001Mr. Nielson >> here. >> Mr. Senicos >> present. >> Mrs. Barnett >> here. >> Mrs. Sashanek >> here. >> Miss Dollar >> here. >> We'll stand for the pledge of allegiance. Follow me in that. [clears throat] >> I aliance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. >> I remind [clears throat] you to silence your phones and we'll take a moment of silence here. Thank you. Next item is board member statements. Any of the board members got any statements they'd like to make? I had an opportunity to attend first Friday at Lake and Prep. It's always such an exciting experience because the students are being celebrated and more than anything, you just see the level
002of camaraderie our students have for each other as they clap for each other and acknowledge each other and their accolades. So, it was absolutely wonderful. It's wonderful every month. But with the present state of everything being what it was, it was refreshing that our students are still able to come together and really celebrate um all their growth. >> Thank you. >> So I had the opportunity, the privilege to attend um Littleton's um celebration of an A school and it was absolutely amazing. I have been in education for 25 years and I have never seen one go from the start time to the finish time just like they said. I mean, we started at 8:00, we ended at 8:25 and by 8:30 we were done. Those kids were amazing the way they clapped for all their
003friends. You could tell that they were genuinely excited when their friends names were called. Um, I also came over here the other day to the science fair. It was so exciting. I learned um so I learned the best paper towels that you need to buy and it's actually the um Kirkland brand. Okay, it's not the ones that you get in the grocery store. It's not the name brand. It is the Kirkland brand. Those are the best ones. I learned about the um best long-lasting lip gloss, which was very important to me. Um I see you guys looking. I'll let you know when we're done with the board meeting. Okay. I took pictures. Um, and I learned about caffeine, how um, caffeine raises your heart rate um, from a monster as opposed to coffee. And then
004there was one girl there, I took pictures of her project cuz I thought it was so exciting. She made an automatic dog feeder bowl, like dog feeder thing where you just crank it out and it feeds your aunt, you feed your dog. It was it was so exciting. Yeah, that was it. Thank you very much. >> Um, I as well was able to attend um, the district science fair and was thoroughly impressed with the automatic dog feeder bowl. I wanted to buy it so that we could just take it home to my house and I don't have to worry about my dogs anymore. Um, I also had the joy of um, watching the Fort Glorico dance show at Freeman Fine Arts Academy. I love that we're embracing the diversity on campus um and our schools
005and allowing students to display their culture, but also students who it might not be their culture to be able to learn um about another cultures in their community. And then as well as I got to see um the Missoula Children's Theater play of Alice and Wonderland. That was great. I love seeing students being able to act and the fact that they get it done in a week is amazing. from costumeuming to memorizing their lines to placement and it I just can't say enough. It's an amazing program and I'm so glad that we have it coming um to Freeman Fine Arts twice a year through grants. Um and then lastly, I was here for school choice night and it was great to see all the different schools here. I loved that we had um Talson Union
006High School here for our eighth graders who are moving on. And I think that that's a great community building practice and I'm excited that maybe we can continue that on in the future. >> Thank you so much. >> I have one more. I forgot. I was here for school choice, too. It was so awesome to see all the kids here and how excited they were and the cheerleaders. And I overheard several parents talking about how much they really enjoyed the the food trucks that were outside. And I didn't really have a problem. I came here like midway, a little after 5. I didn't have a problem parking because it seemed to just go like in a rotating motion as you came in. You maybe had to drive around once, but by then people were someone
007was leaving so that you could just, you know, there was a spot to park. >> Thank you, Mr. Sis. >> Um, good evening, Littleton community, colleagues, and everyone joining us for February regular board meeting. I want to first start by acknowledging that February is Black History Month. This month is an opportunity not only to celebrate the achievements, leadership, and resilience of black Americans, but also to reflect on the ongoing pursuit of justice and equality in our country. In public education, especially this month reminds us of the amount of generations who have fought for equal access to quality schools, fair funding, and safe learning environments. Their courage laid the foundation for the opportunities many of us have today. I also want to address the communication that was sent by our superintendent regarding ICE. I support the
008superintendent's decision to inform our community about the student and parental rights and provide clarity during a time of uncertainty. At the same time, I want to speak personally and clearly as a member of this governing board. I do not believe that ICE has a place in our schools. And lastly, I want to share that I recently had the opportunity to attend advocacy conference in Washington DC where I met with our congresswoman Alita Graiva to discuss federal education policy and the needs of our district. It is an important conversation about ensuring that schools like ours receive the resources and protections our students deserve. Thank you all. >> Thank you very much. I guess I would add my comments to the science fair as well. Uh, one presentation had to do with music and how it affected
009your heart and heartbeats. The other one had to do uh not with paper towels but with detergents and which one was the best cleaner there. You remember that? And the other one I thought was interesting was potato batteries. If any of you have three potatoes and want to put some pennies and coins in them and an LED light, you can have your own little flashlight if you want to carry your batteries around with you. and I too had the opportunity to attend the celebration for the a rating over at Littleton STEM Academy. Uh the challenge that uh Mr. Atini gave to all the kids was we want a three repeat next year. So thank you all for your comments. Okay, superintendent report. Good evening Littleton board, staff and community. Since our last meeting, our students
010and staff have been busy with a number of artistic and educational activities. It started with the Freeman Fine Arts Ballet Folklorico winter performance which was accompanied by the dance team. Our students put on a beautiful performance and should be very proud. Next, the district spelling be took place with each of our campuses being well represented. As usual, our students did a wonderful job with Mario Vega from Country Place being the spelling bee champion and Brandon Manes of Collier being the runner up. Both students moved on to the regional competition of which, if I'm if I'm correct in this, I believe Mario Vega ended up fourth in that one in the region. So, congratulations. Our annual school choice night took place on Monday, January 26th with many families and students attending to learn more about our
011schools. This year, more student performances were added. Food truck vendors were invited to provide an opportunity for families to enjoy, [clears throat] excuse me, in Talison Union High School District, representatives were on hand to assist any families with eighth graders on questions they may have had about their child starting high school next year. At the end of that week, Missoula's Children Theater was again at Freeman Fine Arts Academy to provide our talented actors and actresses with an opportunity to shine in their performance of Alice in Wonderland. It is amazing how in only one week they learn their lines and are able to perform on stage in front of an audience. Great job, Falcons. Not to be outdone, Littleton Firebirds also showed off their talents during the week of January 30th by performing their band concert.
012They did an incredible job and should be proud of their musical talents. This past month, we were also informed that Littleton STEM Academy letter grade was elevated to an A by the state of Arizona. On Wednesday, February 3rd, they recognized this achievement during their monthly awards assembly as being back-to-back A-rated schools for the years 2024 and 2025. We are now looking forward to them getting a repeat with this year's testing season opening up soon. Lastly, our annual uh district science fair took place at the Littleton district office with many schools being represented and being judged as the best in district. Our students continue to show their academic talents with many engaging in detailed projects. Thank you to the staff and students for taking the time to participate in these important academic events. As I close
013this month's report, I want to take time again to recognize staff accomplishments and recognitions u of our staff and students since the last board meeting. Miss Nor Abujahara of Quentin STEM Academy for now being recognized as the VFW middle school teacher of the year and moving on to the national level. Mario Vega for representing the district and county or country district and county um in the regional spelling be and taking fourth place. And the first place winners from district science fair in the following categories. K2 science and engineering was from Australia Vista Elementary School. 34 engineering from Australia Vista Elementary School, 34 science from Quinton Elementary School, 56 science from Country Place Elementary School, and 56 Engineering, Australia Vista Elementary School, 78 Science from Trace Rios Academy, and 78 Engineering from Collier Business Academy. Once
014again, congratulations for these muchdeserved recognitions and achievements. We look forward to sharing even more great accomplishments at future meetings as we continue to build tomorrow together. Thank you. That's my report. >> Thank you very much, Dr. Freeman. I appreciate that. [laughter] >> I'm sorry. Not as bad as I did in a meeting earlier today. Uh item number seven, district highlights. So this evening we have several monthly awards um for uh kid at hope treasure hunter we have our attendance award and national board certified teachers. So we'll start with governing board if you all could go over to the backdrop and we we put some chairs this time so that if there's a long wait you can take a seat. So we'll start with calling up Dr. for manahan to recognize the Littleton Education Foundation catered
015hope of the month and the Littleton Education Foundation Treasure Hunter of the Month. Oh, and do you have that? Just Yep. Just a reminder that the Education Foundation provides a lot of financial resources to our students around the district. They provide opportunities for field trips and other things. They uh sponsor grants also. So if you'd be interested in either joining the foundation or donating, please feel free to reach out to Dr. Manahan. >> Uh thank you Dr. Lee. Thank you President Nielsen and members of the board. Uh the foundation's excited to be here. Uh we are we are proud to represent such a great district where we've got great music programs, theater programs, strong science programs, strong academic across the district. Um it's just it's an honor to be able to to support you all
016in the work that you do. Um one of the things uh smaller things that we do is we recognize our treasure hunter and uh kids at Hope awards each month, giving them a $25 gift certificate to uh Target. In this case, I'm going to start with our treasure hunter, Miss Elelliana Romero. if you want to come on up. [applause] [laughter] >> All right, I've got a long list, a long paragraph or three to read about you from I don't know who your your nominees were, but they were amazing in their writing about you. So, uh let me start that you're from Littleton STEM Academy. Um, you're the Littleton Head Foundation treasure hunter for the month. Uh, you continue to shine as one of Littleton STEM's most dedicated and dynamic staff members in your first grade
017classroom. She creates a warm, structured, and joyful environment where students feel supported, challenged, and genuinely cared for. She cont consistently goes above and beyond to meet the needs of every child, showing just how deeply she values their growth and well-being. Her leadership extends far beyond her classroom. As a team lead, Miss Romero models true dedication, holding herself accountable, supporting her colleagues, and ensuring her team stays aligned and successful. She leads with clarity, compassion, and professionalism. She exudes this same energy with outside of the classroom tasks such as coaching sports and posting on the Littleton STEM social media accounts to ensure the community is continually informed about the epic things happening on their site. With this information and more, we did edit it, tried to keep it down, would have gone on for another hour and
