001Um the boards uh data can we have a roll call to begin please? >> Yes sir. Mr. Nielson >> here. >> Mr. Seneros >> here. >> Mrs. Barnett >> here. >> Mrs. Sashinik >> here. >> Mrs. Stalard >> here. >> Thank you so much. Will you all stand and participate in the pledge of allegiance? I pledge algiance 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. >> Thank you. >> We all silence your cell phones. We'd like to acknowledge a moment of silence, please. Okay, thank you. On this evening's agenda, I think you all have the agenda in front of you. We have two items uh number five and number six information items. First, uh you
002like to take care and remake that presentation. Good evening, board president Nielson, governing board, community staff. Um, I'm excited to present my entry plan update. When I came into the district uh back in July, uh, had a plan in my head of um, not really touching anything, just seeing what was going on in the organization. And so when I came in, it I knew it was extremely important for me to come in, assess the district, and to uh identify the need, set a foundation for our long-term success. And so uh undertook what I called my entry plan. Uh entry plan typically ranges anywhere from 90 to 100 days. But one thing that I felt was important just to keep continuity to each month, uh we we pushed it and looked at it as a 120day
003plan. and looked over the first four months and then said what do we see? And so throughout this process really for me it was to assess the the key thing that I told everyone we would look at is our strengths, weaknesses and the opportunities that existed in the organization. And so as I went through collecting data, evaluating things, I I saw five key areas that stood out to me. One of those was governance team. uh also organizational capacity and alignment, student achievement, community and public relations and operations and finance. And so the next few slides that you see, I'll kind of highlight a couple of things that I um observed during those periods of time and then I'll talk a little bit about next steps and what does that look like. And so if we
004can go to that next slide please. So next slide. And so um in terms of governance, one thing that I knew was important to do was to begin to connect with the governing board. And so one thing that I sought out prior to actually starting in July was meeting with governing board members uh trying to get an understanding of what it is governing board was looking for um and and how to support the needs of the organization through their lens. And so tried to take a lot of time to do that. um went with several governing board members up to Flag Staff. Um had an opportunity to just spend a little bit of time to start to learn a little bit more about each board member uh throughout the year. And one thing that I
005hope to increase or improve upon is just more opportunities to meet with board members just so we could have conversations to ensure that we're continually connecting and making sure we're moving in the right direction for the for the district and the community. The next area was organizational capacity and alignment. So one thing that I really wanted to do was look at uh what our strengths were as an organization where we were aligned where we had um a lack of alignment and how do we begin to do that. So I started to look at all of the departments and areas to see what was in place where the connections were and where the disconnects were. And one thing I started to see is you have a lot of skilled people in the organization or we have
006a lot of skilled people in the organization who will do their best and do everything to ensure the success. One thing that I saw though was there there were some areas where the alignment wasn't there. There were some areas where there was um too much overlap meaning there were people crossing over into other areas. So it one time sometimes what it did was it delayed the work and the progress moving forward because sometimes things would go through multiple layers or multiple individuals or it would be reviewed. It would be um multiple people would be looking at it at the same time not necessarily knowing they were on the same item. And so one thing we're looking at now is how do we kind of hone that in so that every individual is focused on their
007area is streamlined is targeted and very systematic. So, we looked at that. We talked about communication. What does that look like? So, we started to look at how we're communicating, how we're communicating districtwide. Um, and so there are some strategies that we have that will be coming out moving forward. Area three, student achievement. Um, that was the easiest thing to look at just simply because our data is everywhere, right? The it's there with the state. And so, when you look at the data, you start to see where we line up, how we align with that. And we started to see that there were some gaps uh across different demographic groups. And for me, equity is extremely important. All of our kids deserve an opportunity at a quality education. And so we looked at what are
008some of those gaps? What are the things we can do? And so a lot of that work has already started with our curriculum and instruction department where they've begun looking at data to identify those gaps and what are some things that we can do moving forward to support that. We also looked at rigor. We looked at consistency of our work. Uh, one thing that was mentioned before is as a district, um, we knew there had been a lot of work in professional learning communities, but what we started to see was just inconsistency in implementation. And so, we've started uh those conversations with how to make it more streamlined and take a district level approach. and we've had a lot of success and a lot of buyin with that. And so those are some of the
009next steps to support us there. But then also to look at financially, how are we supporting our academic programs? So looking at our grants, looking at our M dollars, looking at all funding sources to figure out how do we begin to target our dollars directly at what our needs are so that we're more strategic in our work. So that next area is community and public relations. And so for me, one thing that was important was to get out and just show everyone I'm I'm in it with you. I'm here in the community. I want to be a part of the community. And so, um, took opportunities to meet with different teachers, different leaders across the organization and the community, parents and others. And so I held my listening and learning sessions. We held that throughout
010the month of September. Uh, visited all the departments and schools. My goal this semester, and I'm going to say it out loud just to hold myself accountable. My goal is to visit every classroom in the district this semester so that I can see every single classroom. Uh first semester I was in several classrooms, but didn't get to all classrooms. So this semester, it's every classroom. Um worked with a lot of different groups, had consistent meetings with my advisory council. So, as you all see, I have a parent advisory council that we meet with regularly, teacher advisory, uh, education association, as well as the student youth council. And so, we work with them. And one thing I wanted to do was kind of change that group to truly provide feedback, support, and and get information from
011them on how we can begin to improve in certain areas. I have uh meetings with a couple of those groups next week and we already have some strategies to engage them more uh with regards to communicating because one area that I know we want to begin to look at is our um uh not just recruitment and retention of staff but of students as well. One thing that we'll talk about at a later date, governing board, is our work with um trying to look at our capture rate in the district and how do we begin to get more students in district. Um there are a lot of things being done by our great things being done by our staff and I don't think everyone knows that and so it's really for us to communicate that and
012make sure the entire community knows. And then the final area, operations and finance. And so most of you are aware that one of the reasons that most school districts get in trouble is finance and operations. And so I made sure um that we really took a a a deep dive into this area. One of the first things that I was able to do was as we lost the um prior operations officer uh was able to hire um Miss Pena who has done a tremendous job in supporting some of this work that we'll talk about. Reviewed a lot of survey data. We've had uh different studies that we've put out. We have a compensation study that information will be be coming back in on um a demographic study that we have information coming back in on
