001as well as give you an update of what transpired at the steering one committee meeting and our next steps uh with moving forward. If you can go to the next slide. Uh just as a recap, I want to remind us of the process that we'll be using over the next few months. The steering committee will do most of the work really dedicating about 12 to 15 hours of time uh as a collective in u coming together as a group. The steering committee functions as the working group. So they gather the input. They may be reviewing some of the data and they'll also be helping with drafting the recommendations. The superintendent follows up with leading the development of the plan, reviews and brings the plan forward uh to the board. Um but the board will ultimately
002adopt and monitor uh the plan as well. the superintendent um refineses the recommendations, ensures that there's some alignment and the resources are available so that whatever the strategies and initiatives that are indicated in order for us to proceed to meet those priorities, those resources are there. And then finally, you know, the board is the governing body. You gave the green light for this process to begin. Uh you'll be also adopting the plan and you'll be monitoring the performance of the plan. So let's talk about the timeline. Uh the timeline for the project uh is still the same and we'll uh let you know that we are on track. Uh we completed the project uh planning um and now we're starting the steering committee meetings. That second meeting will be tomorrow. Uh we have also started
003the stakeholder engagement but because there were some surveys that were already done we're looking at those surveys so that the surveys we put together will be more of um an addition and not kind of repetitive questions. So we just want to make sure we're doing uh the best uh relative to that and uh getting additional information and not information we already have. Uh we anticipate that those surveys and focus group meetings will begin to take place in March and April. Um and we'll be doing some data analysis work um also in March and April which will inform our next steering committee meeting. Uh we'll be coming back but that next steering committee will be in March and then followed by that we will be in April for the next board work session. So along the
004way you'll have opportunity to see what's happening also to add your input as well so that the final product could be something that the entire uh district and stakeholders can support. Um again that uh final uh leadership draft should be completed by June. Um and then we'll have that board presentation in July 14th. Uh we have started some of the early steps with the uh data graphics but we don't expect that work to really start until around May June but right now we're just collecting you know uh logos colors those types of things um in order for our team to get started. So for steering committee uh meeting one uh we uh met earlier this month. Uh we had approximately 25 members that were in attendance at that meeting. Um what we did is really
005worked on defining the scope of the strategic planning work so that the team understood what would be their expectations over the next few months. Uh we also worked in small groups. So we did some whole group um activities but then we also worked in small groups looking at other strategic plans to really give us an idea of what this process will entail and what the end product could be. So you look they looked at some uh various plans that gave them some ideas about what things they liked about it, what things resonated with them. Uh and those things would then kind of lead to the development of the final um plan. um the steering input will inform the draft plan that will be provided to the board. So what were some of the things that
006we heard at that meeting? Um basically from the six groups there was some alignment. Um the committee has um selected and um really wants for there to be a clear and concise plan of no more than 10 to 15 pages. want to identify maybe four to six uh core commitments or priorities that would be the the large focus. Uh definitely the plan should be student centered, student focused. Um there is an um a request to really ensure that there are visible timelines and milestone tracking so we could see the progress that's being made over time. Um it should be professional and accessible um to the community. um also physically as well as on the website. Um and while it could be data informed, we don't want it to be overwhelming, right? So not so dense
007that it's not attractive for people to read, but also media enough for people to understand where you are and where you're going. So those were the the big headlines from that. Um and now I'll pass it to Grant who will walk us through our governance lens. >> Thank you. Good evening. Good to see everybody again. So, now we're going to pivot to how we're going to spend the bulk of our time um this evening, which is getting your thoughts and feedback and perspective on a few different guiding questions that we will ensure um are integrated into the work we're doing with the steering committee and then can be used as a framework for you to ultimately evaluate the draft of the plan uh when we bring that forward from the steering committee. And so if
008we could go to the next slide, we have a series of questions um that we really want to talk through with the board to get your perspective and Dr. Thomas Reynolds is going to be charting some of your your thoughts um some of your feedback. Um but just wanted to start with the first sort of guiding question and topic uh for this evening which is about student outcomes. And so I'll just read through some of these questions but then uh would open it up to the board to hear some of your feedback. Um, so some of the things to think through when we're talking specifically about student outcomes is what must be true uh for student success in Littleton Elementary School District. Uh what outcomes matter most and not just in terms of like programs
