Littleton Elementary School District #65 Minutes

Special Meeting - 8/3/2026 - Special Meeting of the Governing Board

8/2/2026

Leaders in Learning, Caring and Growing
·TRUST    · RESPECT   ·INTEGRITY   ·COLLABORATION   ·DEDICATION

Consistent with the requirements set forth in A.R.S. § 38431.02, notice
of this Governing Board Meeting to be held in public at Littleton Administration Building
has been properly posted.

SPECIAL MEETING

Public access to the Board Room begins 15 minutes before the meeting.

All Governing Board meetings will be live streamed and available to view via You Tube.
https://www.youtube.com/channel/UCQB0IbbbyZv9L86grdTHRYg

Reasonable accommodations for persons needing them may take five or more business days to arrange and should be requested by calling (623) 478-5611.

The Governing Board may vote to hold an executive session for the purpose of any matter listed on the public agenda pursuant to A.R.S. § 38 431.03(A)(1) through (A)(7).

As adults and Treasure Hunters, we are committed to searching for all the talents, skills and intelligence that exist in all children and youth. We believe that all children are capable of success. NO EXCEPTIONS!

Attendees - voting members

Mr. Curtis Nielson		Board President
Mr. Markus Ceniceros		Vice President
Mrs. Rachel Barnett		Board Member
Mrs. Amy Soucinek		Board Member
Mrs. Linda Stallard		Board Member

Call to Order
The Special Meeting of the Governing Board was called to order by President Nielson at 8:00 am in the Underdown Learning Center, 1600 S.107th Blvd. Avondale, AZ 85323.
Roll Call
Members present in person:
Mr. Nielson, presiding; Mr. Ceniceros; Mrs. Barnett; Mrs. Soucinek; Mrs. Stallard.
Pledge of Allegiance
Recited.
Moment of Silence
Observed.
DISCUSSION ITEMS

Strategic Plan Implementation and Governance Alignment
Dr. Andrea Thomas-Reynolds opened the session by thanking Governing Board members for their commitment to the strategic planning process and emphasizing that adoption of the Strategic Plan marks the beginning of the work rather than its completion.

Dr. Thomas-Reynolds discussed the Board's role in supporting implementation of the five-year Strategic Plan. She explained that the Superintendent, Cabinet, and administrative team are responsible for implementing the Plan, while the Governing Board is responsible for governance and oversight. Discussion focused on the Board's responsibility to maintain focus on the district's long-term vision, align policies and resources with strategic priorities, establish processes for monitoring progress, communicate with stakeholders about the Plan, and review governance practices as implementation progresses.

Dr. Thomas-Reynolds outlined the purpose of the retreat and explained that the Board would work toward updating existing Board commitments and governing goals, identifying Year One governance priorities, clarifying the Board's role in implementation of the Strategic Plan, identifying evidence that will be used to monitor progress, and establishing a process for reviewing governance priorities and implementation efforts over time.

Dr. Thomas-Reynolds reviewed key terms used throughout the session, distinguishing between the district's Strategic Plan priorities, the Board's governing commitments, and Year One governance priorities. She explained that Strategic Plan priorities describe what the district seeks to accomplish, governing commitments reflect the Board's enduring beliefs and expectations, and Year One governance priorities describe how the Board will govern more intentionally during the 2026-2027 school year.

The agenda for the retreat was reviewed, including reflection on current governance practices, review of existing Board commitments and goals, examination of alignment between governance commitments and the Strategic Plan, and identification of governance priorities for the upcoming year.

Member Ceniceros asked for clarification regarding the distinction between governance and district operations.
Dr. Thomas-Reynolds explained that operational discussions focus on the day-to-day implementation of district initiatives, including responsibility for specific programs, schools, and activities. She noted that the retreat's focus was on the Board's governance role, including policy alignment, resource allocation, prioritization of initiatives, and establishing parameters that support implementation of the Strategic Plan. She emphasized the importance of maintaining a governance-level perspective when considering future initiatives and decisions.