013a transportation study that we do have that information and that'll be communicated and that'll be shared as a part of our our our work that I'll communicate through this which is a strategic plan is one of the outcomes of of this work. um really looked at our financial projections to see how do we continue to thrive and grow as an organization, especially when you see um other districts having financial challenges. We're in a great position just simply because we don't have a decline in enrollment as some of our surrounding districts. So, we have a benefit there, but it's for us to take advantage of it to continue um utilizing that information to make sure we can continue to grow and grow as an organization and just make good solid decisions. And so, the next steps
014um the first thing that I saw from this is we needed a true strategic plan and an opportunity for us to identify what we're going to look like over the next five years. And so following my presentation, we'll have uh uh our consultant group come up and they'll share some information about our next steps with the strategic plan and what that'll look like. Also, uh some areas that we saw is just district reorganization. Again, um everyone had this wide range of things they were engaged in. So, it's really to start to narrow that work down. One thing that I found is when you're able to narrow down and people are able to to have a laser-like focus on the work that they're involved in, you start to see the gains and you start to see
015the improvements in those areas and we know that'll help with some of that. So, at our February meeting, we'll bring up uh the district reorg recommendation that I have. Also, uh employee experience. One thing we really want to do is ensure that all of our employees feel valued uh as employees within the district. One thing we really want to do is look at opportunities and experiences to help them um be a valued part of the Littleton community. Also increase data engagement uh to drive our decisions. And so we know there's certain data we need to look at, but what we've identified now is these are the specific data points we want to begin looking at because these are the things that will provide us data that will move us forward as an organization. And then
016the final few things, professional development, capital projects, prioritization, which is important. uh some of the buildings in our district are aging and so a lot of the work we're going to do is how do we make sure we maintain but then begin to rejuvenate some of those buildings. And our final couple of things uh public relations and community engagement as well as strategic partnerships. For me, it's extremely important. uh as you know my background and my last um opportunity I had really focused on a lot of those strategic partnerships because that's kind of the lifeline of our community. So for me it's been working with different partners, identifying those partnerships and then looking at how we can build those up to connect them with the community or with the school district. So that is it.
017And again, uh, for us and and and I'll say this, and you've probably heard the saying before, really, it's to move us from good to great. We've done a lot of a lot of solid things. Now, how do we take that to that next level? How do we move to from good to great? And so, for me, it's been an amazing first semester, and I know the coming semester and years will bring a lot more prosperity for our organization. So, any questions? >> Thank you, Dr. Lefit. Are there any questions from members of the board? Comments? >> No. Um, thank you, Dr. Lefit. Um, a great a great plan and a great strategy moving forward and I think you've you've done a great job. Um, you know, I think we've had a lot of meetings
018and we've discussed a lot of the things. Um, some of them are in the works and I'm really excited for the direction that we're heading. Um, I just want to make sure that all that data we're collecting from community gets processed somewhere. You know, that eventually the board can see that data, you know, whether that's at our board retreat, hopefully um that we can see all that data from the surveys and everything that you did when you were going out and about in the community. Um, but just recognizing um all the amazing work that our staff and students are doing. Um, but also when we make mistakes um you know, taking accountability for them and making sure they don't happen again. So, um, I'm excited for what's ahead. >> Thank you. Thank you, Miss Barnett.
019Do you have any comments? >> No, I really didn't speak unless >> didn't hear what you said. Can you repeat it? >> I don't have a voice. >> Oh, thank you. Oh, sorry about that. >> Now I heard it. I just have a quick one on the strategic partners. >> Yes. >> Or partnerships. What What is that envision? Is that >> right >> the city? I mean are there other fingers that go out there? What is that? >> Correct. Correct. So um obviously as a part of the city um we've worked with them but also just working with different whether it's um colleges other organizations we've been involved with. We've worked with local business partners. So example there are several restaurants around who are part of the organ a part of the community that we're
020trying to bring them in. There also several other constituency groups that we've been looking into. So, for me, it's really about everyone. Um, we I think we're we're doing a great job of growing partnerships with some of the other groups that are already in existence in the community. Um, we've worked with we've worked with Mercy Care on some work and and we hope to continue that with the community resource fair. Uh, we've worked with other organizations and we know that'll just continue to grow. For me, it's to keep growing those things and to figure out how to make it bigger. How to make it bigger. how to make it bigger. So, >> thank you. I appreciate that. >> I got one more thing. Yeah, I think for the for the student experience, you know, as
021you go out and about really collecting data from students just overall how they feel about their schools. Um, I think it'll be really really important as we move forward in a lot of these capital funds, a strategic plan. Um, it's probably be more stuff I can bring up in the next item, but I really want to hear from our students and have that data to back up the decisions that we make so aligns with their values. Good. Thank you all. >> All right, that's item 5 A 5B. >> Okay, item 5B, I'd like to bring up Dr. Thomas Reynolds from the K12 coalition. So, one of the items I mentioned just previously was looking into strategic planning in the process. And so, um, during the first semester, I was I was familiar with the variety
022of organizations that conducted strategic plans as facilitators. And, you know, I I reached out to some of my network to identify some of the folks that they found. And after going through a process where looking at several items, looking at what was offered and what was provided, it was believed that this would be the right organization to help lead us with this work. And so I reached out and um they engaged with us in this work. And so I'll turn it over to you. >> Okay. >> Uh good evening everyone. Um I'm excited to represent K12 Coalition this evening. Um and just to tell you a little bit about K12 Coalition before I introduce myself. Uh K12 Coalition is a consortium of several organizations that have come together to provide specialized support for schools. Uh
023this includes teacher recruitment, teacher retention, alternative certification, professional learning, academic support as well as strategic planning. Uh my name is Andrea Thomas Reynolds and I am the managing director for our strategic planning division and we can go to the next slide. Um I've been with uh K12 coalition um as when it was a part of inside education group so since 2018 and prior to that I have about 25 years of experience in working and leading districts conducted over 52 strategic plans for districts and we're excited to bring this resource to your community. >> And good evening everyone. My name is Grant Guyer. visiting out here from Colorado uh where I worked as a senior leader in Denver public schools for many many years as the chief of strategy and several other um leadership roles including
024those in operations and academics. And I did want to mention really quick that your superintendent mentioned you have really have the advantage of um enrollment continuing to increase and I can't stress enough how important that is. Most of the districts in Colorado are going through pretty significant decreases in enrollment which create all sorts of different challenges. So, you're in a really good place working through this. >> Okay, go to the next slide. Uh, so this evening, we're going to walk you through um our strategic planning process. We'll explain to you some things that you can expect with the steering committee. Um, I'd heard you mention some things about data. We also have a data request, so we could just get aligned on that, but we'll tell you a little bit about what we have there.