018a half, probably with great things to say about you. The Littleton Ed Foundation is proud to present you, Miss Lena, Miss Elelliana Romero, as the LAF treasure hunter of the month for January. [applause] Congratulations. Congratulations. [applause] Okay. We also do a uh Kid at Hope award every month. And this month's February Kid at Hope is Christopher Ventura. Uh he's on his way but isn't here. So I'm going to read about him and when he comes in you all give him a standing ovation. Okay. Um so we'd like to recognize Christopher V from Estraa Vista STEM Academy as the LAF Kid at Hope for February. He shows a keen ability to balance being a middle schooler with making good choices. Christopher shows strength in his willingness to move away from distraction, to focus on his work,
019make better choices, etc. He is definitely a middle schooler, for all that means, but does not let his friend's actions define who he is andor have a negative impact on his future. Being a kid at Hope means that our students recognize that they have future goals, they have talents, they're capable of success, and every day is an opportunity to climb toward that ideal future. Christopher understands that being a successful or being successful involves having friends, showing up to school every day and often making the more difficult, less fun choice in order to reach future goals. He is a silent leader, but he probably doesn't even realize that. And his peers do look for him for guidance. Congratulations, Christopher and on being the head foundation kid help for February. [applause] Okay, our our next award is
020for our quarter 2 perfect attendance. So, as we started, we started a traveling trophy for our school that has the highest attendance for the quarter. First quarter was Australia Vista. So for the second quarter, who do we think won at this time? Australia Vista. [applause] >> [applause] >> Okay, next next I'm going to call Next Next I'm going to call up Miss Samantha Armstrong who is going to present our national board certified teachers. Mr. President, members of the board, Dr. Lefit the executive team and Littleton community. I am thrilled to be presenting to you our national board certified teacher showcase this evening. National board certification is often referenced as the gold standard of teaching excellence where teachers put their practice up for review against the criteria and rigorous standards for their certificate area. And research
021indicates that board-certified teachers have a positive impact on student learning, school culture, and are proven to stay in the profession longer, far longer than their counterparts. What makes this more notable is that those who choose to seek out National Board Certification do this voluntarily and choose to have the certification and maintain it to improve their craft and to support the students they learn. I'm sorry, they lead and serve. Tonight we are celebrating two wonderful ladies. We have the work of Miss Kelly Greg from Freeman Fine Arts Academy who maintained her certification and we have one new member of our national board certified teacher cohort Miss Rahimat Adawami from Austral who successfully completed the process to obtain her certification. Of note, Miss Adawomi was also recognized for her achieving excellence in scoring a perfect 4.25 out
022of four on the early childhood literacy assessment. In my coaching of 13 years for National Board Certified Teachers, she is the only well her and Jordan Thompson of Freeman Fine Arts al both scored 4.25s this year. So that is not common in fact to score a perfect four. Um, national boardwide it's between three to 5% of those that apply hit what they call the high achieving. So, a 3.8 to a 4.25. Very few hit that four. They're my two unicorns. I've never seen a 425. So, go them. Um, we are continuing to partner with the Arizona K12 Center for funding and coaching support for those who wish to pursue certification and do so with the support of our board and district as we do work to grow our numbers of certified teachers in our district.
023>> [snorts] >> We currently have six total national board certified teachers who are uh teachers who are in the process of certifying across the district and they are supported primarily through our candidate support providers that is Miss Raj Chima from Countryplace, Alena Jones from Trace Rios and myself. We support each month with monthly cohort meetings. I attend meetings at the K12 center to secure funding and ensure that our candidates have scholarships to be able to do the work and minimize the impact on them. I would like to thank you for this opportunity to share the amazing work done here at Littleton supporting our national board certified teachers and continuing to grow new ones to join our ranks. And I would like to now ask Miss Adawami and Miss Greg to join us for a photo
024opportunity. >> [applause] >> So this is Christopher Ventura, a lot of great words have been read about you earlier. So, what we're going to do is repeat those and then have you jump in and take a picture. So, Littleton Education Foundation would like to recognize Christopher V from Australia Vista STEM Academy as the Littleton Education Foundation Kid at Hope for February. He shows a keen ability to balance being a middle schooler with making good choices. Christopher shows strength in his willingness to move away from distraction, to focus on his work, make better choices, etc. He is definitely a middle schooler, but does not let his friends actions define who he is or have a negative impact on his future. Being a kid at Hope means that our students recognize that they have future goals. They
025have talents. They are capable of success and every day is an opportunity to climb toward that ideal future. Christopher understands that being successful involves having friends, showing up to school every day and often making the more difficult, less fun choice in order to reach future goals. He has a silent leader, which when I when I uh went in to tell him he was selected, he kind of just sat there and he just and that was it. The quiet nod. So, I would agree. you're the quiet the quiet leader who um shows up every day and making the difficult choices and um your peers do look to to you for guidance. So congratulations Christopher on being the Littleton Education Foundation Kid at Hope for February. [applause] >> [applause] >> Next item on the agenda is call
026to the public. Do we have any? Thank you. pass thereby. Any of you who are a family or or you youth that want to go home at that time, we'll go into the business part of our meeting right now. We appreciate you being here and recognizing all of you who do so much to make the school and the district the way that it is. Item number nine, consent agenda. Can I have a motion to approve the consent agenda? >> I'll make a motion to approve the consent agenda. >> I'll second. All in favor? >> I. >> Thank you very much. Next item. Item number 10 is information items. Would you like to Dr. Fleet take care of that for us? >> Good evening, President Nelson, governing board, staff, community. So last month I shared my
027updated entry plan which included the initial work um kind of developing what we're going to work through as a district. Part of that led with our district strategic plan which our first committee meeting steering committee meeting actually was today. The next major component of that entry plan is an operational reorganization designed to better align our people, systems, and resources with that future direction. What I am presenting tonight is an interdependent what I am uh yeah, what I am presenting tonight is an interdependent organizational model that blends a traditional operational structure with the network-based approach. This concept emerged through a conversation that I had with another superintendent and the review and he shared his review of his enterprise model that he had and how it um prioritizes being highly functional and the crossf functional collaboration. As
028I explored these models further, it became clear that a hybrid approach would allow us to maintain operational clarity while also creating collaborative networks that drive strategic work across the district. In this model, we maintain strong, clearly defined teams while also leveraging networks led by our chief officers. These networks promote higher level strategic thinking, shared accountability, and systemwide coherence. Information technology serves as the common connector across all networks ensuring alignment data access and communication throughout the organization. So when you look at the model what we're trying to do is move from um move from task driven to results focused structures using the traditional and network models to interpependently do this. Next slide. So when you look at the slide, it's organized into five interconnected areas. The first area is governance and accountability. You can go to
029the next slide, please. Uh the next one. Thank you. Uh governance and accountability. This area focuses on maintaining strong accountability structures that support effective governance and decision-m. It ensures board policy alignment, legal compliance, fiscal responsibility, and transparency. So the district operates with integrity and clarity at every level. Item two, instructional excellence and student achievement. This network centers on curriculum, assessment, professional learning communities, and instructional coaching. It anchors our mission and vision directly supporting the instructional core and driving improved academic outcomes aligned to our strategic goals. Number three, employee experience and talent development. This area focuses on recruiting, developing, and retaining high-quality staff and includes onboarding, leadership development, evaluation systems, and succession planning to ensure our employees feel supported, valued, and equipped to do their best work. Number four, family and community engagement. This network emphasizes
030strong partnerships, effective communication, targeted outreach, and equity focused practices by strengthening trust and shared ownership with families and community. This work becomes a foundational pillar of our district culture. And number five, operations and organizational effectiveness. This area includes finance, transportation, facilities, and compliance. These functions ensure smooth day-to-day operations while aligning resources and systems with district priorities to support teaching and learning. As a part of this reorganization, several positions are being recommended to be elevated, realigned, split, or created to better support this structure and allow leaders to have more discipline and dedicated focus to their targeted areas. These include chief communications and strategic partnerships which is a position elevation, chief human resources officer, position elevation, executive director for information technology, position elevation, director of data and assessment, position realignment because currently that position is now director
031of data assessment and uh grants, federal, state and federal grants. Posi director of human resources would be an elevation from a coordinator. Um director of state and federal grants would be a new position as it splits from direct proposed split from director of data and assessment. Director of student services would be a new position which would now shift some of the responsibilities that have been covered by our special education director into a more global operate a more global position that supports family and communities. Director of Transportation, this is a position elevation, and coordinator of community relations is a position elevation. While several of these positions will come forward as future action items, the total investment associated with these changes is $312,53.68. This includes $52,88421 for elevated positions, $178,600 for new positions, and $81,1947 in total
032benefits. This represents point0.58% of the district's total budget. So that's less than 1%. Importantly, this is not an additional cost to the district. As we began this work, I asked my leadership team to approach budgeting with a systems thinking mindset and to take a defensive stance on current spending. Through identifying efficiencies, renegotiating agreements, we have generated sufficient savings to absorb these changes. One example is the renegotiation of our international teachers agreement, which that one item alone is saving us more than $200,000. This chart reflects the staffing structure necessary to support our work under the theme of building tomorrow together. I will be happy to answer any questions. >> Um I certainly we have amazing staff and I want to value them and pay them what they're worth which would not be possible. You're worth so
033much more than we could possibly pay you. Um, but I am very concerned with this increase. Um, and I know that we have saved money and I appreciate that. Um, I I just don't know if that saving money is sustainable in our budget because I certainly don't want to elevate someone, give them their salary, and then two, three years from now be like, "Sorry, we can't afford that salary because I'm not going to take money from someone." So, um I I'm very leerary of all of these elevations all in one time. Like I would like to see a gradual approach if possible. That's just kind of my feelings right now. >> So, um President Nelson, board member Soik. So, to clarify that, um again, by renegotiating these contracts and limiting other spending, there is no
034additional cost. So all expenditures will stay within the same budget frame. There's nothing additional. So there's there's there's no new cost. >> So I have the same reservations Amy had. Thank you for that clarification. Um Dr. Lee, that being said, um if there is no change in the budget and it's not going to affect us in that regard, and this is just my thought. I'm being very candid. Those funds can be reallocated to our teachers and to people who really need the money. I don't mean any harm because everybody deserves whatever they have and we have the hardest work in everything in Littleton. But that being said, um I don't think our leadership is starving. Our teachers are, you know. So my thought is there has been times even during this school year where we