Board members reviewed and discussed group norms for the retreat. During the discussion, a Board member emphasized the importance of assuming positive intent, and the group agreed to include that expectation among its working norms.
Dr. Thomas-Reynolds then introduced a governance reflection survey for Board members and the Superintendent. She explained that the survey was intended to help participants reflect on how governance practices are demonstrated through Board meetings, decisions, questions, and routines. Responses would be used to inform the day's discussions regarding governance practices and future priorities.

Following the governance reflection discussion, Dr. Andrea Thomas-Reynolds summarized several themes identified by Board members, including monitoring student achievement, strengthening community partnerships and engagement, and maintaining focus on district operations and facilities that support student success. She noted that these themes would continue to be referenced throughout the day's work.

Dr. Thomas-Reynolds then introduced the next phase of the retreat, which focused on examining the alignment between the district's Strategic Plan and the Governing Board's existing goals and commitments. She explained that the purpose of the activity was to identify areas of alignment, determine whether any commitments required clarification or revision, and distinguish governance responsibilities from operational responsibilities.

Dr. Thomas-Reynolds reviewed the respective roles of the Governing Board and Superintendent under the Carver governance model, emphasizing that the Board is responsible for governance, oversight, and establishing direction, while the Superintendent and administrative team are responsible for implementation of the Strategic Plan.

The Board discussed the importance of monitoring progress toward strategic priorities and evaluating commitments through a governance lens. Dr. Thomas-Reynolds encouraged Board members to consider whether discussions and decisions were focused on strategic direction, oversight, and monitoring of results rather than operational management.
Board members reviewed the Board's existing governing commitments related to student learning, safety, family engagement, community involvement, staff, and organizational effectiveness. Discussion focused on identifying which elements of the commitments should remain unchanged, which may require revision in light of the new Strategic Plan, and which responsibilities are uniquely the role of the Governing Board.

There was a discussion that some Board responsibilities, including staffing recommendations, program approvals, and other Board actions, may benefit from clarification to ensure an appropriate distinction between governance and operational responsibilities.

Dr. Thomas-Reynolds then facilitated a small-group activity in which Board members worked in pairs to review assigned governing commitments. Each group examined specific commitments and discussed:
- The enduring intent, beliefs, or expectations that should be preserved;
- Areas that may require clarification or revision;
- Responsibilities that belong to the Governing Board;
- Areas that may be more appropriately addressed through implementation of the Strategic Plan.
The Governing Board were assigned commitments related to student learning and safety, family and community engagement, staff, and organizational effectiveness. Participants were provided time to discuss and analyze the commitments before reporting their observations to the larger group.

A break was called for 10 minutes.

The Board Meeting resumed at 9:35 am.

Mr. Grant Guyer facilitated a gallery walk activity in which Board members reviewed the results of the earlier small-group discussions regarding the Board's governing commitments. Feedback and observations from each group were compiled and displayed for review.

Board members were asked to review all six governing commitments, reflect on common themes and areas of overlap, and identify commitments that may require increased governance attention during the first year of Strategic Plan implementation.

Mr. Guyer explained that the purpose of the activity was to help the Board identify which commitments should receive intentional focus as Year One governance priorities. He emphasized that all commitments remain important, but that the Board would need to determine which areas should receive the greatest focus during the initial year of implementation.
Board members reviewed the compiled feedback and considered potential priorities before participating in a subsequent prioritization and discussion activity.

Following the prioritization activity, Mr. Grant Guyer reviewed the results and noted that "Recognizing That Every Student Is a Learner" received the highest level of support as a potential Year One governance priority. He also noted that "Employing a Competent, Dedicated, and Caring Staff" received significant support from Board members.

Mr. Guyer facilitated a discussion regarding what it would look like for the Governing Board to monitor and support the commitment that every student is a learner throughout implementation of the Strategic Plan.