009underway and things like that, but what would it look like from a real uh tangible measurable perspective um to know that we've been successful? And with the third one, another way to kind of approach this conversation is my hope for Littleton graduates is that they um so that we have another way to say like are we actually achieving this for students that um are leaving the district and going on to high school. So I I'll open it up um to the board. We'd love your feedback. These are a few different um questions that can be used to to guide or frame your feedback. um but specifically uh looking at student outcomes and we'll get to some other topics as well, but we want to start with this one. And with that, would love to open
010it up to the board to hear any any thoughts you have that can be used to to drive the plan. Um, whatever is done needs to be done with a mindset, a mindset of adaptability so that all of our students are able to learn where they are. Other thoughts when it comes to student outcomes, how will we know if we've been successful in crafting the plan? Yes. I'm just going to say with my experience in working with different people over the years I've been here, reading is one of them. I'd like to see that these young people when they are finished with Littleton that they know how to read. I deal with some men that I work with in the church that can't even read some of things or they don't want to. So maybe
011it's a love for reading. I don't know what it is, but so they can be able to get out into the into the world and be able to read whether it's an engineering book or a textbook or whatever it might be. So that for me is at least one thing measurable, I don't know, but that's what they're going to have to have to be prepared for the future. Any other thoughts, Linda? >> Yeah. Basic math skills. I just I think you know I mean algebra and all that stuff is really good but basic math skills our kids don't have that and yes they can use a calculator but if they don't know how to use it what are they you know then what are they going to do? um you know I agree with all
012the points that's been stated but um actually u making sure we have the staff and the programs in place to be able to make sure that that um those goals can succeed because without the support um our students can't really achieve those goals that we set for them. >> Um I would like to add on to what Marcus said like staff that isn't burnt out or overworked so that they're able to do the magic that teaching and Yeah, that's what I was thinking. >> Um, I would say also like long-term planning that you know when we actually say we review this data and we don't succeed at it that holding ourselves accountable as leaders. um to make sure that next time we review what happens um so that doesn't happen again next time. >> And
013I don't know how to do this one, but I can remember as a kid I always felt like I was in a corner and wasn't always able to respect it or talk to or something like that. I don't know how it is how that when when our students leave, they'll at least be open to being able to talk with other people rather than just I don't want to talk to you for whatever. I don't know. I don't know what the word say for me. Thank you. The social again. So, yes. Yes. Something. Very good. Thank you. >> I I would like to add like that bottom one. My hope for Littleton graduates is that they when they go to La Hoya or Talison or West Point, they're successful in their classes. Like they don't need
014to be in the remedial classes or things like that. They can walk into high school and feel confident in their ability. they're prepared for the next level, >> right? >> And how do we prepare our exceptional students for a success, those that are in exceptional student services? You know, how how are we going to prepare them to be successful? I think kind of piggybacking off of that also um having our students be able to have real world skills and abilities because a lot of our students you know and I hate to say some students are not exceptional. A lot of our students the next step at the high school is not college. It might be the workforce and they need to be able to budget. They need to be able to live. So just having
015real world skills um I think would make them successful. because a lot of gened students don't have life skills either. >> They don't know. They don't know what a nickel is. >> Along that line, I don't know. This is one of those pipe dreams way out there. Would it be available for if some of these parents needed to have some budgeting skills? Could we have I don't know what is it an evening class or some type of class that they could invite parents to come in and say okay this we're teaching your kids about budget. Would you also like I don't know that's up there but we're just throwing throwing things out tonight. So let's just something along that line. And just with that in mind, even options being presented to them. I think getting
016kids excited about the next steps even before those steps come gives them an opportunity to have something to look forward to. So I would love for Littleton to be a district where our students have maybe the military come to visit even in you know seventh to eighth grade um have college fairs where there people are coming and explaining college and and what that entails and you know people explaining trades. Job core is really really big in Phoenix and they can come and that will be something even for the students of job core to be able to get credit where they come down to the schools and explain the carpentry trade or the brick laying trade or you know BCT anything and allows our students to understand that there are multiple ways to be successful and
017for them to be able to kind of connect with you know what what works for them and gives them something to look forward so not be hopeless if they're not you know traditionally geared towards college or something along those lines. Yeah, I'll add on to what Curtis and Rachel said that um at our family welcome center, making sure that that is just more than just a welcome center, but it's also a community hub to where that if parents, students, or staff or community need resources for a certain thing, they can go to to be able to um help their household. >> So along that same line, I don't know, we're putting all these things for students. We want to make sure that there's other kids that are not members of the district, if I can
