is focused on improving the rigor and relevance to make sure all of our students are well-prepared for success in college and career. That focus is outlined in the district’s 5-year strategic plan which is called “Design for Excellence.”
Our Design for Excellence involves actions taken at the districtwide level, and specific actions at each school. The actions focus on increasing student achievement and strengthening the traits that are typically found in schools that are highly successful.
Here you’ll find both comprehensive and summarized information about the Design for Excellence including the school-level actions planned for this school year contained in individual “School Improvement Plans.”
The mission of the Longview Public Schools is to ensure that every student learns the knowledge, skills, attitudes, and behaviors to become a responsible citizen in a rapidly changing society.
Our Vision Statement
Ready to Learn, Ready for Life. Together We Aspire and Achieve.
Longview Public Schools: The district of choice for families, educators and support staff!
Our Primary Goal: Increase Student Achievement
- through a partnership of students, staff, parents, and community;
- in a supportive, caring, innovative environment;
- with a commitment to challenge each learner to reach their potential.
- As measured by the state summative assessment:
- District student achievement levels will exceed state average achievement levels in all grades and content areas.
- The district’s overall improvement of its achievement levels will exceed the state’s average levels of improvement.
- In grades 2-8, as measured by the Measures of Academic Progress (MAP) assessment, 75% of students will experience at least one year of academic growth for every year of instruction.
- In grades K-1, as measured by the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) assessment, 75% of students will be reading at expected levels.
- Four year and five year graduation rates will exceed state average graduation levels.
- High school, end of year, course failure rates will decrease each year and not exceed 5% by the end of the 2021 school year.
- Enrollment in Career and Technical Education (CTE), Advanced Placement (AP), Running Start, and Honors courses will increase each year.
- The number of AP exams taken by our students will increase each year.
- The percentage of students scoring a 3 or above on AP exams will exceed national averages by the end of the 2021 school year.
Our Secondary Goal: Improve the Culture and Climate of our Schools
- As Measured by the Center for Educational Effectiveness (CEE) annual survey:
- District average staff ratings for the 11 Characteristics of High Performing Schools will exceed that of High Performing Schools.
- The percentage of staff members rating each of the 11 Characteristics as being almost always true or often true will reach 75%.
- District average parent ratings for the 8 Characteristics of High Performing Schools will exceed that of High Performing Schools.
- The percentage of parents rating each of the 8 Characteristics as being almost always true or often true will reach 75%.
- District average student ratings for the 7 Characteristics of High Performing Schools will exceed that of High Performing Schools.
- The percentage of students rating each of the 7 Characteristics as being almost always true or often true will reach 85%.
Our Focus Areas
We are committed to providing a rigorous and relevant education for each of the students we serve. We will focus on literacy (reading and writing) and numeracy (math) and recognize that teaching literacy and numeracy is the responsibility of all teachers, regardless of grade level or content area. We also will strive to provide diverse curricular and co-curricular options to our students so that they are able to explore and discover their gifts and their personal and vocational interests. We will constantly review the curricular and co-curricular options available to our students to ascertain areas in which we may need to provide additional opportunity. Opportunities that will be considered for expansion and revision include: Career and Technical Education, Project Lead the Way (PLTW), Science Technology Engineering and Mathematics (STEM), Advanced Placement (AP), College in the HS, Running Start, Highly Capable (HiCap), and Visual and Performing Arts. We will assure that students in poverty are not denied these opportunities due to their lack of resources.
We are committed to providing additional, focused educational services to our students who are struggling to meet expected achievement and behavior standards. We will monitor the academic and behavioral progress of each student, and provide targeted intervention during the regular school day when skill deficits are identified. Extended day programming for students in need of additional services will also be provided through after school and summer school educational opportunities. To help meet our goal of increasing graduation rates, credit retrieval options will be provided students who need additional opportunities to earn course credit. Additionally, a flexible and vibrant alternative high school program will be available for students who are struggling to succeed in a traditional high school setting. We also recognize our responsibility to intervene to meet the needs of our student who are already achieving at high levels so that they are able to continually grow academically and socially.
We recognize that many of our students come to us with social, emotional, behavioral, and physical health needs and recognize that it is our responsibility to work with our students, their families, and community organizations to help our students overcome these challenges. Through meeting these needs we are then able to more effectively meet the academic needs of our students.
The Longview Public Schools are focused on student learning and strive to create a system whose foundation is built on improving its student achievement levels. We believe that all students can learn and that it is our responsibility to assure that all of our students do indeed learn. We will focus on literacy (reading and writing) and numeracy (math) and recognize that teaching literacy and numeracy is the responsibility of all teachers, regardless of grade level or content area. We will provide opportunities for students to explore their interests and passions, and will be given guidance and instruction regarding the “life skills” necessary for future success. To this end, we will strive to provide diverse curricular and co-curricular options for our students to explore throughout their experience in the Longview Public Schools. We are also committed to providing a safe and supportive learning environment for our students so that they are able to explore their strengths, address their weaknesses, and take academic risks which will allow them to challenge themselves to reach their potential.
The Longview Public Schools are committed to recruiting, retaining and developing effective, well-trained, passionate, and student centered staff members. We are striving to make the Longview Public Schools the district of choice for Southwest Washington educators and support personnel. We will do this by creating and maintaining an environment that is marked by exemplary student performance in a positive, supportive, and caring culture. Professional development that meets the needs of our staff members will be provided and staff members new to our district will be provided additional support as they transition into our district. We will provide professional development opportunities for our staff which are focused on literacy, effective instructional design, the establishment of clear and essential learning targets, and dropout prevention. We are committed to compensating our employees fairly and competitively so that we are able to attract and retain outstanding staff members who are focused on serving our students. Our employees are our greatest resource and we recognize that they constitute the majority of our resource allocation.
Adopted on May 23, 2016; revised on April 24, 2017.