Mrs. Barnett stated that student achievement should be viewed through multiple indicators, including academic performance, attendance, behavior, and overall student well-being. She noted that extracurricular activities and student engagement opportunities are also important factors that support student success and achievement.

Mrs. Barnett further stated that the Governing Board should review student achievement on a regular basis and suggested ongoing discussion regarding student outcomes to help ensure the District remains focused on meeting the needs of all students.

As discussion continued regarding the Board's role in supporting student achievement, Mrs. Soucinek stated that regular progress updates regarding school and district improvement efforts would assist the Board in monitoring progress toward student achievement goals. She noted that periodic reports on implementation efforts and outcomes would provide the Board with additional information regarding district progress.

Mrs. Soucinek also discussed the importance of understanding curriculum adoption cycles and the Board's role in maintaining awareness of curriculum review and adoption processes. She stated that the Board should have a clear understanding of when curriculum adoptions are scheduled and how those processes support student learning and achievement. Mrs. Soucinek emphasized that awareness of curriculum planning and review processes helps the Board fulfill its governance responsibilities while supporting the District's educational goals.

Mr. Grant Guyer facilitated further discussion regarding the foundational elements that support student achievement and the ways in which the Governing Board can monitor and support those efforts through governance, oversight, and strategic planning.

Discussion continued regarding how the Board monitors student performance and student outcomes. It was emphasized that regular review of student achievement, attendance, behavior, and other key indicators would help the Board better understand district progress and remain focused on its core responsibility of supporting student success. Periodic discussions regarding student performance were suggested as a way to allow Board members to remain informed and engaged while maintaining an appropriate governance role. Further, it was noted that regular updates regarding school improvement efforts would provide additional context for Board members and help support informed governance decisions related to student achievement and district priorities.

Mrs. Stallard stated that the District has done a good job keeping the Board informed through attendance and discipline reporting. She expressed support for receiving additional progress updates throughout the year, including follow-up reporting on initiatives and goals. Mrs. Stallard also noted her appreciation for the District's inclusion of classified staff in professional development opportunities and recognized the District's efforts to support classified employees. She stated that continued reporting and monitoring of progress would help the Board remain informed and support student success.

Dr. Andrea Thomas-Reynolds noted that Board visibility, community engagement, and alignment between the Board and District leadership are governance responsibilities that fall directly within the Board's control. She encouraged Board members to consider whether enhancing Board visibility and engagement should be included among the Board's governance priorities, noting its connection to several existing commitments. She also observed that earlier comments regarding staff support, compensation, and retention aligned with the Board's discussion of the commitment related to employing a competent, dedicated, and caring staff.

Mr. Grant Guyer introduced discussion regarding the commitment to employ a competent, dedicated, and caring staff, which had emerged as one of the Board's highest-ranked priorities. He asked Board members to consider the Governing Board's role in supporting and engaging with that commitment from a governance perspective.

Mr. Ceniceros discussed the Governing Board's role in supporting and retaining a competent, dedicated, and caring staff. He stated that the Board helps establish organizational culture through its decisions and priorities and emphasized the importance of staff resources, support, recruitment, retention, compensation, professional support, and a positive work environment.

Mrs. Barnett emphasized the importance of creating a supportive and inclusive environment for employees. She discussed the value of respecting and supporting staff from diverse backgrounds and expressed support for professional development opportunities that help retain employees and strengthen the workforce. Mrs. Barnett noted that investing in staff development and support contributes to employee retention and ultimately benefits students and the District as a whole.
Mrs. Stallard agreed that supporting and retaining quality staff should remain an important focus for the District. She stated that, based on conversations with both classified and certified employees, staff increasingly feel comfortable sharing concerns and feedback, while acknowledging that opportunities for improvement remain. Mrs. Stallard noted that the District has made progress in fostering communication and providing avenues for employee input. She stated that continued efforts to support staff and maintain a positive work environment will help strengthen employee retention and organizational effectiveness.