035had an amazing teacher who said, "I'm having to leave not because I don't want to be here, not because the students burn me out, not because of any other reason, but because I can't afford to drive from home here every day. is costing me to teach my students and her heart was broken. If we had this money and we can reallocate these funds, let's reallocate them to the teachers so that they're able to have a livable wage and they're able to eat and they're able to come here and they're able to teach our students. Our leadership is okay. >> So, um, board member Nelson or President Nelson, board member Barnett. So, uh, with regards to that, if you take a look at some of the other items that were placed in here, there's also a
036certified salary structure and which increases starting teacher salary as well. And when you look at where we align ourselves with regards to other districts in the in our surrounding area, we are within that top five group. There are some that are still in the $40,000 range, and so this puts us in that top group. Also, as a district, we've done what most other districts haven't done in the surrounding areas. Our staff has gotten continual raises. And I say that from the perspective of someone who left the district that hadn't gotten a raise. And so, um, so our staff gets continual raises, which has ranged anywhere from 1 to 2% annually here. So, that it has no impact on the budget. Our teachers are still getting those continual growths. and um the amount of money that
037if it were spread out between our teachers wouldn't create the the increase greater than the 2% that's going out. >> Mr. Cro, >> um yeah, I I appreciate the work that went into this. Um and I do agree with what Amy and Rachel have have stated. Um, you know, I know we want to continue to grow as a school district, but I did a lot of research for organizational charts that are very similar to districts our size. Um, and this would take us way ahead of the curve. Um, and administrative positions. Um, when you look at Lichfield Elementary School District, which has almost 11,000 students, almost double the size of us, we would have very similar amounts of administrative positions with about, I think, five or six less directors. um the cabinet will be very
038similar in size and I think that's a big concern for me. Um you know I understand that but elevating a lot of positions also comes with a lot of more support staff that's needed whether that's hiring new secretaries to sit under those directors and now chief officers. So I think those are costs that I don't know if we have those numbers but is also something to take in consideration. Um and I think also the benefits the auto allowances everything that goes in with it as well. Um, but I also just want to know, um, you know, our our letter grades have gone down in recent years. We've recently had a principal resign mid year and, um, I really feel that we started a strategic plan conversation. So, I feel revisiting this after that strategic plan
039is done so the board can then have data to back up this decision related to how it's going to improve student achievement would be where I'm feel more comfortable with. I know Linda had something to say as well. >> [snorts] >> Got it. >> So, I actually agree with everybody um in in a sense and coming from a district Lichfield who has to cut $3.4 million from our budget. One of the things I have always loved about the Littleton district is that um I want to say we're pretty frugal with our savings and we haven't had to make cuts. Some of these I I do agree with um wholeheartedly. I do think that we need a director of transportation. We absolutely need um a director of student services. Um the director of student services I
040I would like more discussion on because we have a director right now Miss Kaufman. So are these two going to be the same or are they going to be different? I do understand um from talking with you um Dr. Lee about Mr. dolesio the with the director of state and federal grants and then the director of data and assessment um about being overextended and in order to raise you know our scores you know unfortunately as much as I don't like data and assessment I I'm just not a data person I do believe we do need to look at it so that you know we can see where our strengths and where our weaknesses are and sometimes that's not easy to do when we're trying to make sure we get our money that is owed to
041the school that's owed to our students through state and federal grants and Medicaid and everything else. Um I am very pleased to see that the first year teacher salary did go up. That was that was very exciting. Um I would like to know as because I did not see it and I could just be missing it. That's me. But where the classified stands if theirs has gone up too. Um I'm just curious. I Littleton takes exemplary care care of their classified staff. That has never ever been an issue ever. Um, as I've always been told, if one school is not working for you, we have several others for you to choose from and just come see me and we will help you find your home. Um, but I would like to know if everybody is,
042you know, moving up, if they are going to be able to move up also. So I I'll uh President Nelson, I'll I'll try to address board members, Senator Sarah, Senard um collectively here. So a lot of the information listed is the reason for the shift because we've seen a decrease in grades. What we've been what we've been seeing is over we've been seeing an overextension of staff, meaning they've been crossing over into all these areas to try to do everything. And what I once learned and what I believe wholeheartedly from my experience is um there's that jack of all trades, master of none. When you do when you do everything well, you do nothing good. And so I wanted to put a structure in place so that everyone could be focused and disciplined in their
043areas. And we've begun to see movement towards our work with professional learning communities. We've begun to see growth in our student data. We've begun to see uh when I talk districtwide as a whole, we've started to see more continuity. Are there some areas where there's still gaps? Yes. But what starts to happen is as you begin to prolong these, you continue to extend people. And the the the challenge for me becomes and we we always talk about recruitment, but we always then say retention. And when we begin to put extra stress and strain on everyone and we do not allow them to become highly competent at what they do well and do best, you do begin to lose individuals. And I think um we have an opportunity here that um while there may be position
044elevations, there aren't salary elevations on the charts necessarily there. So when you look at what we've done, we've collapsed areas on our um on our chart because what I started to identify was we had instructional salaries and operational salaries, but they're both doing the work for the district. So we collapsed both into those higher areas. Uh, one thing that I think we need to look at also, uh, when we get to the salaries, because right now we're still on the the structure itself, um, these are placement schedules. This doesn't mean everyone moves with this because, um, when we looked at our numbers, everyone's salaries are typically already above those. And so while we're um in the classified, we changed the entry level dollars and we changed several paygrades to some of the different positions. What
045we've seen is the majority of our staff are already making significantly over that. Again, remember as a district over the past few years, everyone has gotten salary increases, which for me was important to understand because I wanted to make sure there wasn't any compression. meaning new people come in and they make what people have been here made. There's no compression in that just simply because we've continuously moved faster than those entry level numbers are. Those are just to start you on the system. Uh once you're in the system, then you'll get your uh whatever percent that um that [clears throat] uh Mrs. Pena and her teams identify as a possible number that we can move. you know, I do recognize the concerns, but for me, when you see that we've identified areas to uh create
046efficiencies, when you see that we're trying to say we want to improve the district and and this is this is this is me trying to um right now just communicate. I want everyone in the organization to be successful. We have 600 staff members. I want everyone up here at the deis to be successful. For me, success comes last because as everyone else is successful, I I I just I'll reap the benefits. So, it I'm not leading with me. But, but when we say we don't want to move this because we're leery, but we know that the data shows us that when people begin to focus, they do better. Uh areas that we have struggles, we know we need to improve. Um you know, my belief is and and you know, I'll be kind of blunt.
047My belief is you all selected me because you believe that I could make the right decision to help move the organization forward. I would contest that over the se last seven months, I've moved the the organization forward and that I've made significant changes that have been for the positive of the organization. For me, it's looking at what do we do now to continue that. Um, I wanted to make sure that I came up here and didn't spend new money. I wanted to come here and make sure we didn't do anything that would create a fiscal shortfall. I wanted to come up here and make sure we could support all staff. So, we looked at our structure. We looked at our salaries. We looked at what could we what could we do for our current teaching
048staff? What could we do for our classified staff? So, no one group was isolated. For me, this is about how do we begin to lead and then how do we begin to grow and move our organization forward. Thank you for that. I appreciate your words and I I agree. You have you have moved us forward and I I have trust in you. >> Um I'm not against this. I just feel like I need more information and I know that this is an information item. We're not voting on this. Um but I was here when we went from four assistant superintendent down to chiefs down to one. And that was hard and I don't want to have to agree to this and then five years from now an entirely different board because I will not be
049on that board by then. Um have to make those decisions and have those conversations and that's what puts me in a Larry situation. >> Can uh President [clears throat] Nelson, members, can you can you um explain to me what what what that means? And I guess I'm trying to understand the position of >> many many years ago we had four assistant soups and a superintendent and financially we could not afford that. And thankfully through people leaving and things like that >> um we didn't have to tell someone hey your salary gets lowered or we have to demote you on the scale. >> Um >> right and >> I I just it was a hard conversations that were had and I don't want to >> and I understand that piece. I I guess what I'm trying
050to clarify and this is a thing again um myself what I kind of guide our team on the work in the conversations had with u Mrs. PA, we we are sure and positive that there won't be changes because also what will be coming to the board and this has been communicated to you guys. Um I know there's additional information that that's needed and again some of our studies are either preliminary or they came in last minute so the the the studies won't precede this. But what what I really want to do is put us in a position so that as we begin to go out to hire, as we go out to recruit individuals, our structures are set and sound so that we're not behind the eightball so that we're not playing catchup while other
051districts have jumped out ahead of us to capture the talent that exists. I I get the concern, but again, for me, it's it's and and I say this to everyone I encounter. To me, I just need two things. Trust and patience. And everything that I've said, I do, I've done. We've been moving in those directions. We've been able to identify savings. We've been able to uh improve systems and structures. We've been able to identify um challenges and concerns. and we've been correcting those pieces. And so with that being said, um you know that's it. >> I guess I will just put in my comment of it. I over my career I've been in five different organizations and two of them that were most successful went through what we called a restructure or redesign at that
052particular time. We looked at different organizations. Uh this one particularly is one that we eventually got rid of because it was too much of a little box. Everybody does their own little thing and I stay here and don't do it. I see in this circular one which we've at least proposed here that from the top down like the pyramid structure that we've always been used to. This one has from the center moves out. The center circle represents the highest level of official officers. The outer soaper represents entry level employees, individuals who contribute, but the circular structure is more inclusive and improves communication. One of the things we did ask with the new superintendent is be more inclusive, more transparent and improve communications, at least the structure I've seen in the past and has been successful.