025Um, and then we also have a stakeholder survey. There's some key points where some decisions will be made. So we'll share a little bit about that and then we'll open it up for any Q&A that you may have. So thinking about the strategic planning process, we wanted to provide for you a graphic of what this process will entail. The mission and vision is the solid framework in the beginning, the big picture. It is a solid foundation for which we're going to proceed in order to get down to the core steps that are needed to fully execute from that vision and mission which is really comes from the board and its vision and mission but also to superintendent and the team in executing that. So we do align on core values so that it's articulated what
026are the core values for this district. Um what do the stakeholders uh say relative to that? What's their input with regard to that? So that all are aligned in understanding what the district will be doing over the next five years. From there, you then move into your priorities and you get your priorities through the surveys, right? What are people saying that they want to see over the next five years? How does that align up with the data? And then framing those priorities with uh some strategic steps to move forward. Now, we also have the option of a portrait of a graduate. Typically, in our strategic plans, this portrait of a graduate is for that graduating senior. However, in this district, you could poise your portrait of a graduate for those students graduating from eighth grade
027going into high school. And so, you're going to be looking at their readiness for high school. And so, that's one way to also engage the parents in that process as well. Uh, from there, you then outline your strategies and core initiatives that you're going to pursue. Then, more importantly, it's the goals. Where do you want to be over the course of the next five years? And what would be those key performance indicators along the way by year? those goals to help you with getting there. And in order to do that, you really need actionable steps that are very detailed. And this is where your departmental leads, your uh superintendent and his team as well as your school leaders at their uh facilities will be able to execute on the plans for their buildings to fit
028within your larger plan for your uh district. So a really critical piece of this entire process is um assembling and working with and collaborating with a steering committee. And we typically recommend a steering committee of 25 to 30 different members um consisting of a variety of different roles. So district leadership, school staff, school leadership, students, parents, community members and and other key partners. Um and we really um approach this with the from the standpoint of all voices are equal and all voices are contributing to the process um on a level playing field. Um note there are three different sessions for the board to uh weigh in on this process and provide feedback. So as we're working with the steering committee, we're also bringing a lot of that ongoing work to the board and and sharing
029that information for you to weigh in. And you know the members um should really be selected to represent all different uh demographics and areas of the district. So really thinking about um the demographics that are represented on the steering committee and do they represent the larger district as a whole? Do they represent the different grade levels and um areas of the district as well. And then really want to point out the last piece around power brokers. Um and really highlighting the importance of you know um bringing on members who have influence including the lived experience of the work as well and how important um that voice will be um in assembling the the steering committee. We go to the next slide. So the steering committee's role uh what is the value of the steering committee?
030They're advising on an ongoing basis on the uh development of the plan and I'll talk about next steps in just a second. um they're really elevating the voices of the stakeholders and they serve as essentially ambassadors for the project. So they are out there um creating buyin and really uh serving as um ambassadors for that work. And throughout the entire process, we're going to be bringing them information. We're going to be bringing them sample plans, data, and things like that. And they're going to be providing thought leadership on the ongoing development of that plan. Ultimately, this really creates a lot of credibility and buyin having this diverse representation as part of the strategic um steering committee. And the next slide. And then so for the stakeholder survey, uh we're going to be working with your
031team to um send out a survey. It's typically available for um two or three weeks. And we engage a variety of stakeholders to just gather more information to understand what those priorities should be in the development of the next strategic plan. and bring that information to the steering committee to help advise on which direction to go and which key priorities um should be set and and what those strategies and goals um should look like. So, we will be bringing information to that committee uh based on things like survey and other data collection and they will be advising which direction to go. >> Okay. So, as we think about our steering committees, there will be six different med committee meetings that will be held. The first meeting we're going to take a look at sample strategic
032plans just to give you an idea of what's out there and what is your in vision that you're trying to um achieve. What do you want it to look like? That second plan, we're going to begin to dive a little bit more into the core values. Uh looking at some of the um your vision, your mission statement leading to the priorities from the surveys that would have been gathered from some of the data that would have been collected. We start putting that all together. So then we can identify what themes are we seeing. Are they recurring in schools? Are they happening across all of the schools? So that it bubbles up. You're going to get a list of a lot of things, right? You can't do everything. So you're going to have to really sit
033and prioritize what are going to be those big bucket items that will move your district forward to the vision that you have for the next five years. Followed by that in that data analysis, we begin to start breaking that down. What's the strategy you're going to pursue? what if any initiatives you're going to pursue and how are we going to know if it's successful not only from a data standpoint but what does it look like what does it look like for the parents what does it look like for the students and what does it look like for your staff so everyone can see themselves within your plan after we've done that uh we've come up with what those progress goals will be you've identified who will be accountable which divisions and it's not one division