Mr. Grant Guyer asked Board members to consider how the Governing Board can monitor organizational culture, staff support, professional learning, and related priorities from a governance perspective.

Mrs. Soucinek stated that Board visibility on school campuses and at District events provides valuable opportunities for Board members to interact with staff and better understand school culture. She noted that being present and accessible encourages communication with employees and provides insight into the experiences of staff and students. Mrs. Soucinek further stated that observing school environments firsthand assists the Board in understanding and monitoring District culture.

Mr. Ceniceros emphasized the importance of maintaining communication and relationships with employees throughout the organization. He stated that Governing Board members should be accessible to all staff. He mentioned the importance of fostering a culture in which employees feel comfortable sharing perspectives and concerns. He stated that treating all employees with respect and providing equal opportunities for engagement helps strengthen organizational culture and supports a positive working environment throughout the District.

Mrs. Stallard agreed with the importance of increasing opportunities for Board members to interact with district employees. She referenced a recent school event where a staff member expressed appreciation for the Board's interest in becoming more engaged with school personnel. Mrs. Stallard noted that Board members often see staff during events but may not have opportunities for meaningful conversations because employees are focused on supporting students and activities. She stated that additional opportunities for interaction would help Board members build relationships with employees and better understand staff perspectives and school culture.

Mr. Grant Guyer asked Board members to consider how the Governing Board can monitor organizational culture and employee engagement from a governance perspective and what role the Board can play in understanding staff experiences and workplace culture.

Mr. Ceniceros stated that obtaining regular feedback from employees could help the Board better understand staff perspectives and organizational culture. He suggested the use of employee surveys and other opportunities for feedback to help inform Board decision-making. Mr. Ceniceros emphasized the importance of understanding how staff prefer to be engaged and stated that gathering employee input would help the Board evaluate workplace culture and identify areas for continued improvement.

Mr. Grant Guyer asked Board members to consider how the Governing Board can support a positive organizational culture and staff engagement from a governance perspective.

Mr. Ceniceros stated that employee feedback and staff surveys could provide the Board with valuable information regarding organizational culture and employee engagement. He emphasized the importance of understanding staff perspectives and ensuring employees have opportunities to share feedback that can help inform Board decisions.

President Nielson reflected on the Board's role in focusing on the “what” and trusting District administration to determine the “how.”

Mr. Ceniceros discussed the importance of ensuring that District leadership reflects and understands the diverse communities served by the District. He stated that representation within leadership positions can strengthen engagement with students, families, and staff and help ensure that decision-making is informed by the experiences of the community. Mr. Ceniceros emphasized the Board's responsibility to have conversations about recruitment, leadership development, and community representation.

There was a discussion that the Strategic Plan already identifies key measures and indicators that can be used to monitor progress. It was suggested that the Board focus on reviewing established performance measures, including student achievement and staffing-related indicators, and allow time to evaluate results before developing additional measures. Emphasis was made on the importance of prioritizing a limited number of goals, monitoring progress through a dashboard or similar reporting tool, and refining priorities over time based on results.

Mr. Grant Guyer noted that student achievement and staff support had emerged as the two highest-ranked priorities.
Mr. Ceniceros asked whether governing boards typically establish two or three Year One priorities when beginning implementation of a new strategic plan.

Dr. Andrea Thomas-Reynolds explained that the number of priorities varies by district and governance structure. She emphasized that the Board's role is distinct from the operational responsibilities of District administration and that governance priorities should focus on areas for which the Board can hold itself accountable.

Dr. Thomas-Reynolds noted that monitoring student achievement through regular review of data and increasing Board visibility and engagement within schools and the community are examples of governance-focused priorities that align with multiple Board commitments. She explained that, while all commitments remain important, establishing two or three governance priorities allows the Board to focus its efforts, monitor progress, and support implementation of the Strategic Plan through measurable actions within its control.