053We may have to invest in that and that's what we had to do in the organizations that I was in in the past. We did have to put some money forward. Previously, this board has put money forward to invest in things to generate what kind of an end we wanted out of it. My thought is, you know, we need to look and give him the support that we need to do. Yes, we maybe need to analyze the the the cost a little bit, but uh we need to let Littleton be the one that leads and the other community school districts and look and say, okay, this is what Littleton is doing. Let's do after Littleton rather than us looking at all these others and saying we can't, we can't, we can't. We need to look
054at this at least as a visionary type thing as at least a circular organization. The amount of money in it. Yeah, we may need to look at that. I agree with that. But we do need to invest in something so that we do understand and communicate well with a better with a different organization there. >> Um yeah, thank thank you Dr. Leafid. Um, and I know we had a vote um, before we brought in an interim superintendent almost a year ago to add new administrative positions or elevate administrative positions um, and we had that very this very similar conversation at that time. Um, before um, Curtis and Linda joined the board. Um, but even looking at Avenda Elementary's um, organizational chart, it's it's very similar to our current chart. um you know three people in
055the cabinet and then about eight directors um that are under them and I am in support of that position um and in that structure. But I think moving to a structure that has almost five members of the cabinet and then about 11 directors um for a district our size is a lot to ask. And if people do need extra support then I think the conversation to have is what are more support staff? How can we have the conversation for support staff? If directors need assistance and the cabinet needs assistance, then what more support staff do they need within their offices to proceed at their jobs? Um because they also have secretaries, they have people within their departments. So if there is an issue internally with people reaching over, then um you know, I hope that
056issue is addressed internally, but as of right now, I'm I'm not in support of moving forward with this organizational chart as is. Yeah, that >> so um Dr. Ley, I thank you again for I guess this well thought out plan. But that being said, I think it's about balance. You know, we don't want to be behind the eightball, but we also have to be cognizant of the fact that no dynasty was built in one day. We can't just say we're gonna do something and you know if if this is going to happen, if [clears throat] this is what's supposed to happen, I think that we need to do it being mindful of the fact that we need to move slowly towards it and see how this works before we say we're going to go ahead
057and and eat this elephant with one bite. So, wow. I see what you're saying and I don't want I love the idea of Littleton being kind of on the forefront of change and doing something different and being bold and vivacious, but I think there's a way in which to do it that is tactful and that is a way that protects the integrity of all that we have, the integrity of our staff, the integrity of our students, and considers all things. So, I just think we need to just kind of pump our brakes a little bit. That's just my thought. And and again, I you know, I I respect those comments. What I just try to communicate is I don't like playing catch-up and I don't want a problem to happen and then we say now
058we need it, but it's too late. Um we've seen that. We've we see it with some of our buildings. We see it with a lot of things. And by seeing that these things are happening and the changes that are needed to help us get there. For for me, the challenge becomes this. Prior to me coming in, I saw the board meeting and the delay to say, "Let the next superintendent make that decision." The next superintendent came in and is trying to make that decision. I need the board's support to move it forward. >> You made an amazing like something you just said right now that was so amazing and pivotal. You made a great point about our buildings. Let's take that funds and put it in our buildings. >> Like that's something is tangible. If
059we have that money, I'm so glad you mentioned that. Let's put the money. we can figure out how to reallocate that because we got schools that are falling apart and I think that takes a little bit more precedence over building a bigger cabinet. That's just my thought. >> Different funding sources, Mrs. Bernett. M versus capital. >> Different funding sources. >> Any other comments on that item? Item 10B, the IPA midyear reflections. >> I'd like to call Dr. Hay to present. >> Thank you. Um, Mr. President, members of the board. Um, Mr. Veril, if I could just have you go straight to the second slide. Um, we'll talk about this. Um, tonight I'm going to share the school's integrated action plans or AP mid-year projections based on our current data. We do this every year just
060to give you a midpoint check-in. So, um, before we review the outcomes, I would like to revisit our district goals for this year, which serve as the foundation for each school's AP goals. Goal one was to increase progress and skills in K3 reading and 48 math. This goal is separated into two focused measures. One for early literacy in grades K to three and one for mathematics in grades 4 to 8. This goal aligns with governing board principle one, every student a learner, which emphasizes a rigorous, viable, and consistent curriculum for all students. Instruction is differentiated to meet the needs of a diverse student population and students demonstrate growth towards mastery of state standards. Goal two, strengthen student connection through attendance or family engagement. Schools had the flexibility to choose the focus of their third goal.
061Some schools selected a specific attendance goal aimed at increasing average daily attendance and reducing chronic absenteeism. Other schools selected a broader family participation goal such as increasing parent involvement in school events, curriculum nights, or community programs. Whether a school emphasized attendance or family engagement, both options align to governing board principle three, families as partners, as both attendance and family engagement rely on strong ongoing collaboration between home and school. So here's our overview, excuse me. Our mid-year progress monitoring shows encouraging momentum across the district. Seven of nine schools are on track to meet their math goal while the remaining two and this is important use endofyear math assessments without a specified midyear assessment to determine goal progress towards attainment. So those are the two that you see missing out of the nine. Six of nine schools
062are on track to meet their ELA goal with the other three schools again using endofear literacy measures that likewise do not have specified mid-year measures. While some schools chose to use end-of-ear assessments without a specified mid-year measure to determine progress towards goal attainment, it is important to emphasize that this does not mean progress is not being monitored. Every school continues to track student learning and progress through the year using common formative assessments, collaborative grade level and team data meetings, ongoing teacherdriven progress monitoring, and schoolwide review of trends and targeted interventions. This has really moved forward as we begin to implement and put into practice the PLC process. These tools provide continuous actionable data allowing instructional teams to adjust instruction, provide interventions, and monitor growth well before end of the year assessments take place. Because of
063this ongoing system of monitoring, the absence of a formal mid-year checkpoint in a school's written AP goal is not necessarily a cause for concern. Students progress in both ELA and math is being actively reviewed and supported throughout the year. For attendance, all six schools that selected an attendance goal are on track for success, showing strong consistency across the district. The remaining three schools selected family engagement for their third goal, which is written as a percentage of total increase in the participation rates of families at school events and programs. Overall, the midyear updates reflect a strong commitment to educational excellence and continuous improvement. The targeted interventions and support strategies in place are helping drive further success as we move toward the end of the school year. Thank you for your attention tonight and for your continued
064support of our students, staff, and school communities. And I will be happy to answer any questions that you might have. >> Thank you so much for your presentation. Dr. Hen, comments, thoughts, questions. Okay. Always cut you off. [laughter] >> Okay. Um, no, thank you for the information. Um I know attendance it's since co has been just more of a goal we we've always had um so I think in in future time um when we have our discussion um in the beginning of the school year when we're creating our new goals um could we revisit you know what would be a possibility obviously keeping attendance but what is something we can combine with attendance whether it's family engagement and attendance um because I think attendance is really really important but I think our schools are have
065been doing an amazing job at it so maybe it's time to find something new >> thank you so much for that. >> Thank you, Linda. >> Thank you for your presentation, Dr. Hate. Um, it's probably just my own inept ability here to understand, but when you were talking about the math and the ELA, the seven like two schools don't do midyear and three schools don't do midyear for ELA. I was a little confused when you're saying there's still I mean, I understand there's still progress monitoring and everything else. I don't I don't doubt that. But when they don't do mid-year assessments, but the other schools do, are they just tracking their data from like, you know, like I don't know, give an example, like weekly dibbles or, you know, stuff like that. >> Um, member
066Stallard, members of the board. Um, yes, it's it's how they wrote the goal specifically because we're a title one district, each specific one. So which assessments they use sometimes don't have a mid-year point or they wrote it in such that that is not what we reviewed overall in the district. So um it's this is one of the reasons that we want to move forward towards the PLC model is consistency of practice driven at the district level to have consistent measures um consistent goals so that everyone is working in the same direction but also have the ability to manipulate those goals based on their individual needs. So thank you for the question. >> Thank you so much. Any other comments? Not. Uh, moving on. Next item, discussion items. Item 11A. Yes. So, uh, several months ago,
067um, board member Senator Sos asked, uh, then President Sosnik if we could have a discussion on land acknowledgement. That was agreed upon. And so now that's just an opportunity for you guys to discuss. >> Uh, thank you, Superintendent uh, Lee. Um yeah, thank you members of the board um for bringing this forward. Um I requested this item to begin a conversation about whether our district should consider developing a land acknowledgement. Um recently many educational institutions across Arizona and the country are adopting land acknowledgements as a way to recognize indigenous communities who have historically um been on the land that we are all now on. So, um I just kind of wanted us to have this conversation to see how we feel about adding a land acknowledgement policy to our agenda. Um it would be right
068after roll call vote. Um one of the member of the board would just read the land acknowledgement. Um that's how it would work out formally. But first off, I wanted to feel how the board felt about it. Um I feel like if we move forward with it, we would have those conversations with tribal partners um in our district. And I feel like that also gives our district an opportunity to recognize um our tribal community um as we are right next to the Hila River Indian community. So I feel like this is an amazing opportunity for us to really build a relationship um with our tribal um communities. So I just brought this forward for that discussion. >> Um Marcus, thank you so much for bringing this forward. Um I think it's absolutely amazing idea. I'm
069a part of another organization and they partner with um blue sage and at all of the events they do um a land acknowledgement. I think though it's a small gesture, it's a beautiful gesture. I think that it shows respect and credence for the past and the presents and the future and just a respect for um who came and where we are and where we stand and just really acknowledgement of the sacred ground that we stand upon. Um and and I think it's absolutely amazing. I don't think there's anything wrong with that. Nothing at all there. There's no reservation that could be had and I think that is a beautiful thing. Thank you for bringing that forward. >> Any other comments there? I know my comment would be more, you know, the the land use is
070is important, but why is a school district do we do that? Why isn't a municipality doing that? Why aren't we in with Appenddale? Why aren't we in with the city of Tullison who actually has more land than than we as a school district? We have seven, eight little isolated things out there. Um the other thing is we as a board look at the vision, the goals, uh the mission and the strategic plan of the of the school district. Could that be something that we put into maybe a proclamation, read it, put it into our district office and have that there and then let the human municipalities take care of recognizing those things. We've got, you know, these the seven schools, eight schools here. And that would be my thought. That's not something that would come
071up every time, but we do acknowledge it. We keep it here and the office and those who come in would know that we recognize that. But at the same time, the purpose of it would would be to acknowledge that group. But you're talking about the municipalities really are the ones that oversee that. >> Um yeah, I think thank you for the comments and I know that um the city of Tulsen and um Tulsson Union High School District both do land acknowledgements currently right now at their meetings. Um that's kind of actually where I got the um idea from. and Phoenix Union, Tempe Union, Phoenix Elementary, Kraton, um I believe Pendergas does a land acknowledgement at their board meetings. So, it's it's more or less recognizing um our our tribal nations every board meeting. Um but