034that's going to be handling these because you you're working cross collaboratively So you may have one person who owns it, but they're working with multiple divisions, multiple schools in order to get that accomplished. We'll do a final review of that with that steering committee before then sharing it publicly that we believe that will be done sometime in July. Next slide. Uh this is just a a list of what we would typically request uh for uh data from our district. Uh this is at the high school level. We will be making adjustments for this for the middle school level. really looking at the readiness of students going into high school. But this is a type of request that's done. Um this information is then um uploaded and we have an analyst who would then help us
035with identifying what are some big themes that we could then share back with the steering committee. We talked a little bit about the stakeholder survey data already. Again, this will be online for 10 to 15 days, but this particular data will really help us with identifying their perspectives about existing structures within your district, the culture of the district, and also the direction of where you're headed. Next slide. And so the the next steps um just as Mr. Guyer stated, you have the steering committee meetings, but you also will have the board um sessions. So, we'll have opportunities to share with the board along the way what's going on throughout the next several months. And then we'll have bi-weekly check-ins that will be with the superintendent and his or her uh team. So, we thank you
036for your time and open it up for any questions. >> Next slide. >> Member of the board. Any questions? >> This was it. >> Um it's not so much a question. I'm just really excited to see this and in fact um I am really really excited about this concept of a portrait of a graduate. I've gone to a few ASBA conferences and I really love this idea of creating a portrait and saying that this is a student who leaves Littleton Elementary School District in 8th grade can do this and being able to say everything on this list is what our students should be able to do. >> So I'm really excited about this. Thank you for taking on this work. >> Thank you. Just a quick question who selects the committee. >> So that would
037be up to the superintendent um and he will have invitations he can extend but it is you know again representative of your parents, teachers, administrators, non-instructional staff as well. And then I think I had heard someone mention before about the students. We do have opportunities to go out to the schools to talk to a group of students if you would like us to do that as well. Yeah, Linda, I'm going to piggyback on that. Um, that was my biggest concern. Um, and I spoke to Dr. Lefit about that. Um, you know, I really feel like the strategic plan has to be led from the bottom up. You know, we form it at the top, but if there's no buyin from parents, our students, and there's no point of this of the strategic plan or the
038community. Um, so I really want to make sure when we do those surveys and we take to the stakeholder groups that they're really being marketed towards certain groups, you know, not just overall survey, but having one broken down for students, having one broken down for parents by demographics, and making sure it's language accessible to certain communities. Um, because we are a very diverse community, want to make sure that everybody is included on it. um and utilizing all the communications as possible to make sure that everybody can have their voices be heard in it. Um and I really I really do like the data request. Um I think and will that be provided to the board when we go through as throughout the process the data request? >> Right. We'll be able to share with you
039what information we'll be requesting and then after we collect that data and do an analysis of it, we'll be able to provide you what the data is telling us at this point. So each step of the way, you'll be able to see how this process is evolving and more importantly what the data is showing about your priorities and things that the community would like to see within the district. >> And let me let me just chime in there. [snorts] Also, if you notice in the weekly updates, I added a section in there maybe two weeks ago focused on strategic plan. So our intent is to as we get information um it it's more a little more real time for you guys it's at least weekly as we get information uh there may not be new
040information weekly but as we get it we have a spot where we can begin to identify that. Okay. >> Thank you. >> Yeah. Oh, do you have questions? Go ahead. >> Go ahead. >> Okay. Um, no. [clears throat] I I think I think with this the the steering committee, you know, I really feel like that that should have been something we could have communicated to our families, to our staff, you know, um, it's all it's always great to pick people that we know, but, you know, there that's an await opportunity. We bring new people in. So, if we have new students, new parents, new community members who want to be involved in that and then also gives them the opportunity to be a part of the steering committee, you know. I know obviously if we
041do that, that's a lot of people, then we have to go through a selection process. So it is more work but I think when we are building a strategic plan we have to make sure that there's buyin from students and community. Um so I really hope that that is a really diverse um steering committee and I think another thing that can be done as well um from this various standpoints of the stakeholders because not everyone can be on the steering committee. We can certainly have various stakeholder meetings uh where different groups can be invited and what we've found um is that sometimes during those meetings virtually it allows for more voices to be heard. We're able to capture that as well. Um and particularly with uh parents in the timing of the meetings is we
042found that to be most helpful >> and I think that was my particular question is the stakeholders. Who does that involve? Is that everybody else outside the steering committee? Is it students, teachers? So the steering committee is a conglomerate of all of the different voices, but then you can have various particular stakeholders that you want to just ask certain questions to to make sure their voice is also brought in. That could be just with parents, there'll be some questions just for students, some questions just for administrators and teachers. And so collectively all of that comes together in data that we'll provide to the steering committee so that they can see all voices um represented in that process. And then as a group you begin to delineate what are the themes that we're seeing across the
043board. Um checking it with the students as well you know just wondering if they're they're um aligned to what's happening. >> Cool. The other thing I was just done you were talking about the final report given to or presented to the board and then I think one comment you made is there would be a report given to the board at different steps through there. How does how does that flow? So, we've anticipated that um around June 30th, we should have a pretty good solid draft of what the plan will look like and what information will be shared within that plan. And then we can come before the board, excuse me, come before the board and then share that information with you. But we'll also be providing that with the superintendent well before then as well.