Mr. Ceniceros stated that he would like to see the Governing Board's role more clearly reflected in communication regarding the Strategic Plan. He noted that while the Plan appropriately focuses on implementation, the community should also understand the Board's role in monitoring progress and supporting the District's goals. Mr. Ceniceros discussed the importance of communicating how the Board engages with schools, the community, and the Strategic Plan so stakeholders better understand the Board's governance responsibilities and contributions to the District's success.

Dr. Laffitte emphasized the importance of both providing safe learning environments and ensuring the District attracts and retains highly qualified staff who serve as positive role models for students.

Dr. Andrea Thomas-Reynolds reviewed results from the governance reflection survey before moving into the action-planning portion of the retreat. She stated that the survey results reflected a strong governance foundation and an opportunity for the Governing Board to become more strategic and intentional in its work together.

She identified strengths reflected in the survey, including agendas that generally focus on governance work, Board members receiving useful monitoring information, and a productive Board-Superintendent relationship. She also noted areas for continued growth, including maintaining discussions at the governance level rather than moving into operational details, continuing to develop shared understanding of the Board’s role in implementation, and determining whether current governance practices are sufficient to support the new Strategic Plan. She further stated that these survey results would serve as a foundation for identifying the Board’s governance priorities for the year.

Dr. Andrea Thomas-Reynolds provided an example of how a governance priority could be structured. She explained that evidence could include student performance data appearing on scheduled Board meeting agendas, dedicated time for strategic questioning and discussion, and relevant budget or policy decisions. She also described a possible quarterly review cadence, including fall baseline, winter progress, spring progress, and end-of-year reviews.

She then asked Board members to apply the same structure to the priority areas identified during the retreat. These included monitoring teaching and learning, supporting staff professional development, considering staffing needs aligned with student demographics, and maintaining facilities and upkeep. Board members were asked to consider what the priority would look like in action, what evidence would show progress, and what cadence would support regular review.

Dr. Thomas-Reynolds encouraged Board members to complete the activity individually, so their input could be combined and reflect all Board voices. She also noted that Board visibility could be considered as a possible action because it connected to several of the priorities discussed.

Dr. Andrea Thomas-Reynolds asked Board members to share their completed responses. She explained that the information collected would be used to compile and synthesize the Board's input regarding governance priorities, actions, evidence, and review cadences associated with implementation of the Strategic Plan.

Dr. Andrea Thomas-Reynolds invited Board members to share ideas they developed during the individual priority-setting activity regarding governance actions, evidence of progress, and accountability measures.

Mr. Ceniceros stated that the model presented during the exercise would provide an effective framework for Board accountability. He supported quarterly monitoring of student achievement and regular review of progress toward established goals. Discussion continued regarding potential actions and review processes that would support the Board's Year One governance priorities.

Mrs. Soucinek suggested periodically reports from sites to the Governing Board. She stated that hearing from site administrators regarding their goals, progress, challenges, and support needs would provide additional context for the Board's monitoring role. Mrs. Soucinek noted that these discussions could help strengthen communication, increase Board accessibility, and provide insight into school-level implementation efforts.

Mr. Ceniceros agreed with the idea of quarterly monitoring of student achievement and suggested that the format could vary throughout the year. He stated that some quarterly reviews could include discussions with principals regarding school goals, progress, and outcomes, while others could involve District leadership or Board-level review. Mr. Ceniceros noted that regular quarterly discussions would provide the Board with multiple opportunities to monitor student achievement through different perspectives and reporting methods.

Dr. Andrea Thomas-Reynolds responded that she had observed similar approaches in other districts. She discussed the use of a structured process in which academic leadership works with school sites to review data and report progress to the Governing Board. She noted that school presentations could be scheduled on a rotating basis and aligned to an established review cadence, allowing the Board to receive regular updates while maintaining a consistent monitoring process.