072I'm more than I'm I'm more than happy to even go a step further and and write a policy and say, you know, we'll have that statement posted up in our front offices and to make sure that the U community is educated on a lot of this. So, I'm I am in support of that. Um I'm just concerned you know every time we you should be reading things what we're about. We believe that all children are capable no success with no exceptions you know the things that do come up with maybe you know the policy policy uh what do I call it proclamation whatever it might be something that's put there just not that the time is used at the beginning of this to focus more on the kids rather than the land. >> I think
073a lot of our students are a native a lot of our students do come from various nations. So I think even doing that is giving them we're we're you know respect and acknowledging and so if it takes us a minute with 60 seconds we scroll on our phones for hours a day you know so I think just a small gesture like that would be something that we could do to show respect especially with us being aware of the carnage and the things that have happened to these nations. So I think I mean even for our students, a lot of our students, they don't get that acknowledgement because even as we have these beautiful cultural events, we don't have a big enough population of Native American students for them to be recognized. So this is something
074we could do for them. >> Take 60 seconds. I don't mind waiting another minute. I'll be here another minute. I don't mind. >> Municipalities, they do recognize. They do recognize and that's great that they do that. So do we need anything further? Have you got anything? I don't I guess I don't I don't know where we're going next. >> Well, if you can put something together, I mean, it's a discussion item. Let's put it together and at least maybe do you you call I call it a proclamation. You call it a policy. Let's look at it and see what we come up with. Okay. And and go from there. >> Okay. Perfect. Um I will work with Dr. Lefy in drafting up something and maybe even we could schedule meetings with tribes and and see
075what we can work with them to build a relationship if that's okay with you, Dr. Ley. Or I can do it on my own and then I'll bring it forward. Yes, you can do that. >> Okay. Yeah, I'll do that. I'll set up a meeting with them and then I'll bring something in the next couple of months for a vote. >> Thank you. >> Next item, first reading of JCA. Um, President Nelson, members of the board. So, uh, last school year there were questions and concerns regarding the student dress code policy, which for Littleton is a more of a uniform policy on wearing uh, student uniforms. And so, I was asked to follow up on that uh, initiated item to talk about what would a change looked like for us. And so, um, what we
076did was looked at other policies that exist, but then went to ASBA and looked at their their base model policy that exists. And so, if you notice on your attachment, there are the the policy, the prior policy is in there as a strike through and then the new policy is in. The new policy essentially moves it towards just what a dress code could or should look like, not really giving it all the specifics. As a district, what we would do is just work through committees to identify what the specific dress code is, which is what we do annually anyway and is identified within the student handbook. I would like to turn over for to um Mrs. Garrison to provide a little bit more information. >> Thank you, Mr. president governing board. Um, as Dr. Lefit
077said, um, we do look at this each year through the student, uh, student parent student handbook. So, what we've done is we've set up an opportunity for people to weigh in and how we could redefine the dress code. Um, there's a group coming together on February 19th. Uh, it consists of parents, teachers, and administrators coming together to talk about what we need to u make sure that we define as we talk about what the dress code is. We did talk to the uh we got some feedback from the superintendent's youth council about um we looked at things like who wears uniforms, advantages of wearing uniforms, downside, and then important things to figure out as we define what a dress code would be, right? And they had a lot to say, including we must be clear
078that we cannot wear PJs. I thought that was interesting that they brought that up. So, we have a meeting set for February 19th, a follow-up one on 35 should we need it because I'm sure that there will be some good discussion. And then our starting point though, what makes this um not such a difficult task is in our current handbook, we have a section there because our schools all have casual dress down days and we have defined what was allowable and not for the casual dress down days. And then we went and we pulled some dress codes from um a bunch of other districts. So that's where we're going to start when we sit down on the 19th >> comments. >> Yeah. Um thank you Dr. Lefy and um administration for bringing this forward. Um
079I'm very very excited for our district to be um moving in this direction and making sure that we get input from stakeholders. But I think most importantly um I want to know you know what is the communication and transition plan in effect if there is one. Um you know this will be a huge transition for our community um in a hopefully a very positive way. So, I just want to know from the administration's point, um, when does the administration plan to send out communication to parents and let them know that, um, you know, we've had this discussion and that we are, you know, that we're moving away from uniforms since that. >> So, so, President Nelson, board member, Senator Sos, so right now, if you notice, this is brought as a first reading. Yeah. >>
080Because it would be a policy change. If there are no recommended changes to it, the policy would then come back at our March meeting, I believe, for um approval. At that point, um the handbook committee would complete their work and then uh it would be communicated out to families of these are the changes and this is what's being identified in the handbook. And so, um, at at that point, but it takes until March once we get once we get the board to say yes, we're going to, um, this will be a, um, an affirmative vote for us. >> Okay. >> Thank you. That's that's that makes complete sense of what I figured. Um, >> I think that's all I have. >> Linda, >> first I want to thank you for the information. I am excited
081to hear what they have to say. Um I I just want to make sure that as a parent myself that we students are important and I feel that their voices especially the upper grade students their voices need to be heard. Um, but I also feel that parents need to be heard as realistically and honestly parents are the ones that have to buy these clothes for their children. And being a Title One district, we know that um, not all parents can afford some of these clothes. Don't get me wrong, I have been on the bandwagon for no uniforms since my child started school here. like 30 years ago probably. Um, but I do want to take in account, you know, all of the parents and, you know, the students also. >> Um, thank you for all
082the work that's been done on this. Um, I'm very excited to see this come forward. I would just really like to stress that after this is passed, if it passes um second reading, we really do actively um work with our parents and our PTAs and our community to get this information out. Sometimes a lot of our parents don't see that handbook until they're going to enroll their kid for meet the teacher night. Um and that's a huge ask for them to suddenly if they're used to uniforms to not have uniforms and to find out that um uniforms aren't required. I know um when we made the change with jackets a few years ago um I was at meet the teacher night and parents were shocked and they were talking to me and so I as
083a previous middle school teacher don't want to imagine if um as a family I went and bought brand new uniforms for my kid and then found out that they could wear regular clothes and being that kid that goes to school in a uniform may not make them the happiest to fit in with their family. So, I would stress that we need to get it out as fast as possible in as many avenues as possible before we leave for a summer break. >> Yeah. Um, President Nelson, member Sosnik, so uh just just to reiterate after after it is approved as a vote, parents will be communicated that there will be a change. The exact change won't be communicated because that will be once the committee's work is done. it will be communicated that the district is
084moving away from uniforms and would be moving into um a a dress code policy that is a little more relaxed, but the definitions wouldn't come out until that committee work is completed. So, there'd be some pre-communication and then um additional communication once it's solidified. the the the committees the committee will be done the handbooks are planned to be done by for the April board meeting. Correct. Right. So those will be provided as information. So the final um identified what it looks like will be communicated um at that point in time >> or maybe a little prior. And I want to just yeah reiterate what Amy said um is that you know whether it's at the next board meeting that um this is on for final approval. Um could the administration bring forward a plan to
085let the board know how they plan to have the transition? you know, um laying out how they plan to communicate with staff and because staff is going to need a lot of help with PD training to make sure that they understand the new guidelines and things like that. and then making sure how we communicate that to PTAs and parents. And then possibly that even takes um you know hosting a town hall or an information session with the community towards the beginning of the school year or the end of this school year to let parents know if they have any questions whether we can open up an anonymous form that parents can just submit questions into administration so that when we go into the next school year that we are aware of what are the um
086biggest things that families are concerned about with the transition. just want to make sure that we have a concrete plan in place to make sure that it goes very smoothly. So, but I do appreciate all the work. >> Nope. No. Fair enough. Uh, so me uh, President Nelson, member Senos, um, yeah, that that's that's not a problem. I I think right now we've had a lot of parents and staff that have been wondering because I actually we we've had a lot of staff and parents that have been more on the concerned end because they were used to the uniform piece. So, they know something is coming. they're aware something is coming. So, it's not a it won't be a surprise as it's as it's brought out um and communicated out to them. So, that that
087shouldn't be a challenge or concern for us. >> I guess just just one comment or question I have is those who do still have uniforms, they can wear them. There's not going to be any. >> So, >> we're looking at you, you guys are still using uniforms and we're not supposed to. We don't want that. And there may be those that parents have to kids and kids, you know, that handme-downs. I was thinking of of Mercy House. I'm sorry, but they they go out and get uniforms so when they have the back to school days or the backpack days, those are there. So part of that communication is out to the community as well. And I think that's what we've talked about. But I don't want I want to make sure that if if there's
088still families that want to wear uniforms because they're hand-me-downs and hand-me-downs and they don't have to go buy them, that we can do that and not be, I'm sorry, ridiculed or whatever. The word might be >> correct, President Nilson. Um, to go to to move away from strictly uniforms to an open dress code policy just means a kid can wear anything that falls within the regulation. And typically typically most dress codes are really look towards things that have negative statements on t-shirts, uh, show body parts or excessive showing of body parts. things like that typically fall into a typical dress code policy. So, you know, if a if a student still wears um a uniform top bottom top and bottom or mix it up with jeans and t-shirts, it it it typically it it would
089be fine. It's it's just based on that. >> All right, next item. These next few items are going to be action items. Item A, job description for fiscal year 2627. >> Yep. Um, President Nelson, governing board, the administration is looking for approval for the job descriptions listed for the 26 27th school year. >> Um, >> so I think following our >> Sorry, he has to eat that. >> Let me get >> No, you just asked someone. Oh, was is there a motion to approve? Sorry. >> Okay. >> No, I think Dr. Lefy, we should have discussion um before a motion is made. That's okay. Uh I just think following the governing board's um discussion with number 10, [laughter] I did see that there was support for a transportation director and student services. So, um I
090am in support of moving forward with a motion that does include the approval of a student services director and transportation director and tableabling the other positions until um that can be brought forward um after our strategic plan. >> Can that be done? Is that appropriate? >> Yeah, just Yeah, the motion. >> That's my mot to approve. Go ahead. >> My motion. Yeah. Yeah. Sorry. My motion would be to approve the following job descriptions, director of transportation and director of student services and table the other one, two, three. >> How many of the other ones are there? >> Five, six. And table the other six positions. >> Have you got a number for that, Marcus? A 12 A1. What are the >> Oh, you want the numbers? Okay. So I will make a motion to approve
091director of student services, director of transportation 12A and 12 A6 and 5 and then to not include 12 A3, 12 A1, 12 A2, 12 A8 and 12 A7. That's my motion. >> All right. >> Is there a second to that? I would second that those two approve the those two A5 and um A6 but table the others. >> Okay. They're five and six. Um all in favor? >> I. >> All opposed. Do we have another motion? Yeah, she's not trying to vote. So, she are they nos or extensions? >> Yeah, >> I abstain as well. >> And I'll abstain as well. >> So, Um, President Nielsen, will you entertain another motion? >> No, the motion will pass. >> To the abstains and to the two in favor, the motion does pass. Thank you. >> Yes.