044>> And and we do have it projected. I think we put it's it's on our July meeting to bring that to the board uh for adopt for discussion and adoption. >> So all this work will be done between now and in July. >> Correct. Correct. Yeah. Well, what what what will happen and um Dr. Thomas Reynolds brought up the um the steering committee. So after this evening, we wanted the board to be the first to get this information. Um then we'll send out communication to um uh proposed steering committee members and then we'll begin that work uh February 10th I believe and then uh as we go along this process if you notice um like every every special session of a board meeting or the February special session the uh April work session and so
045on. there'll be that information there and then July 14th it'll be the final presentation to the board. So all that information we've kind of aligned it so that throughout the process starts with the board learning and getting the information and it ends with the board reviewing and adopting that information to say that's what we that's it right there and then we move forward and we implement. >> Great. >> Thank you so much. Any other questions? And then um you know after this you know how do we plan to communicate to community to students to staff to let them know that the board has started those initial stages for the strategic plan and that they should what should they expect in the future. Um you know because we do want to start early now to start
046letting community know and students and staff so they can be on the lookout for communications for the the stakeholder survey so they can initially be on the lookout. Um you know want we don't want to surprise them. >> Right. Thank you for that question. Um, member Senator Arrow. So, one thing that uh Dan Budsman communication and I have sat out and we've started to talk through based on the information that Dr. Thomas Reynolds has shared with us. We've started to have those conversations on how do we communicate that out? What are the timelines? Uh, we talked about whether what what does social media work through and what do mailers work through. So in the coming weeks I do have meetings with a couple of my advisory councils and part of part of the questioning that
047Mr. Busman has, it's what are the best and most effective ways to begin to reach the community so that we can try some of those strategies to get information out. And so we're for me everything is about alignment and it's trying not to waste the work of one group and figuring out how that work can connect to the next work and it can connect to the next work so that nothing is in silos or independent. So, I think um I think we'll have a lot of those ideas fleshed out and then we'll begin to communicate this is how that's going out and then it'll get out there. >> I just got one last one here that it's a five-year plan. >> Correct. And then is there somewhere midstream or excuse me two years out, a
048year and a half out, three years out where it could be reviewed, looked at you is the steering committee stamp in in in its set because you're going to have some students that either grow or move out of the school in that time period and then you got to have either a new steering committee or we just review how does how does that work into the >> Yep. You want to jump in and I'll jump in. >> Yes. So typically you will have a fiveyear strategic plan and you have goals along the way. As members u lead the steering committee or the steering committee is completed. You'll continue to update your community on the progress of your plan. You'll at least do that annually. That's usually in the form of a superintendent address. There communication
049on your website. So you do have that information out there as well. Usually around year two you begin to start take stock. Are we really progressing towards this? Has there been anything new that's happening externally that's impacting our ability to deliver this? What adaptations do we need to make? So, it's not a stale plan for five years. It's definitely iterative in utilizing what's happening today to inform whether or not adjustments need to be made. So, um that five-year plan usually around year three to year four, you begin to start seeing where you are and then um positioning after year five. >> All right. Thank you for that. and and for me it's important to review it regularly. Uh one thing that I had done in a previous district is we uh had our strategic plan
050and then we had a group that uh reviewed that information and they presented where we were where did we fall within that were we making those gains were we not so that we can always have that real-time movement. Um most of you know I love using sports analogies and and I use that just simply because sports is pretty real time. If I play a football game on on Sunday and I see how I came out of that game, I know I have to prepare for the next game, but I have to see where my challenges were in that previous game and what do I need to correct moving forward so at that next game I can be better prepared. And so it'll be a lot of those reviews and followup. >> Thank you so much.
051Anything else? Go ahead. >> I just want to say thank you. Um, I've always wanted a strategic plan in our district. So, I'm really, really excited that we're actually developing one and I really look forward to all the work. >> Thank you. We look forward to working with all of you. >> Thank you so much for being here tonight. We appreciate you so much. >> Thank you. >> Yep. Thank you all. >> Okay, moving on to item number 6A, board self goals and progress. I think in the packet here tonight, we've got those four goals that have been uh in the past. We want to review those, see if those are still uh active, if we want to change them at all. If you just I thought just about going down one by one, seeing
052if there's anything we want to address or go through it. Any comments or thoughts on how you'd like to approach it? If not, uh, just start off with goal number one right there. Um, I feel like I know we have our board retreat, which we're supposed to schedule. Um, so I feel like at a board retreat, I feel like I would be more equipped to give more input on our board goals. Um, not at the moment, but I think as of right now, I think they're fine. Um, I agree. I I'm good with our board goals. I would like to though maybe have a conversation maybe at our board retreat about we all seem to have met our board goals. At least most of us are at least three of the four goals. >> So,
053as a teacher, I'm never happy with, you know, making your goals and everyone's good. Like maybe we need to make things increase the standard or change it something else. So, I would be open to that conversation at a later date. >> Linda, any comments? >> As I read through these, I think these one have been established for some time. The you've got the results in here and say, "Okay, we've got these four. We've done fairly well on them." I think I would agree with the rest of the board there that let's look and see if there's something we need to do to start stretching ourselves. uh we can't put in a strategic plan right now, but certainly when we review these again in in a year or whenever we do that. So So can we
054accept these the way they are with the uh addendum or whatever you want to call it that we'll review it at one of our >> I think it's just discussion. So >> okay, it is just a discussion >> but I feel like as we like if Dr. a feed if this could be an item at our board retreat and then we can, you know, all of us can come maybe with goals or there can be examples from other districts that we can go by and this maybe have a group project of how to draft up some new goals or what we think. >> Okay, sounds good. >> Okay, thank you. Next item, signature field trips. So, signature field trips um as you're all aware was brought up several months ago to be added to a
055future board meeting because several questions that came up after the cancellation of our um eighth grade trip. So, what we did in your packet, you'll notice a data sheet attached which provides just overall numbers over the last few years, the numbers of students that have participated in our sixth, seventh, and eighth grade signature trips. Thank you, uh Mr. barrel for putting that up. Um so I I just want to uh open the floor for you guys to have dis any discussion that you would like pertaining um signature field trips and then I'll chime in where necessary. >> Um so signature field trips has been a huge conversation in my home. I think partially because I have a seventh grader and a fifth grader. So my fifth grader is all about wanting to know if he's
056going to be able to go. Um and my seventh grader went last year. I chaperoned with her last year um to camp way and she was sad at the beginning of the year to learn that um camp surf was not an option. Um and she's very excited about the possibility of Washington DC. So this is a conversation we have a lot um in my home. I love these experiences that we offer our students. Um, but they are very expensive experiences and I do not feel that the majority of our student population can afford all three trips straight after one right after another. Um, I think that we have to be aware of the majority of our population and I don't know, especially nowadays, what family can shell out 200, 800, you know, over a thousand
057one year after another, especially if they have more than one student in the sixth through eighth grade. Well, I also am really excited about this idea that I've heard just kind of talked about um amongst staff and um students that maybe are signature field trips can evolve into similar to what their focus is is. And we know students, you know, are at a fine arts academy, maybe they want to look at their signature field trip being to go see a play or something like that that more fits with their need. Um, so I want to keep this idea of a signature field trip and these big field trips for our kids and ex having them experience things that they may not always get to experience, but I want to make it so that the majority