She also discussed how governance structures can support implementation of Board priorities. She noted that areas such as staff recruitment, marketing of employment opportunities, and community engagement may be supported through committee structures and collaboration with District leadership. She further noted that Board visibility and community understanding of District priorities are important factors in building support for District initiatives.

President Nielson suggested that the Board could create additional opportunities to highlight successes occurring in schools by inviting teachers and staff to share effective practices, accomplishments, and challenges during Board meetings. He stated that hearing directly from educators could provide valuable insight into classroom experiences while recognizing staff contributions and supporting a positive culture.

Dr. Thomas-Reynolds agreed and noted that teacher spotlights, student recognitions, and similar presentations can increase Board visibility, strengthen community connections, and highlight the work being accomplished throughout the District. She stated that these types of activities support engagement and awareness while remaining connected to the Board's governance priorities.

Dr. Andrea Thomas-Reynolds invited discussion regarding actions the Board could take to support the priority of employing a competent, dedicated, and caring staff.

Mr. Ceniceros suggested that the Board review employee survey data and feedback on a regular basis to better understand staff experiences and organizational culture. He also discussed reviewing workforce diversity and leadership representation and emphasized the importance of maintaining communication and accessibility with staff.

President Nielson suggested that the Board consider obtaining feedback directly from students regarding their sense of belonging, inclusion, and overall school experience. He noted that, while staff retention and support are important, student outcomes remain the District's primary focus and that student input could provide valuable information for Board monitoring and decision-making.

Andrea Thomas-Reynolds responded that districts often use periodic employee "pulse surveys" to gather feedback throughout the year rather than waiting for end-of-year surveys. She stated that regular feedback from staff can help identify trends, inform Board discussions, and support employee recognition and engagement efforts while increasing Board visibility and awareness of staff needs.

Andrea Thomas-Reynolds invited discussion regarding the priority of maintaining a safe and orderly environment. She noted that several participants had identified the area as a priority and asked for feedback regarding potential Board actions, evidence of progress, and monitoring strategies associated with that commitment.

No additional comments were offered by Board members.

Dr. Thomas-Reynolds thanked the Board for the opportunity to continue supporting its Strategic Plan work. She stated that the day’s exercises were intended to help the Board make its connection to the Strategic Plan more visible and practical, both for Board members and for the community. She noted that the District has established a strong five-year vision, but emphasized that the Board cannot focus on everything at once and should identify a limited number of priorities to monitor and support.

Board members shared final reflections regarding the governance priorities discussed during the retreat. She asked members to consider what would demonstrate in the future that the Governing Board had governed the Strategic Plan well.
President Nielson stated that successful governance of the Strategic Plan would include increased community awareness and understanding of the District's Strategic Plan. He expressed a desire for community members to be familiar with the Plan, understand the District's vision and priorities, and recognize it as a guide for the District's work over the next five years.

Mr. Ceniceros stated that successful governance of the Strategic Plan would require the Board to hold itself accountable for monitoring progress and making decisions that remain aligned with student achievement goals. He emphasized the importance of maintaining regular discussions regarding progress, reviewing outcomes, celebrating successes, and identifying areas for improvement. Mr. Ceniceros stated that, one year from now, he would like the Board to be able to demonstrate meaningful progress and have a clearer understanding of what is working and where additional attention is needed.

Mr. Ceniceros requested that the Board's governance priorities and related goals be brought forward for future Governing Board discussion and consideration.

Discussion only.
Board Governance Priorities Development
Governance Priorities to Action Planning
Board Alignment and Next Steps
Governing Board Self-Goals

Adjournment
Mr. Nielson thanked the facilitators and the Board Members for the retreat.