092>> Thank you for letting us take care of that. >> I've seen. So that goes in Hang on, please. >> So, it will pass. >> Okay. >> Yeah, because it's because it's right here. >> Yeah, because it's three abstensions. So, because there were two >> because there were two there. >> Thank you. So that one passes as amended by Mr. Senos. Item number or item B >> Placement schedules. Yep. So governing board, in front of you this evening are proposed uh for the 2627 salary schedules. Yeah. Placement schedules. These schedules primarily reflect placement for new hires and do not represent across the board adjustments for current employees. As a part of this work, Littleton participated in a classified compensation study uh conducted by CESO and external consulting firm. The study included comparisons with several peer
093districts including Aenddale, Phoenix, Pendergas, Buckeye, Baltz, Union, Kraton, Lichfield, Talison, and Liberty. Preliminary findings indicate that Littleton is generally aligned with comparable districts with six classified positions identified for recommended paygrade adjustments. Those pay those six pay grade increases have indexed across the classified placement schedule and are reflected in the draft classified pay grade document before you. From a salary compression perspective, current employees are largely unaffected. Salary increases implemented over the past several years have outpaced new higher placement levels, resulting in a low risk of compression. As a result, the proposed schedules include minimum modifications focused primarily on alignment and studybased recommendations. Overall, the delta shows that Littleton's classified and certified wages are at or above those of comparable districts. Two notable adjustments include the proposed $50,000 starting salary for certified teachers and a revision to
094the entry-level classified salary schedule, both of which align with study recommendations and have been reviewed collaboratively by human resources and finance. Administrative salaries rep present a slightly different picture with compensation at or below peer districts in some areas. When taking administrative contracts into account with regards to comparability, there are some unforeseen factors that need to be considered. For example, some districts provide benefits or stipens outside of the published salary schedule, which could include items such as car and cell phone allowances, experience stipens, and education incentives. These add-ons signify increased total compensation beyond what is shown on schedules. Contract days should also be considered when looking at comparison. Contract length is critical when comparing salaries across districts. As an example, one of the comparison groups principles work fewer days but has a higher daily rate than
095the Littleton principles. When adjusted to the same number of contract days, this district's starting salary exceeds Littleton's proposed schedule. Daily rate comparisons provide a more accurate view of the salary alone. From fiscal standpoint, the budget impact of these changes is minimal due to the district's strong financial position. We believe the proposed 2627 salary schedules represent a responsible and strategic investment in our workforce while maintaining fiscal stability. With that, it is the recommendation of the administration that the governing board approve the 2627 salary schedules. >> Is that placement schedules? >> Yeah, they're placement schedules. Yep. Do I have a motion the board to approve item number uh >> I move that the governing board approve the staff placement schedules for fiscal year 2627 >> have a second >> I'll second it >> discussion please >> go
096ahead >> okay yeah I'm just I'm confused because we usually don't do motions like that. So, we usually have discussion >> using proper protocol. So, you go motion motion, second discussion, then the vote occurs. >> That's great to know because we we've never done it like that, but Okay, that's great to know. Only when it's >> online, it's written. >> Okay. Okay. Um, so I appreciate the information provided, but um, I did send in several questions and requests related to classified placement schedule. Um, more or less. I don't know if you had any of that information available. >> So, just yeah, ask the specific questions and we can provide that. I'll have Miss Mucil come on up so we can respond to any questions you have for us. Okay. Um, so we did a comparison
097of of other districts related to classified staff. >> So we engag Mr. um, President Nelson, we um did a compensation study of all of our pay scales um, and all of our placement schedules. And so the one that is in front of you today, the recommendation based on the comparisons of the districts that Dr. Lefit included in his summary um was to um change cell one of paygrade one to that dollar amount that's there of $15.51. So that's an increase of 46. Our uh placement schedule is then indexed across for years of um experience in education and it's indexed down by pay grade. When we did that process as we normally would in any year, um all of our pay grades were at or higher than what the compensation study suggested for our paygrades. and
098all of our current employees with the exception of two would um fit into the placement schedule as presented. Okay. And currently um for the years that the experience is considered when we look at all of the placement schedules, my biggest concern is the ability that administration can potentially be placed higher at salaries than classified staff can. So, if we follow the administrative placement schedule, if you start out at 11 years of experience, you can go straight on the average of about $100,000 on average. And if you're a classified staff after 12, it takes you 12 years to get on average a $2 to3 raise between the placement schedule. So my concern is um looking at other districts on average why does it take classified and teachers slower on average based on experience to grow rather
099than administration. >> So uh President Nelson board member Senator Sarah. So typically what happens when you look at any salary scale especially through a comparison you look at across markets and you look at what the movement is then the percentages of movement. So typically classifies move at that rate they move at typically people are going to move in that maybe 1 to 2% across those scales. Um administration is a little bit different just simply because it's a larger dollar amount to start with and so because of that the movement looks more exponential. Can I add to that Dr. Lefit? Um, so remember these are placement schedules. So these are incoming salaries and placements for our um potential employees. Our current employees based on the action of the governing board is what they get their increase.
100So last year um the governing board in approved a 2% increase for all current employees. it wasn't differentiated based on employee class or classification. Um the year prior the governing board approved a 2.5% increase for all employees and so every employee received the same increase from their current salary or hourly wage. No, I appreciate that um clarification and I think I'll I'll I'll stand by it, but I don't support an administrative placement salary schedule that allows administrators to be able to make more money after 10 years than the average growth of a classified or educator in the district. Um, and again, I get it. It's it's new staff, but I think when I am somebody who is a classified staff, most of them are community members and they're family members. They're retirees. And so I
101think when after I retire and I see based on my experience, if I'm say I'm 65 and I'm retired and I come in, I am coming in on average making $17 an hour depending on where I go on the placement salary schedule. But an experienced administrator can come in after 12 years from a neighboring district and move up much more faster um on the salary placement schedule. And I think what was concerning is I did a lot of research comparing to other districts. Most districts have a and comparing to our size, Aendel Elementary, Kasa Grand Elementary, districts that are our size, most of them have a 10-year experience cap on administrative growth in terms of the salary placement schedule. So, I don't know if that's something that's ever been explored. Um, but I I'm not
102in support of a a placement schedule that allows administrators to make more money over classified and certified staff. Um, so that is my first concern. I and I did send in those concerns to the superintendent's office. Um, my second concern is the auto allowance for administrative placement salary schedule. Um, the only district in the entire valley that does auto allowance besides Littleton is Buckeye. And that was a that's a big big issue for me because I don't believe it is fair to instructional support staff or other staff who have to go through and write their own mileage reimbursement typically are submitted in for requests. But if I'm a director or a principal or a chief officer, I don't have to do that. I just get a certain allocated amount that goes towards my auto allowance.