058of our students can go and our majority of our parents can shapurn if possible. We had this conversation last year about the cost of parents going. I am lucky enough that my family could afford for me to go as a shopper and for my daughter to go, but I didn't think a lot of our families could one afford for the parent to go. Also, taking the time off work because these trips are overnight trips. Um, so I just wanted the time I'm the one that requested this to be here. I wanted the time to be able to say I want to keep the signature field trips but I want them to be more accessible to all of our students and that's all I guess. [laughter] >> Well, that's pretty good. Come on, keep going. >>
059You got anything? >> Yeah. Yeah. Um yeah, 100% agree um with member Soynic. Um, you know, I think it I think it also starts um, you know, I love that we provided this and then we look that camp way is the one that gets us the most um, buyin from students. I think it's actually the cheapest one to go to because it's instate. Um, I think it's in sixth grade. So, um, I think that is the one that is most important. I never had the opportunity to go to any of the signature field trips when I was a student in the district. So, you know, my family cannot afford them. So, um, my little brother and sister don't get to go either because we can't afford it either. So, um, you know, I feel like
060that is a burden, but I think it's also recognizing that that is our community. And I love that Dr. Leit um brought up that idea um that students are able to decide at their own school what is a signature field trip that they want at their school so that they can build up that financial savings early on and then through partnerships through the foundation we can actually advocate for more money to um be fundraised at a different time. >> Yeah. Go ahead Amy. >> Okay. Okay. I didn't I also um am very curious and I want to try to stress that I love the signature field trips, but I do not think that this means our sixth, seventh, and eighth graders can't have an instate field trip. That's a one-day thing. I am hearing from
061some staff that sixth, seventh, and eighth grade is told since they have a signature field trip, they can't have a day trip, a day field trip. >> Exactly. And I feel like some families can afford the signature field trip and that's great, but I hope that we have the ability just to allow them to have a day trip as well like any other grade. >> Um, board member Soick, if you can just clarify, when you say just a day trip, are you talking as a signature trip or are you talking just standard field trips? >> Just a standard field trip. >> So, okay. So, just to clarify, uh, all schools have the opportunities to send students on field trips. um all students K through eight. And so our our push is that they do have
062learning experiences and opportunities. So one thing that we've done most recently um is we've tried to put a structure in place so that we can help monitor and provide feedback to schools on that. And so Dr. Haye's office now collects a lot more data. Uh they put together a form. Schools are completing these these forms. And for me, remember I always say my role is to mitigate risk, right? So I always have to know where kids are going because I want to make sure from a risk and liability perspective that it's something that um it's safe or we have appropriate coverage or whatever is needed for that specific thing. So those opportunities do exist. We don't have a menu of of of trips per se, but we do know there are variety of trips that
063um all of the schools have been reaching out to go to. Um I know whenever we meet Dr. Hay brings a stack and and folks are going um we're trying to make it a little bit more of a standard in terms of we don't want certain trips to be just the annual pilgrimage type of thing. you know, like the zoo, you shouldn't go at Kinder and first and second and third. We're saying open it up. There are other things out there. Um, we we know we're not in in uh on the East or in the Midwest where there are a lot of other cultural things there that are closer and more accessible, but there are things around that we can offer our students. And so, it's just thinking out of the box, what does that
064look like? Um, but then there are other experiences, too. Um I I went to a um event at ASU a couple of weeks ago where they started talking through virtual reality and what that learning looks like as those are bridge learning opportunities. So though I may not take a major trip annually, I have these other things as well. And they, you know, I had the 3D thing on myself and and and I mean it it it it kind of blew my mind how realistic it was as a supplement. So, you know, if it's I don't take a trip every year, I may go as a kinder to something, then I may have this virtual opportunity. Then in the second grade, I may have an outside experience or whatever it may be. But we always push
065for all schools to take outside field trips. >> Thank you for reassuring me about that just because I >> I want our kids to experience everything life has to offer and part for me my family could not have afforded these trips. So it was through the school that I got to experience that. >> Yeah. Um, I think that could be um I I think we did request that at a a board meeting to have just an agenda item about regular field trips in the district and having that data to Amy's point of broken down by grade, how many students by each individual school are actually going on field trips per grade and where are they going so that the board can then understand, okay, if somebody wants to come to my district, if they go
066in this grade, then they should expect to hopefully go on a field trip during that certain year. So then we can also know okay here are a list of the places our students typically go and here's a price of it. So then then the board can understand that and then community can be involved so that then we can see the options of what the community has because we do want to make sure that students go on field trips every year. Uh we do want to make sure because a lot of our students um we're title one district and a lot of our students have parents who are working multiple jobs and so going on field trips sometimes often only time they actually get to go away from home besides being home. So, um, I really
067want to make sure that our students are offering that opportunity. My little brother and sister bug me all the time of why they can't go on so many field trips. Um, so I just I just want to know that data and know we can offer all our students because they're they're paying for it either way. Majority of the time, families are still paying, you know, out of pocket to go on field trips. Um, so I want to make sure that we know that data. That could be a future agenda item. >> And I like the idea that uh Amy suggested. You know, each school is a little bit different >> and I don't know that fine arts has been to MIMS. I've been there a number of times. My grandkids love to go there, want
068to take me back again because they enjoyed it so much. They could do that and take parents back there. It may be a little bit pricey to get in there, but it's the idea they go and they experience something. I was at an interfaith partnership meeting this morning and one presenter there was talking about kids um in in high school particularly that have never been anywhere and they had an opportunity to go to some camp I don't remember where it was in upper in the trees up in Arizona upper Arizona up there and they filled up the list of wanting to go in two days but they came back they'd never been in any place like that they had no idea that these things existed Ed, and I think if we're going to, you know,
069teach kids what, you know, the world's about, we ought to give them the experience. If we wanted to go to the fire department up here or the police, that that's amanable here in our community. Some of the other places, you know, in Goodyear, Tulles, and they all have something that would be immunable to the the the focus of each and every one of the schools. And I think it's just an idea getting you what it might be, getting to see what the risk might be, but giving those kids an opportunity to understand, hey, I might want to be this when I grow up. So then by the time they're in eth grade, they got some type of a focus as to whether to go to I mean I've got a granddaughter that's in high school
070and she's already decided she wants to go to Westmech to get what she wants to do because she wants to get some money because she wants to do this and do this. I mean it's already planned out. But we just need to give the kids that opportunity. So I agree with that. Maybe we can see which field trips we have. I'm impressed with this idea. Here we have 22 20% 20 almost 22% of the kids. What's this one? in the camp way. Is that how we read that? >> Go in on that. It's an opportunity for them to see what the world is like. So, >> so um I think moving forward um we could re re-evaluate the Washington DC trip, you know, because we do see that that is the one that has the
071biggest role um and has the lowest interest from our community and maybe we do community survey to districtwide and ask parents, you know, give us ideas of field trips you would like to see send your kids to. And then what is the biggest barrier you're facing in your households? You know, it's probably financial. What are some things that your students want to be a part of and having students be a part of that process so that it is a decision that is made by the community, not just, you know, a couple of us board members making that decision or administrators. So, um, I feel like if we have that buyin from community, then they actually get to build it because it builds community. You know, you meet lifelong friends. I still have my lifelong friends