018say, they want to come, I don't know that I can say that right. They want to come to Littleton because of what we've got together on our plan right here. So, >> so I believe that Littleton does all of these things. I just want us to I don't know the right word, expand on them. Um, go more in depth because I know like like does an amazing job with the financial part like amazing. Um and our other schools like our STEM schools and our leadershipmies and um our welcome center like I've gone in there several times and and they're amazing. Like they've always been so friendly. How can we I guess deep dive and do add to it to what we already have because I think what we have in place is really good. I
019just think we can add to it. So off of like what Amy and like what um you know Marcus said you know staffing you know what how do we you know with our staff so they aren't burned out >> yeah I think adding that is that um really hypering up our marketing um in our visibility as a district within our own community um moving forward I think would be really helpful as well. Any other thoughts? >> Um the question that was my hope um for Little graduates is that they you can just >> the last question right there. My hope for little graduates is that they >> Okay. Um yeah, this one I don't know. It's pretty emotional. Um I guess but you know there's a lot of things we want our kids to do
020but we just want them to thrive you know and whatever that they want to do in life you know because we never know the path that they're going. I never thought when I promoted from fine arts I was going to be a board member five years later. So um of the same district. So I think um you know that wasn't in my eighth grade promotion plan. So um you know whatever kids want to do that they have the resources and the support system to thrive at what they want to do. >> That's really good. I was going to say that. Um, but I guess I would say my hope for Littleton graduates is that they are equipped to adapt to the changes, you know, in in life, in the world, that they're able to to
021to stay above water pretty much. >> Um, I would say ditto, but I guess um my hope for Littleton graduates is that they are confident that they can succeed in any situation that they're put in. So, I'm kind of ditto with the rest of them, but my hope for the Littleton graduates is that they, you know, I just want them to leave with a good taste and like just to feel successful and know inside that they were supported and that we helped start the pathway to their future and led them to believe that they are capable of anything >> and set them up for success. >> I was going to say success, but maybe be prepared for what they want to do in the future. If I again look at my career and what I
022think back, there aren't a lot of things I remember from college. Well, there are a lot of things I remember from elementary school and other places that were those first primal whatever you thoughts and actions or whatever it was. I probably don't that I live back there, but my thoughts go back there more frequently. Not that I'm older, but they go back there more frequently than than college. So, I'm successful and prepared for the future. Any other thoughts? Okay, I'm going to move us to the next topic then. So, that was incredibly helpful in terms of hearing a variety of different perspectives and a lot of different ideas. Um, but with this next slide, we're going to talk a little bit about um prioritization. So, especially thinking about this in terms of um year one
023or year two, what are the most important things to focus on? And you know the other way to say that is that second question there. What cannot be compromised. So when you think about all of the things that we would like to accomplish, all of the things that we would like to see reflected in the plan, what is most pro, what should be most prominent and what should be kind of at the um pinnacle in terms of priorities, what cannot be compromised. Would love to hear any thoughts you have there on what's most important. And again, this will help inform development with the steering committee. I believe we can do everything. >> I think what cannot be compromised is student emotional well-being. And you know, I think a lot of times we as a district,
024not just our district, but all districts, we're so based on like what what do the school the test scores say? Like let's get them. Okay, these are not good. Let's get, you know, let's get them up for the next time, next time, next time. So we're working our kids like mules, not being conscious and cognizant of their social emotional well-being. So I think we cannot compromise um you know that aspect of them, that social part of their spirits. >> Um yeah, I 100% agree with what with what Rachel said. I think from my perspective is um the diversity of our student population and our staffing. Um that's kind of what I feel is cannot be compromised. >> Um I would say the understanding that our we educate the whole child like they're kind of what
025Rachel was saying they're not just a test score. They're not just a double score. Um they're a whole child and we need to focus on their strengths and find a way to use their strengths to help them learn how to read or do basic math. And I was just going to go back to basic skills, you know, how to get along with your friend. What's the book I learned? Everything I needed to do in kindergarten. But the basic skills, whether it's reading, writing, emotional, getting along one with another. Just those basic skills that are going to launch them into the future that that can't become compromised. They can't get out there and not know who I am, what I need to do. Any other thoughts? Things that cannot be compromised. That's how you said that.