103And more or less when I am already making six figures, if I'm a teacher or a classified staff and I see that an administrator can make on average between a,000 and $3,000 a year extra in car allowance, I am not in support also of an administrative placement salary schedule that allows administrators to get a auto allowance. Um, I do believe that they should move like the rest of our staff and move to a mileage system. Um, because it is not common practice in any other school district besides Buckeye Elementary in the entire valley. Um, so that is my second concern about the um administrative placement schedule. I would be in support of a schedule that actually has a 10-year experience um cap among the steps so that after 10 years of experience there is no
104ability to actually be able to move up to step seven because the only way you can get to step seven if you're an administrator is if you have a PhD and you have 16 years of experience adding the steps together. So, I am in in favor of just having a more equal administrative placement schedule that looks more similar to classified and certified. Um, because I do believe that having an auto allowance for administrators when the rest of our staff does not have that luxury um is not it's not ethical. It's not fair to classified in certified staff. So, that's where I stand on the auto allowances. Um, >> so so President Nelson, board member, Senator Sos, just to clarify, um, the district has been doing this practice for for several years and and the belief
105to as to why they went to this practice is the cost savings actually that would occur because administrative staff typically are driving around the district on a daily basis. And so the cost that it would take for administrative support, whether it's that director or hires uh administrative assistant to support with the documentation for the finance department, the additional time that it would take for them to review um and get payments ready. The cost savings is greater than the cost expenditure because you would need to potentially add at least a 0.5 staff to support all of that component. um that that would be my rationale uh as to why it exists. >> Thank thank you for the explanation. I think um my [clears throat] biggest concern is you know why is if that's the case why
106is it not more of a common practice for other school districts? Um would you know that answer? So, so what I could state uh President Nelson, board member Senator Sos is the the one misleading thing is sometimes there are things that are within administrative salary schedules that are within administrator salaries that don't appear on those charts. And I'm going to say that as an as an individual who's been an administrator in multiple districts, there are benefits that I've gained that were not documented. And so sometimes what's seen here because we're being transparent can be misleading when you compare it to other districts. Um it it's important to understand that often times these things are notation. Yeah. So yep. So that's it. >> Thank you. That's my that's my concerns with the administrative placement schedule. I
107appreciate the information. Um, but again, I I don't I don't believe that having an allocated auto allowance, whether I'm an administrator or not, and this is not to say that it happens, but what it does is whether I'm getting that money or not, a certain amount a month, it prevents me or can encourage me to not go out on the sites. And that's not to say that that's a practice, but what it does is because I'm allocated a certain amount of dollars without evidence to prove that I'm visiting campuses. and supporting instructional staff. I think >> I I think that's where we have to learn to trust the staff. We're here and we're trying to teach them to be self-governing and that's where we got to have a little bit of faith in these people
108that we've hired and that work here with us that they're doing what they're supposed to be doing. >> But that's that's not saying that's not saying that's what they're doing. But what I think is that depends on the individual as a person. And I'm not saying that that is what happening. But what it does is if we as a board enable a system that can then encourage that kind of a practice depending on the individual I think is not an ethical practice. Um so that's that Linda go ahead that's my point. >> I just had a question miss that um the certified um beginning pay of the 50k that does not include the uplifts right? Um are you talking about their classroom site fund? >> Yeah, the site funds and the you know money that
109they get. >> So member stalward it does include one component of the classroom site fund which is 8100. It's under um the placement schedule as a note but then they also are eligible for additional classroom site fund goal attainment. Okay. um which is you'll see later on the stipen schedule as to what that additional funds could be as well as there's a component in the current um classroom site fund plan that they can be serve on a committee and receive $800 a year as well >> right that okay I remember addition >> I just I want to make sure because I know so many times that they will say oh look come work for us and you can you know make all this and they don't tell you that all of those extras are already
110added into that pay >> correct so we only have the one component included included in that on the salary replacement schedule. >> Thank you for that. >> Thank you. >> Yes. >> Any other? >> Yeah. Yeah. I I had um things that I had also sent in um to the superintendent's office related to classified placement. Um, the reason why again I wanted to follow past presidents is not make a motion before we have discussion was because I wanted to advocate for classified staff to have a potential study of creating a longevity pay for classified staff that if that could be something that could be taken into consideration um establishing longevity pay. I know Daizart does it and my research that I did for other districts um they do it over a certain year. It's not
111more or less of a stifen, it's a longevity pay to make sure that classified staff are compensated. And I also did request data on how would it look like to move from on average if I'm a classified staff, I'm it takes me 12 years, yes, to get to step four, but throughout those years, I'm moving up slower 3 to five years just to get to step two. So if I start off within grade one, it takes me five years to move to grade two. >> So So clarification, this is not this is a placement schedule. Staff still get annual increases. This is just where they start. >> I I understand that. But what I'm trying to say is that if this is somebody who has experience and they're coming into our district, this is not
112creating a place where we are expecting classified staff. >> It's what it's what it's trying to do is ensure that we can get people at a good at um at um comparable costs across the district or across the state, but also is to ensure we don't create compression issues. We want to make sure that when a person comes in after four years, they're not getting anything greater than a person who has already been here for four years. So that's why the structures look how they look. >> Rachel. >> Okay. So, um I understand what everyone's saying and I really appreciate your passion, Marcus. Um I think the bigger concern is that we have classified staff that is making they're making less money than kids at McDonald's. So, this is a bigger issue than we're going
113to be able to address tonight. Realistically, this is like a huge thing. I'm in 100% agreement with you. Like, but this is a lot more. I think right now, unfortunately, um, our district, our modality in and of itself is contradictory because this evening, we've heard on one hand, we don't want to be behind the eightball, but then on the other hand, um, we've been doing this for years. So, I think we have bigger fish to fry and bigger issues to address than are going to be addressed right now. I think they're valid issues. I think about, you know, like I said, I I've had children who work at McDonald's who make more money on their first job than our classified staff who have worked here for years. So, that is a huge issue, one that
114we need to address, but one that we're not going to be able to address tonight, Marcus. >> Yeah. And again, it the buck stops with the board. So then that comes down to are we as a board going to be able to hey we're going to table this discussion and actually allow staff in the next couple weeks to come forward with data that supports our classified staff. And that is the reason why the board should always have discussion before a motion is made because then it puts us in a position where it's a win-win situation for the administration and it's a loss for everybody else including governance. So again, this is something that I do believe that classified placement staff do deserve a longevity pay because if administrators can get auto allowance every year, why
115can't classified staff have a buy in of their long-year experience in the district? >> Okay. Can we take these items that we've discussed? We need to get this done and taken care of this evening so we can get it out so we can get in for teachers for next year. This is a 26 27. Is this something we could look at? You've got some good points there that we can look at. We've been doing this for years. Let's look at it and get it into the next years when we've got opportunities to collect the data. Are we going to be able to collect it in the next two weeks or the next four weeks for the next meeting? Probably not. And that's not what we need to do to push these staff people into doing
116something quickly. Let's look at it. You've got some notes right there from his things right there. Can we look at those and see what it is and move forward with the motion that we've got a a motion and a second for for for this particular opportunity tonight? >> I just had one quick question. Um, Miss Mucus, is this something that could be brought before the LEAP committee? >> So, um, we do normally place uh or put all of the placement schedules through the LEAP committee. um with a compensation study just coming in, we did not have an opportunity to share these with the LEAP committee, but I will review with them at our next meeting as well >> because I I do agree. Sorry, I didn't mean to cut you off. I do agree as
117a classified person myself. Um I do agree with the like what Marcus is saying with the signing on and the longevity and stuff like that. And I do know from past experience that, you know, there are things that Littleton does for their classified that other districts do not do. Um, but I do agree with, um, President Nielsson that, you know, in order for us to move forward and, you know, go out there and and get the people that we need to get, um, we do have to move forward. So, I'm wondering if maybe especially those things could be brought before the LEAP committee and, you know, then we could have a discussion on it. President Nelson, may I ask may I add some additional comments? Um, we do um the last couple years we've gotten
118a longevity payment um that was presented and approved by the governing board and that did go to all staff, not just um administrative and certified staff. So, classified staff did also get that. We also have a policy um that our classified staff can put in for professional growth. Whether they are doing um committee work outside of their contract days or they're engaging in professional growth of their own, they can put in for a 2.5% raise once every year. And that's in addition to any compensation increase that you you are giving them as well. So potentially if we take last year's um compensation raise that you gave them of 2% and then if a classified staff member did do professional growth they could have earned a 4.5% raise just this one year and that's only for
119current obviously current staff. So did want to let you guys know about that opportunity. >> Thank you. I appreciate that. >> Yes. >> Okay. We need to move on with this one. We've got a a motion and a second. All of those in favor say I. >> Excuse me. >> Roll call vote, please. >> Mr. Nielson, >> I. >> Mr. Senicos, >> and I explain my vote. Um, I am going to abstain from this. Um, I do believe that, um, the concerns that I brought forward, I do look forward to them being brought forward um, at a future time. But again, I do not believe that in public view that administrators should be able to have auto allowance that is tied to no data and tied to no performance of where that money goes. We
120are allowing administrators to get unchecked money that is not required with stipulations of requiring that they visit schools a certain amount of time each year. And so I do not support that belief. And I do believe that if we are in support of having an auto allowance for administrators, instructional support staff, any staff that works in the district office that goes to campuses should be offered an auto allowance from our point of view because if we're going to allow administrators with unchecked and tonight the board is saying that's okay. But if you're a certified person in the district office who goes out and supports instructional as a coach and doesn't get auto allowance, this board doesn't really care. So hope I hope that staff views that. I abstain. >> Mrs. Barlet, let me explain my
121vote really quickly. Um like Marcus, I feel the same way. There's a lot of things and Miss Musel, thank you so much for putting this together. Um having seen it, it's opened my eyes to a lot of things. I'm very grateful for it. Um, and it it makes me realize there are a lot of things that need to be changed. That being said, I'm going to vote the way I'm voting only because I don't want to hold anything up and prevent um our classified staff or anybody else, mostly our classified staff, from getting their money. So, I am going to um vote yes [clears throat] with the understanding that um there are going to be some changes made. There are going to be some things addressed and um things are probably going to look very
122different in the near future. But I don't want to hold anybody up or make anybody not get any money because any money, some money is better than no money. So I'll go ahead and say yes for now with the understanding that this won't be forever. >> Miss Stalard, >> I'm sorry, Miss Hashik. >> Um, I'd like to explain my vote. I I am the wife of a classified staff member and there is no way that schools run without classified staff and I want to give classified staff they should be paid equal to what um educators are paid because they're doing the work that some educators and some administrators don't want to do. Um, but I also know that we're in desperate need of classified staff and I feel like if we were to hold this