Being no further business to discuss before the Board, a motion for adjournment was made.
Motion made by: Mrs. Amy Soucinek
Motion seconded by: Mr. Markus Ceniceros
Voting
Mr. Curtis Nielson - Yes
Mr. Markus Ceniceros - Yes
Mrs. Rachel Barnett - Yes
Mrs. Amy Soucinek - Yes
Mrs. Linda Stallard - No Vote

Special Meeting - 6/23/2026 - Special Meeting of the Governing Board

6/21/2026

Leaders in Learning, Caring and Growing
·TRUST    · RESPECT   ·INTEGRITY   ·COLLABORATION   ·DEDICATION

Consistent with the requirements set forth in A.R.S. § 38431.02, notice
of this Governing Board Meeting to be held in public at Littleton Administration Building has been properly posted.

SPECIAL MEETING

The Littleton ESD Governing Board Room is open and available to the public 15 minutes before the meeting time.

All Governing Board meetings will be live streamed and available to view via You Tube.
https://www.youtube.com/channel/UCQB0IbbbyZv9L86grdTHRYg

Reasonable accommodations for persons needing them may take five or more business days to arrange and should be requested by calling (623) 478-5611.

The Governing Board may vote to hold an executive session for the purpose of any matter listed on the public agenda pursuant to A.R.S. § 38 431.03(A)(1) through (A)(7).

As adults and Treasure Hunters, we are committed to searching for all the talents, skills and intelligence that exist in all children and youth. We believe that all children are capable of success. NO EXCEPTIONS!

Attendees - voting members

Mrs. Amy Soucinek		Board Member
Mrs. Rachel Barnett		Board Member
Mr. Markus Ceniceros		Vice President
Mr. Curtis Nielson		Board President
Mrs. Linda Stallard		Board Member

Call to Order
The Special Meeting of the Littleton Elementary School District Governing Board was called to order by Mr. Ceniceros, Governing Board Vice President, at 4:00 pm. in the Underdown Learning Center, 1600 S. 107th Avenue, Avondale, AZ 85323.
Roll Call
Board Members Present: Mr. Ceniceros, presiding; Mrs. Barnett, Mrs. Stallard and Mrs. Soucinek.
Board Members Present by phone: Mr. Nielson.
Pledge of Allegiance
Recited
Moment of Silence
Observed
Call to the Public
There were no requests to address the board for call to the public at this meeting.
Public Hearing for Expenditure Budget and Truth in Taxation for Fiscal Year 2026-27
Mrs. Piña presented the proposed expenditure budget for Fiscal Year 2026-27, noting that A.R.S. §15-905 governs the annual budget process, requiring the District to make the proposed budget available for public review and hold a public hearing before adoption. She explained that the proposed budget was due to the Arizona Department of Education by July 5, with the public hearing and adoption required no later than July 15.

Mrs. Piña reviewed the budget formula factors used to build the FY 26-27 budget, including Average Daily Membership of 5,811.3489 (unchanged), a 2% inflation increase to the Base Level Amount to $5,215.53, a 2% increase to the Support Level Per Route Mile to $2.52, and an increase in the Classroom Site Fund to $883. She reported the resulting General Budget Limit of $57,620,534 for Maintenance and Operations and the Unrestricted Capital Budget Limit of $11,464,988.

Mrs. Piña also presented the District's primary assessed valuation history, noting a 9.30% increase to $530,605,994 for 2026, and the corresponding tax rate history, which shows a decrease to 3.8416 for 2027. She concluded by addressing Truth in Taxation requirements, explaining that a Notice and Hearing are required because the proposed levy of $250,000 exceeds the limit, and that the levy is funded through the Primary Tax Rate as authorized by the Governing Board.

Member Stallard asked whether the unrestricted capital budget could be spent on anything and what "unrestricted" meant.
Mrs. Piña clarified that this is an older term now generally referred to as District Additional Assistance (DAA). She explained that this funding is used for capital purchases such as curriculum, buses, furniture, and equipment, and cannot be used for M&O (operational) expenses, including salaries. She noted that while districts have the option to transfer a portion of DAA funds to M&O, Littleton has historically not done so.

