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Littleton Elementary board hears steering-committee update, outlines priorities for five-year strategic plan
Summary
Board members reviewed steering-committee work and timeline for a five-year strategic plan, emphasized measurable student outcomes (reading, basic math, social-emotional well-being), staff retention, community engagement and periodic monitoring; staff previewed Steering Committee 2 and focus groups.
The Littleton Elementary School District board received an update on the steering committee’s work and next steps for a five-year strategic plan, and members offered priorities they want reflected in the draft the committee will deliver.
Grant, the meeting’s facilitator, framed the discussion by asking the board to consider measurable goals for students. He asked, “What must be true for student success in Littleton Elementary School District?” and invited the board to name concrete outcomes and indicators the committee should use to measure progress.
Board members emphasized foundational academic skills and supports. One committee member said the plan must deliver strong literacy outcomes, adding, “I want to see that these young people when they are finished with Littleton that they know how to read.” Linda, a board member, added: “Basic math skills.” Members also stressed social-emotional wellness and staffing: several speakers linked achievable student outcomes to having adequate, non‑burned‑out staff and programs in place.
Members urged the plan be concise and usable. Staff summarized steering-committee feedback from the first meeting, saying the committee prefers a short, 10–15 page plan focused on four to six core commitments, with visible timelines and milestone tracking so the community can see progress over time.
On priorities, board members identified several “non‑negotiables” for early implementation: protecting social-emotional supports, maintaining special-education, gifted and English‑learner programming, preserving related-arts offerings (art, music, PE) at each school, and staffing stability. One member urged the district to include life-skills and career exposure so students not pursuing college have pathways to work.
The board discussed community confidence and participation as essential to the plan’s success. A committee member urged two‑way outreach—widely publicized forums, surveys and school-based focus groups—so the plan is not perceived as top‑down and so families remain engaged and less likely to pursue charter alternatives.
On monitoring, members proposed specific evidence to track: reading and math measures, declines in behavioral incidents, staff retention, and enrollment. The board debated cadence for status updates—some favored quarterly check-ins; others recommended semiannual reporting with the option to increase frequency if needed. Staff said the steering committee will propose SMART goals and reporting rubrics to support monitoring.
Staff outlined next steps: the steering committee will hold its second meeting tomorrow (10:30 a.m.–12:30 p.m.), school-based focus groups and surveys are planned for March–April, data analysis will inform subsequent steering meetings, a leadership draft is expected by June, and a board presentation is scheduled for July 14. The session closed after a brief set of remarks and a motion for adjournment was made and seconded.
The district provided no formal votes on policy items during the meeting; the session focused on stakeholder engagement, goal-setting and process alignment for the coming months.