026>> Staff, our staff, especially our support staff. >> Any last thoughts before we go to the next section? Okay, >> we will push. >> Say that again, please. What's the question? students. >> You want to take the mic so they can hear it out. >> This may also help. Right. Um, in terms of thinking about non-negotiables, what you all have just stated is that you definitely want to educate the entire child. You want that uh child to be educated in knowing uh feeling confident and comfortable in basic skills and able to thrive from that. You also want uh for this to extend beyond just academic because it's the social emotional well-being is just as important. And the means by which we'll be able to do that is looking at your staffing understanding that we have
027our teachers but our support staff is just as important in this process. That's what I'm hearing. The sounds okay. Anything else that is a non-negotiable for you? Um I know this is this is a work in the progress. Um but sustainability um you know whether it's gardening um trees, learning about the environment um and one day hopefully electric vehicles in our fleet um so that we can combat air pollution in our community. um you know because we have really really bad um air pollution in our community. So I feel like that's for me is a non-negotiable. you other thoughts? I don't know if this is answering your question really, but non-negotiables for me are um I want to maintain our special education programming and our gifted programming and our English language learner programming and supporting
028those students that just need more support or need additional challenge to be, you know, engaged in school. programs engagement investment to kind of keep it as well. >> And I think um another thing is uh I can't say the name um like reading not reading um like arts, music, theater um forgetting the name of it. extracurriculars, I guess, special areas for Yeah. related arts. Um, that's what I was trying to find, related arts. Um, there's so many acronyms of related arts. Yeah, I feel like those are really non-negotiable. And I think over the years we've seen, um, we've lost a lot of our arts programs in our district. Um, and so I really want to make sure that we have art teacher, a music teacher, a dance teacher, um, PE teacher at every single school.
029Um, so that our kids can have that Okay, I'm going to pivot to the next section here which is a little bit different and this came up in the first steering committee meeting in terms of um community confidence. So in your role as elective stewards um part of it includes obviously uh gaining and maintaining the public trust. So, a couple questions to think about here um that would again help us guide conver ongoing conversations with the steering committee is what would make this plan successful in the community and how will we know that the community has confidence not only in the plan but in your oversight of it. So, starting to think a little bit about not just the content of the plan but how will you check in on the progress of the plan
030um in the coming school year. So again, none of these are actual decision points for tonight, but really looking to get your your feedback, perspective on different themes um that can be used to evaluate the the final um components of the plan and content of the plan. So would love to hear any thoughts you have on how we can frame guard rails for draftiness. >> I think community input is so important. I know um a lot of parents have conveyed um feeling as if they have not been included in certain things. I think about when we log into Facebook and we'll get these random um advertisements for like charter schools in the neighborhood like oh come to this you know open house come to this you know so I think if the community had opportunities
031that were widely publicized where they knew that this is what's going on this is your opportunity to be able to have like a open forum and discuss it you know question and answer where it's you know back and forth not just being spoken to but they're able to you know give input as well. I think the community be a lot more vested in the growth and any changes because they would feel like they were at the forefront of them. >> Um, I agree with what Rachel said. I would also add if our enrollment starts to drop and we start having more charter schools in the district or more charter schools looking in the district, then that tells me that we're not meeting the needs of our community. >> We went I'm sorry. We went to
032this specialized focus campuses because um we saw that this is what charter schools were doing to get students to enroll. And so that's what we did. We made our schools have focuses. So if we're not meeting their needs, our parents and our community will go somewhere else. So >> um yeah, 100% agree with what Rachel and Amy said. um you know especially when kids I I think at a younger age parents have way more options compared to high school for schooling um charter schools are very vicious when it comes to young people um and elementary school students. So, I do agree that we have to take the community along the path. You know, it can't just be a plan. We show them they're be like, "Oh, well, I didn't know they were making a plan."