072from the STEM field trips from STEM when I was in fine arts. So, um, it really does build a long-term friendships and community when we do these field trips. So, they are really important, but yeah, go ahead. >> I think with this idea of strategic partnerships that he's talking about, I mean, I'm going to talk about the city of Aendale, but they have an opportunity for you to be an ambassador for the city and one of their signature field trips is go back to Washington DC. So, if you don't get it here, there are other opportunities. You just need to find out where they are and go for it. >> Yeah. Amy, >> the other thing I would be interested in, and Miss Pina, I am sorry because I'm sure you are gonna panic and
073get big eyes when I say this, but if we wanted to maintain this DC field trip or camp surf, whatever it is, if we have a way for parents to maybe over two years, put in money to pay off for that trip. And that is why I knew Miss Pena was going to look at me like, "What are you doing? I don't want this." But if there is just in the big perfect world that I could just make my own. If we could do that so that parents can maybe start contributing money somewhere to so their child when they get to 8th grade can go to DC or something like that I would be interested in. And I know that that's a dream but I'm just going to say it because maybe if you say
074it it can happen. >> Um plan. Come [laughter] on. >> Thank you Miss Snick. Um it's a great question. I think it's a great ask. Is it a possibility? There are a lot of things that are a possibility. I think that there could be some challenges logistically. Um once we start carrying it over from year to year, what does that look like and how are we ensuring that it is staying with that within that one field trip? In addition to that, what does that mean for parents who unenroll their their child? and that might create some challenges for the district that are might be um in there. So, could we work out something? It it's we probably would not want to do something that is that long term. Um but, you know, we can take
075a look at different plans and I will defer back to Dr. Lefy >> and maybe with that I know DC we use a travel agency with that. So maybe we look at them and say would you offer this and we cut out ourselves as the middleman in that >> that's >> that would be the recommendation [laughter] that that would we we it's for for us we try not to put ourselves in situations where there's a where there's a risk right where it comes back on us and then when you're carrying money over years that could uh because they have to go into special accounts that becomes something that that can be frowned upon as Well, we can look at what options are available for me. Um, I'm hearing that, um, opportunities for ch field field
076trips are a great thing to continue looking at. Um, I just want to make sure I'm clear on this. Um, there are four of you in the room, so I want to make sure I'm clearly hearing this piece that those be managed by the schools for their trips because managing it here and again my perception is this as as whichever lens I take as a parent um who's had kids go on trips like this, as an administrator um I often believe the biggest bang or buy in that you get is from the site because that's where the relationship is. And so when we're managing it, it's well the district is is is doing this versus the teacher that three of my kids have been through is facilitating and managing and and it's the child's school
077and that's where the trust I think there's more trust at the site for that. But that's per my perception. I will say that I 100% agree that a part of this does have to fall on the schools and the teachers to plan this. But here's my caveat. If we have four schools that want to do this Washington DC trip, I would hope that there was resources in the district level to coordinate that so our four schools could go maybe at the same time and helping with that part of it. Not as much as I think what's currently happening. But I do think that if we need to support our schools in making sure that these field trips happen, whatever they look like, if that's all the same place, then I do would I would like
078to see that. >> And I know that we probably would get it. I don't see us saying no. >> Fair enough. Yeah, fair enough. Yep. >> Yeah. I I agree with Amy. I love that. Um, you know, I think we've always been a top a top down district. Um, you know, and I love that we're moving back towards a bottom up district um approach to our schools, but I want to make sure that we're not overburding our schools um with a lot of stuff that um I Yes, we're moving back. We're giving our sites more leniency, but we have to make sure as a district office, we're still unconditionally supporting our school, you no matter what their asks are. That's the point of the district office is to support the schools no matter what they
079need or asked. Um it's our job to figure it out. So, um I want to just make sure that yes, we want the schools to have create their own signature field trip with the support of the district office. I agree with Amy. That's really really important. Otherwise, it creates more burnout. It creates more long-term um turnover for sites of leadership. So, and obviously I want to hear the feedback from the principles on how they feel about that idea. Um you know, whether they agree with it or not. But >> I just on strategic for a minute. I mean, it doesn't have to be strategic. At least in my schools want to do it get the support here >> and it's a one day I was when I was a kid >> I had an opportunity
080one time to go down to the stock market place down in Salt Lake City and that's where I first got my interest in stocks and bonds and things like that I think I was a teenager at that time just you know the one school whatever it might be just other kid young person whoever it might be I see something now that interests me they see that as a one day strategic skill. >> But I will say as a teacher who I for seven years was in charge of taking our eighth grade trip to SeaWorld, I know that I needed the support of the district for certain things that I could not handle because I was in front of students for my eight hours of the day. So I want to make sure that we still
081are supporting those teachers if they are spearheading this to getting them what they need. So because their first priority overall is to teach the students. it is not to coordinate that field trip. >> Yeah. And then I I I want to also say that, you know, we also do have to rebrand ourselves as a district because we did cancel our eighth grade signature trip this year. Um, you know, and I I would, you know, love to continue to see the accountability measures on that. You know, how that happened and and why it happened and with the miscommunication to parents and staff and and families. Um, but also to make sure that we show that yes, we this failed and that we are sorry that this happened and we're going to take accountability as a district,
082but here's what we're going to do next to make sure that something like that never happens again to our community because, you know, this is the last experience most families are probably going to have within the Littleton district, and that's not a good experience, and that doesn't make our district look good. So, um, I want to make sure that we're monitoring that, but I feel like the surveys is really a big way for us to bounce back and make sure that we're able to get that direct feedback from students and community and parents. >> That got you enough information at least. >> Yes. So, yeah, Governing B, thank you for that. I ju just to throw out there, we're always going to be a support. We're always going to be a resource. Um my statement
083was more in lines with it has to initiate at the schools because for them to identify what those components are. The the one thing I can't always guarantee is that a trip will always be successful and go. I I can never guarantee that just simply because it's it it it's up to um individuals wanting to participate and so on. And and even like this I can tell you why it got cancelled. there were no balls drop. Only three parents signed up and so because of the number it didn't meet the minimum threshold. So that's that was that was a kind of an easy one to say we can't continue just simply because over time we've reached out. We've made these communications and we've only had uh so many people sign up. Um if we had
084made it to that threshold then we would have gone on. I think the cr th threshold was 12 10 10. So if we would have made the threshold it would have continued. We just didn't make the threshold. And so um we'll see how that moves forward. Um some individuals may decide they found a different trip they want to go to and you know and and I and I'll congratulate them on that and give them whatever supports they need um to be successful at that. So >> yeah, thank you Dr. Lefy for that background. But I think uh moving forward, you know, and the next full trip item, this could be in a board update is what is the administration's plan moving forward. So we have a timeline of communications that we should expect. So when
085meet the teacher night comes around, here's what the administration's going to do to make sure that parents are communicated effectively that they learn about the signature field trip so they have time to plan about it. And then during each school year, when is a timeline that the communications department expects to actually let families know and let staff know so that staff can then let students and parents know when what they should expect with that school year? And I don't know if that's happening. I don't know the answers to that, but I hopefully something like that is happening so that we don't end up in that. Um because I I don't know. I know you said all the schools are going to make their own decision for this year. Correct. Right. >> Correct. That's the plan.