123up, we are lessening the amount of time that we have to go get those quality classified staff members out there. So, I am going to vote yay. Um, but I am hopeful that we come back to this with some of the ideas Mr. Seneris has brought forth and just ideas to get the best staff we can, no matter if they're classified, administrator, teachers, whatever we need to do to get the best people in the building to educate our students. >> Mrs. Staller, >> I don't have a long explanation. As a classified person myself for 25 years, um I do think classified should be paid a lot more. I do agree with what everybody on this board has said. Um, and in agreement with what they're saying and to not hold up not being able to
124hire, you know, the next amazing parah or a custodian or receptionist or secretary, I too am going to vote yes. But I do agree with Mr. um with Marcus. Sorry, [clears throat] Marcus. I have a hard time saying your last name. Um, there are I do think we need to take a a deeper look at some of the things and make some changes and add some things and maybe not have some things, but I vote yes. >> Thank you. I appreciate your fervor and desire to make sure that these >> classified people do get what they need. So, thank you so much. Okay, move on to the next one. I would like to call up Miss Mucus to discuss stipens and agenda for 2627. Uh President Nielson, members of the board, govern uh Dr. Lefit
125and uh governing board. Uh I present to you today our stipen schedule uh for the first um item. This stipen schedule is very similar to the one that we brought last year for FY um 26. There are some additional there's one additional um stipen added. Um and there is some clarity around a couple of the stipens as well. Um none of the uh amounts of the um stipens increased. They all stayed um consistent. Um to member Stalard's um question previous, the academic achievement goals is the other part of that classroom site fund plan that our teachers are eligible to get based on achievement of up to three goals. I'll entertain any questions that you might have. >> Go ahead. >> Um Miss Musel, can you remind me how many extra days do oursis work? Um,
126so that is on the agenda schedule. >> Am I on the wrong thing? I'm sorry. >> Yeah. So, we're on the stipen schedule right now, but I can answer that question for you. Um, they get 20 extra days. It's 10 embedded and five before and five after. >> Sorry. >> Nope, [laughter] that's okay. Um, I had a question about the lead uh principal position because I know we had um well Rob is now at Lincoln and I know he was in a like a leadership specialist position. So >> yeah. Yeah. So I don't know if you could explain what is that kind of like what they want that position to be. So, President Nelson, board member Senos, it's essentially someone who helps lead and guide provide coaching, support, and resources for the other principles in
127the district. So, currently we have kind of a combination of principles supporting each other through this process. But, um, similar to as we may have a a lead psychologist or lead uh other leads, it serves the same purpose. And then so I'm assuming 5% of a base salary depending on that person is about an average of 5 to 6,000 a year. >> That would that would sound appropriate. >> Sound appropriate. Okay. And then for any of these stipens, I don't know if this question um answered right now, but do any of these apply to classified? >> These um do not apply to classified staff members? No. >> Are we This is me, you know, wanting to know. Absolutely. >> Are we allowed to create classified stipens? Is that legal since these are not considered hourly
128since they're hourly? >> So, so just to clarify, I believe for um just clarify for me, uh for clubs or for sports or for things like that, classified staff have those opportunities. Correct. >> That is true. Yes. Excuse me, Dr. Lee. You're correct. So, if we are unable to hire a certified um individual for our coaches, for our athletic teams, classified staff that hold an IVP card are also eligible for those. You are correct. >> Okay. Um and I know because my my biggest um concern what I was trying to explain in our previous item about stipens for classified staff, has there been conversations? I know for resource and special education they get between 10 to $7,000. So has there been any discussion to see a long-term plan? What would it cost to offer um
129paras who work within high needs um students to offer them a stipen um long term? Because I do believe that paras that work in high needs um and self-containment classrooms do deserve to have extra money for being in that very very stressful sometimes environment. Um, so I do believe in future time we should look into offering more stipens specifically if we're going to support the resource and support the gifted and support the special education um with a lot of money additionally in stipens. Um they get the most out of our stipens. Um our classified staff that support them in those classrooms do deserve to have a stipen that supports them in those very stressful environments sometimes. So I don't know maybe that can be took into consideration. I don't know if classified sit on the
130LEAP committee. I don't know if there is somebody who's classified sits on the LEAP committee but um just moving forward that if that can be something to make sure that classified staff are represented um I would be in support of that just to be took into consideration. >> So President Nelson uh member Senator I do believe that some of those positions do receive a higher grade. to highlight Misso. >> So that is President Neielson, member sinceros, Dr. Lefi, they do we have three different grades of our pair of professionals. Um our behavior support um pair of professionals that are in our self-contained um specialized program get a pay differential based on their pay grade as well as our special education pair of professionals um compared to our general education pair of professionals. So there is
131a differential built in to their hourly wage um for them already because of that. So and that would be seen if you look at the um classified grade schedule that was in the last item. >> Anything else? >> Okay. Yeah. No, thank you for that. I did I did want to see that. Yeah. >> Okay. And we have a motion to approve item number C. I motion we move the governing board approve the staff stipens as presented for the fiscal year 2627. >> I'll second back on >> all in favor >> I >> next >> item to next one step. So the next uh I present to you the agenda schedule. Um so there is no change to the agenda schedule. This is the same one that we presented to you for this current um
132school year. I'll entertain any questions that you might have. >> There's no change. May I have a motion to approve? >> Um could you explain for viewers in um listening to us um and just for clarification, could you explain the definition of this? Is this just considered overworked pay, extra pay that they get? >> So, this is pay outside of their contract of their normal contract. >> Okay. And none of this um Okay, perfect. I just wanted to know that definition. >> Okay. Can I have a motion to approve item C2? >> A motion to approve. >> Do I have a second? >> I second. All in favor? >> I will move the staff. Okay. >> Just >> Would you Did you approve that one? Would you please read it as it is there with
133the >> Okay. >> Thank you. >> I move the governing board approve the staff amendment. um amounts as presented for the fiscal year 2627. >> Thank you. >> I second. >> Now all in favor >> I >> uh item D intergovernmental agreement with the city of Aendale. >> Yeah, I'm extremely excited about this one. Uh member or uh President Nelson, governing board. Um, we've been having conversations with the city of Aendelle on how we can begin to strengthen our partnership and we thought a great starting point to this was an an facilities use a shared facilities use agreement. Essentially, what we're looking to do is just approve a partnership where we can use facilities uh city of Aendelle facilities, they can use our facilities as well. We've discussed how sometimes they use our parking, may
134want to use gyms, we would use the parks without fees, things like that. So, this is just to uh enter into that agreement. >> Amy, >> um I'm really excited about this. I have sat on the city of Aenddale's parks and wreck community board for two years now and I feel like I am beating my head against a wall when I'm like, "Hey, you have another district in the city of Aendale that you can work with." um they have a great relationship with Avendale Elementary and I keep saying like, "Hey, we have a bunch of kids in Littleton that live in Aenddale and they need support and why don't you come to us? Why don't you do these things?" So, I was very happy to see this here and I want to thank everyone in
135the district who worked on this because I think the city of Aendale has some great resources in their parks and wreck department and I would love to see more of our students use them. >> Thank you. With that, could we have a motion? >> Oh, go ahead. Yeah, I I know I agree with Amy. Um I think um Dr. Lefided in our first meeting I I said exactly what Amy said is that um we really do need to have a better partnership um with the city of Aendelle. Um so I think this is a step in the in a great direction, but I think also moving forward um I would love to see a marketing partnership with the city of Aendale. Um, and I think this is that first step into it with our facilities.
136But I think moving forward um I would love to see a marketing where we can use their um light poles to put banners out and show the amazing work that our students and our staff are doing in our communities. I know Tulsen Union does it and Aendel does it just to showcase their city throughout the streets, but um knowing that they have a strong amazing public school district, right? And that takes up almost almost I want to say more than 50% of their city. So, um, I really want to see us move in this direction and even go a step further in support of a marketing partnership hopefully eventually in the future with them. >> Thank you. With that, I have a motion to approve. >> I move the governing board approve the intergovernmental agreement
137with the city of Aenddale for purposes of facility use. >> I'll second. >> Thank you. All in favor? >> I. >> Next item. So item 12E um as you all are aware we partner with or we have support from the Littleton Education Foundation annually. They look to have a member on their board an exopicio member on their board uh who's from the Littleton board itself to provide um just guidance support and be a member of that. Um, so the recommendation is that the board identify someone to serve in that capacity and then we would uh then approve that and then we would forward that name over to the Littleton Education Foundation. >> Before we get started, Rachel has been on that committee for the past year. We appreciate your time and effort in there and
138working with them. >> All right. >> I just have a quick question. Um, I don't want to do this, but I'd like to know if whoever decides that we vote, if I could maybe shadow because I don't understand what it's all about. So, I'd like to go and just shadow to get an idea of what it's about because when I saw it, I was um I just didn't know what what they do. So, um, President Nelson, board member Staler, essentially you're just a participant in the meeting. It's it's a non- voting member of the committee. Um, you hear just their what they're working on, what projects they have, what funding they're trying to bring in through a regular agenda. And, um, you just get that information, questions, you can ask questions and so on, but
139it's just a non- voting role. >> And how often do they [clears throat] meet? >> Um, I think we have a meeting this month. So, it's Yeah, four times a year. So, quarterly, I believe. >> Um, I' I'd be more than happy to to take it on this year. Um, I know we've had a lot of different members. I think Curtis, you mentioned you were on it before and Rachel's done it. Um, and Linda, I'd be more than happy to see if that's if that's that's legal. I don't know if that's legal. Um, because we are exopicio member. So, I'd be more than happy to keep the board updated as I go on them. >> Yeah. >> I don't know if it's a public meeting. Do we know if it's public meeting or is it
140a private meeting? >> I think it's a board meeting. >> The board meeting is a public meeting. >> Yeah, they're they're not a committee of the board, so it's just a >> private meeting. It's just a private meeting. >> Okay. Okay. >> Okay. We have a motion on that one. >> Oh, yeah. Um I'll do it. So, yeah. >> Okay. I'll move the governing board approve Marcus Cisnero to act as the boards official member for Littleton Education Foundation for the calendar year 2026. >> I'll second it. >> All in favor? >> I >> thank you. Last item >> future agenda items. Just I'd like to remind everyone that under the Arizona open meeting law, the portion of this agenda is limited to brief suggested topics for future agenda. Discussion, debate, or direct to staff or
141matters not listed on the agenda is not permissible, and we stay within the legal boundaries to ensure transparency and compliance with the Arizona statute, blah blah blah blah blah. That's a mouthful. Okay. >> Are y'all dumbfounded? Anything you want? >> Linda said she >> I do have one. I would like to know about the um employment process like the onboarding and stuff like that like how often who does the onboarding and how often we we do onboarding here. And then um the only other thing is um I just want to know what HR special projects is. >> That was it. >> Thank you very much. >> Anyone else? >> Um I have I wanted to follow up on our board discussion and just request formally that we have a review of our field trips. Um
142just our regular dated district field trips, not signatures, just regular field trips. um we if we could have an information or discussion item on that. And then I wanted to also have a special education review um of our education of our special what special education >> just a presentation on our special education and resource and he everything >> special education >> review. Yeah, review or information item um for the governing board. And then I wanted to review our um telecommute policy um from work from home practices. The policy I wanted that to be on the agenda um for a future um information item. And then the last one is I wanted to have information item on support services for staff, students, and community. Um just what is available for support services. This could be partnerships
143that we have, but just for us as a board to get an idea of what support services and partnerships do we currently have in place for certain groups. >> Thank you very much. Anything else? I appreciate that. If not, uh, next item is an adjournment. Can I have a motion to adjurnn? >> I motion we adjourn. >> I second. >> All in favor? I >> I >> thank you all for being