033Um, I didn't know what what is a strategic plan, you know. Um, I know this is something new to our district and to our community. So, um, taking them along the progress of it, not just telling them that we have a plan, making sure they're a part of it. Um, because it cannot be continued to be top down model. It has to be from bottom up. It has to come up from the bottom. the community has to be a part of it. Um, and however that process looks like is um, what our superintendent and our administration does. >> I I agree with all that's been said. I think one thing that I've noticed again in my career is the mere fact that we have these nice plans and they stay right here. They don't get
034out. I don't know if you know, you got to get the kids to participate in them. The kids can take them home to parents. Parents then can say, "Oh, my kids go to Da D." And they want to here. It's We get inundated with information today between emails and texts and everything else like that. Maybe there's going to be a better way to do this. I don't know. Stamp it on your I don't know what it is. Go back to the old way of sending a piece of paper home with the kids. We've got an activity. Take it home and let mom and dad put it on the refrigerator. I don't know what it is. I guess that's something we can come up with or the group. That's got to be a better way of
035getting what we feel is important as a plan for these kids to the kids and into the parents. >> So, I guess my thing is how do we get the community involved? Like how do we get them to come to things like this? Um I know there's um there's probably several listening online, but how do we get them to come to the schools and to listen to, you know, what we've got going on? How do we get them to get involved and be part of the committees that we have? Um I I just went to a meeting of the principal, the interimm principal at Lake and I'd say there was maybe 20 parents there and you know Lincoln's Lincoln's growing and it's becoming a pretty big school and they've had a lot of challenges this
036year. So, what do we do as a district and a board to get our community and our parents involved? I see like I'm part of every Facebook group of all the schools and the district and there's stuff on Instagram and Facebook and well, not Tik Tok, but um so yeah, I guess figure out how we get them more involved and and know that, you know, we are approachable. Um, I would say to to Linda's point, um, is I've always been a fan of surveys. Um, you know, I think that's an important way. I think when we did our uniform survey, I think that was the first time, at least as a city board member, I actually saw real data from the community, like input on what people thought about a decision that we actually made.
037um that wasn't just a small committee or internal decision from staff. Um it was actually community input. Parents were actually able to make decision um on something that could affect their kids. So I think moving forward as we make decisions like this like I mentioned why I wanted to know earlier on who was going to be on the steering committee because if you do that survey let the community know early on we are doing a strategic plan. Maybe that parent who just moved in wants to get interested and be on that committee. And what that does is that builds internally trust to a lot of new homeowners who are buying homes in our district to be able to actually be a part of of a new process and build that early buy in because it
038shows that we are willing to take uncomfortable approaches and new approaches that actually drive in people and keep them here um instead of going to AMS or Legacy or Sun Valley Academy. So, we really have to do innovative and yes, it's a new stuff and it's it's requires new work and new skills and new knowledge of things, but it what it does is it benefits us as a district overall. So, I've always been a fan of it. I really liked how we took our time with the uniform survey process. It took us, I think, almost a year to do it. Um, we saw the data and we we had input. So, um, >> um, I don't know, maybe Dr. Dr. could add. I know that was the first time I've ever seen a survey presented
039to the board like district. >> My understanding is it was specific to the request. So that's why it went out. It was specific to the request to investigate uh uniforms. >> All right. Any other comments on community? I would just say um to everyone's point when there's a level of familiarity and people know who this person is and what role they play they become more vested. I think about um at one point my my own children were at Kolar and they had a very very strong PTA there and everything was consistent. I think they have like it's you can feel it like they have that going on. They you know have it's a smooth welloiled machine. But I think a lot of times it's something that we as a district are working on is trying
040to establish that at every school because then there are parents who kind of are vested in it and they share with other parents like hey listen you know that on Tuesday this is what's going on you should come to it you know and a lot of times um when that happens you know that word of mouth makes other parents become invested too like oh this is what's happening okay well you know I want to be involved in it as well. Um, what I feel like you guys are also saying, it's more of a branding to have your school, your district stand out, but then each school, whether your special schools, your STEM schools, whatever they may be, to be elevated. That's what it's okay. All right. >> Good. Good there. >> Okay, we're going to
041go to the next piece here, but don't lose sight of the last bullet there, particularly the if you could go back one slide. Um the last bullet there, how will we know the community has confidence in both the plan and our oversight of it? And that's what we're going to be talking a little bit uh more with this next slide here. So, if you go to the next slide, what evidence does the board expect to see? So from some of the things that you shared uh with what you want to see from students you talked about um reading scores math math seal let's talk about some evidence now so we can know how do you know if you've met that what will it take for you to feel comfortable that you have met that threshold
042>> yes this is just something um that we think about as far as um just behaviors. So we get a report and it lets us know you know this behavior and this infraction happened at this school. Um I think that um as a board will be evidence that um these things are are working is when there's a a decrease and a decline because a lot of times we are without you know certain supports if those supports were in place and then we see evidence of it by a reduction in these behaviors then I think that will be um you know really very very telling. trying to see because I know we're going to talk about monitoring at the next slide. So, I don't know if maybe this is jumping ahead, but um actually seeing results.