086>> Yeah. And then has there been any progress with that or any of it so far? >> I'll I'll defer to that one. Dr. Hate, >> can you repeat the question just so I make sure and answer you correctly? >> Oh, I just wanted to know what update was there for this school year for the camp for the eighth grade signature field trip this year. >> So the eighth grade signature field trip has been passed on to the school because we did not meet the threshold. The signature field trip that the district is currently running is camp way. >> Okay. >> Which is the sixth grade one. And my numbers earlier today I think 51 students have signed up for the trip. >> Okay. And how many communications have we sent out as of right
087now to the for the sixth grade one? >> I would have to send that out in have Dr. Lefit send that out in an update. I couldn't I wouldn't want to tell you a wrong answer. >> Okay. It's anecdotal, but it is all over my Facebook from all of the schools sharing it. >> Okay. >> Yeah. Because I think multiple communications, you know, whether it's through after I think we changed our parents thing, it's not parent square anymore. We moved it. I don't know what the new name is. >> Parent Square was reminded. So, it's parent square now of how many reminders have we been sending out to parents in that grade for that. And then how many communications have we sent out via emails and then letters because it used to be paper. I
088think we used to send out when I was in school used to be paper that has to go home um with a packet of update because there used to be a session. So I I just want to know what is the process and what is the timeline of communications that we should expect for families for each signature field trip um with your guys' department's plans. So if that could be provided in a board update, I think that'd be helpful. >> So I just just have the question for what Marcus said right there. The Wii part of it, >> is it the district that sends this information out and asks the students? Is it the school that sends it out? I mean, where where does the communication come from? And is it always the district, the
089district, the district, the district? Should it be schools helping the district and and you know, >> so President Neielson, member Soik and Barnett, not Barnett, Senos, sorry, all of you. Um, the district does send it out. Dan pushes it on Facebook and then the schools trickle that down. So, we do need to rely on the schools and the staff. For instance, the sixth grade teachers have been promoting the sixth grade trip um because they're the closest to them and encouraging them and talking about that. So, um there might be additional uh communications out that I don't know about because teachers do it and and we don't always track that. they could send personal um communications through Parent Square to their students um from one school or another. So, there's probably more than we know, but
090we'll work to tell you the best we can. >> Okay. >> Anything else? But let's move from that item to item C, which is just talking about the governing board retreat. >> Yes. Um, board president Nelson. So, on April the 28th, we're scheduled to have a board work session. So, what I would like to do is I have several items that I would love for us to address on that day. Originally, we had a plan that will be the entire day, so an 8 hour day. I just want to confirm times though because uh as we're moving into the PLC process, I want to make sure that there's clarity on what that work is and what we're doing with that. also to revisit norms. Um we have the work with um K12 coalition with strategic
091plan on that day and then the goals that were uh asked to be um brought back up again. So I would love to keep that eight hours blocked out. Um, if we end early, we end early, but I would love to block it out and say, let's if if possible, if we could start our day at 9:00 a.m. and then we'll provide um lunch for you guys here. But and if we end early, we end early. >> Is that >> That's fine. It'll be in the boardroom. >> Yes. >> Yeah. Right down there >> for for this Yeah. for our next few for um a couple of our special sessions. I think on February 24th and then the work session on April 28th, we do plan on having that in the boardroom and we'll set
092the tables up as we did a few months ago in that square pattern and so that we can have the discussion and then that can be um uh put on you put on our YouTube channel as well. >> Are you available that day? Yes, Ada put it on my calendar so long ago that nothing else has been found. >> Linda, >> it's fine. >> Rachel, >> fine. >> Is that an I? >> Okay. So, nine o'clock here on April 28th. >> Thank you. >> All right. Item number seven, unless you've got anything else, >> then I'm sorry, but you said that it's going to be the norms and the goals. >> Correct. We'll do PLC um norms, strategic plan and goals. >> Okay. >> And then I know during that we have a special sessions
093meetings coming up, but could we have that discussion for um the capital strategic plan for capital? Is that going to be a discussion then? >> So that so when we talk about the capital plan that's going to tie in a couple of different ways because we've started to have conversations about uh possibly going out to bond. There'll be conversations along that track, but we'll see how it aligns with the strategic plan work. So, my belief is that part may not be ready then, but we'll see where we get with our time frame on that. I'm not sure where that'll be within that time frame. Still working on all of that. Okay. >> Okay. Item number seven is adjournment. Do I have a motion to adjurnn? My motion to adjurnn. >> A second. >> All in
094favor? >> I I >> Thank you all so much for being here tonight. We appreciate it. And eat a wet.