043So, like whether it's creating smart goals throughout this process to ensure that we actually met those goals or how close we are to succeeding them or where or where we fell short. >> Okay. Um, I would hope to see that we are retaining our staff and our administration um at our sites and then hopefully that enrollment will either stay the same or I would love for it to grow and maybe us push charter schools out of our district. >> So, um, teacher retention, >> not just teacher retention, >> staff ret staff retention. Okay. and enrollment. >> Okay. An an example of just this is evidence that you want us to see by the throughout the process or just like at the at the end of it. >> So we we can I I feel where
044you are because you're kind of like am I looking at it for the year? Am I looking at it quarterly? Right? And so we we can kind of move into the second question as well as we think about this. But based on this evidence, how frequent would you want to see it? Right? Is it something um just at the end of the year? Is it something you would like to see the status on by quarter semianually? You know, I think once, you know, we get an idea of that, that would also help in how we shape the the final results of the goals once the the data begins to show where we're starting and where we're trying to go. Twice a year. Okay. Okay. >> Sorry. I was thinking quarterly only because then it would
045allow us more opportunities to be able to see if we need to pivot, change something um you know and just make those adjustments um you know by quarter. >> Okay. >> I don't know how much quarterly would be, but I think I'm in with Grant Marcus here. Maybe even semiannually at least that way you can at least get somewhere in there. It's not quarterly. I make adjustments every quarter, but at least semianually you can make adjustment for the second half or see where we are on target or not or where we may need to tweak something here. Just we got the staff and as soon as we put rubrics on what they're supposed to be watching everything else, maybe that's what they need to do. We do it uh semianually and if it's proving more
046successful and we're getting things, maybe we can do it quarterly and see how we're moving up and down. Okay, take a while. Okay. So, um now we're we're going to the next slide and we're looking at the next one. This will be some alignment. So, um, if we click one more time, as the committee begins to bring this together and put forth, you know, what the goals would be or the goals that they're proposing, there will need to be a look at some of the policies and the reporting structures to just ensure kind of like on what we just did here, how would that cadence really be semiannually, quarterly, what have you. So, there's nothing for us to do tonight relative to this. We just wanted to note that this will be ongoing and as
047we come back in April, we'll probably be looking at this to ensure you know how are we being accountable for this over the duration of the 3 to 5 year plan that we do develop. Uh so this is not something we need to make note of right now but it is something that you'll have to think about once the priorities are established and the goals have been established. what would be the the mechanism or the policies to ensure that your superintendent, the leadership team, the principles and the schools have what they need in order to be able to thrive. So, nothing to do tonight, but just something to kind of think about long term. Okay. Um, so the the next step is kind of giving you an update of what will happen tomorrow during our
048steering committee 2. uh that will be held here uh 10:30 to 12:30m. At this time uh we will begin to start working in groups again looking at what's on the website right so looking at the your mission statement your vision statement what resonates what might be missing uh what may need further clarity and so this will be the stakeholders way of being able to provide some input relative to that um and then when we come back we'll take what uh they have shared based on the information what you all have also provided what synergies are we beginning to see what connections are we beginning to see that kind of can begin to bring the whole thing together. So, uh that will be tomorrow. Uh we're very excited about that. Uh we usually share uh information
049um from what other uh districts are doing, but it's a kind of a dive into your core values, your mission, your vision, and um just to get feedback. Um it's what's out there in in the space right now, and let's get get some feedback on, you know, clarity on it. Do we understand it? Does it fit for the time that we're in right now? Okay. Then I'll open it up to any questions. >> So, I'll just ask one when we're talking here. I mean, we were talking about not pushing to the end too quickly. This is a fiveyear program, a five-year plan, excuse me. >> Five year plan. >> And in that, so we're not going to have the first year everything that we need to look at the fifth year. We're going to do
050some type of a progressive type thing and do a little incre whatever increment it might be to address this one, this one, this one as we come. Is that correct? >> That's exactly it. So, you may have some things that you begin planning, then you maybe have a year two where you're implementing some things where you haven't quite started something else because you can't do everything. Let's go back to one of the things in the beginning. You can't do everything, right? So, you're going to have to prioritize and that's where um you know based on the feedback from the committee and the superintendent and his team, what's the best strategy to move things forward that would get you the most results that would address those guard rails that you've in essence provided us with tonight.
051>> Yeah, thank you for taking the time. Only took 45 minutes. So, very happy. Um as the stakeholder engagement goes, Have you guys created a schedule and what groups you plan to engage in? >> We have not finalized that yet. What we've been doing is just looking at the surveys so we can kind of see what do we need to establish relative to that survey first. The second thing is that I think when we'll be back here in April, we would like to do some focus groups at the schools um some parents and that sort of thing. There is the option where we can also do that online um as well. So we're open um to whatever would work best for uh the group. Uh but we have talked about students. We've talked about um
052again going to the different schools. You do have some voices of you know teachers, administrators and so forth that's on the stakeholder groups. But I do think um having you know a little bit more uh feedback from parents you know based on some of the things tonight that have been shared would be um helpful. Um and so those focus groups would happen though um in April. >> Okay. Yeah. I just wanted to make sure that we really get input from students and parents and staff. Um you know, we we can say and do everything in this room, but if we don't have students or teachers, there's no point of this plan. >> Yeah. They're the end users, right? And the primary benefactors. So I agree. >> No support from the outside yet. Any other comments,
053questions while we're here? you must have done a good job of uh getting what you need. Anything that you need to ask us or that we've missed along the line there? >> No, I think um what this is helpful for uh for us is really to just help us understand what are the concerns that you have. So, as we're talking about uh the things that we're seeing, we're going to have a litmus test almost. Okay. Is where does this check off on this list? And there might be some other things that come up that the group um also identifies, but this is a way of just making sure we all are kind of in line, you know, from the steering committee to the superintendent and his team and then also with the board there's full
054alignment. >> So, thank you all. >> Any other comments? Dr. Any comments? >> I'd just like to um thank everyone for for their work with this. um thank our facilitators and thank the board for the input. Um, I mean, it's an opportunity that that I think we have to capitalize on some some phenomenal things moving forward. And you know, as long as we continue to give voice to it and to identify what those needs are and to um truly look at that that centerpiece that is student focused and what are the things that will help our students because ultimately that's what this is all about is it's about our students and um how they are able to to kind of move through the world um after this after their their experiences with us. You know,
055obviously we want all of our stakeholders to to be engaged and I think the work that's been laid out right now really has begun to do that. Um last a couple weeks ago when we met with the steering committee, it was I think it was a it was an amazing opportunity. I think everyone came in not really knowing what to expect and for for me I had a you know I had an inkling because I had gone through these processes before. Um and as folks were leaving you you really saw genuine smiles on their face because you could see people seeing that there's this light there's this hope there's this opportunity that we can create something that will do something phenomenal for our community. So, I'd like to just appreciate everyone in this. >> Thank
056you so much. Any other final comments? If not, item number six, I have a motion for adjournment. >> I second. >> All in favor? >> I You done good, guys. >> Thank you all.