Mrs. Stallard thanked Mrs. Piña for the presentation.

Vice President Ceniceros asked if administration could provide a future Board update showing examples of what District Additional Assistance funds have been used for. He referenced items such as newer white fleet vehicles and suggested it would be helpful to see examples of purchases and plans from recent fiscal years.
Mr. Nielson thanked Mrs Piña for her work.
ACTION ITEMS

2025-2026 Entry Plan Update
Strategic Plan
Adoption of Expenditure Budget for FY 2026-27 - ACTION
A motion was made to adopt the Adjacent Ways Levy and the Expenditure Budget for Fiscal Year 2026-2027 and the authorization of expenditures in the M&O section in excess of any subsection provided all expenditures do not exceed the total budget.
Motion made by: Mrs. Rachel Barnett
Motion seconded by: Mrs. Linda Stallard
Voting
Unanimously Approved

Adjournment
Being no further business to come before the board, a motion for adjournment was made.
Motion made by: Mrs. Linda Stallard
Motion seconded by: Mrs. Amy Soucinek
Voting
Unanimously Approved

Special Meeting - 4/28/2026 - Special Meeting of the Governing Board

4/26/2026

Leaders in Learning, Caring and Growing
·TRUST    · RESPECT   ·INTEGRITY   ·COLLABORATION   ·DEDICATION

Consistent with the requirements set forth in A.R.S. § 38431.02, notice
of this Governing Board Meeting to be held in public at Littleton Administration Building
at 9:00 AM. has been properly posted.

SPECIAL MEETING

The Littleton ESD Governing Board Room is open and available to the public 15 minutes before the meeting time.

All Governing Board meetings will be live streamed and available to view via You Tube.
https://www.youtube.com/channel/UCQB0IbbbyZv9L86grdTHRYg

Reasonable accommodations for persons needing them may take five or more business days to arrange and should be requested by calling (623) 478-5611.

The Governing Board may vote to hold an executive session for the purpose of any matter listed on the public agenda pursuant to A.R.S. § 38 431.03(A)(1) through (A)(7).

As adults and Treasure Hunters, we are committed to searching for all the talents, skills and intelligence that exist in all children and youth. We believe that all children are capable of success. NO EXCEPTIONS!

Attendees - voting members

Mrs. Amy Soucinek		Board Member
Mrs. Rachel Barnett		Board Member
Mr. Markus Ceniceros		Vice President
Mr. Curtis Nielson		Board President
Mrs. Linda Stallard		Board Member

Call to Order
The Special Meeting of the Littleton Elementary School District Governing Board was called to order by Mr. Nielson, Governing Board President, at 6:00 pm. in the Underdown Learning Center, 1600 S. 107th Avenue, Avondale, AZ 85323.
Roll Call
Board Members present in person: Mr. Nielson, Presiding; Mr. Ceniceros, Mrs. Barnett, Mrs. Stallard, Mrs. Soucinek.
Board Members absent: None
Pledge of Allegiance
Recited.
Moment of Silence
Observed.
DISCUSSION ITEMS

Board Member Norms and Accountability Protocol
Ms. Tina Kauffmann, Director of Special Education, and Samantha Armstrong, Principal at Estrella Vista Academy, presented on the foundational collaborative practices utilized throughout the District.

The presentation focused on establishing Board-level team norms by mirroring the "Learning Goal" structures used at the campus level. The Board participated in reviewing the following objectives for the session:

Content Goal: Establish norms within the collaborative team.

Language Goal: Participate in written and verbal reflection.

Social/Emotional Goal: Engage with authenticity and openness to maximize learning.

The Board viewed a Solution Tree video outlining the process for establishing collective commitments and team accountability.

The Board engaged in a reflection exercise to identify common challenges to effective group collaboration. The discussion focused on several key "pet peeves" or barriers to productivity, including:

Communication Dynamics: Issues such as monopolizing discussion time, side conversations, and lack of active engagement during collaborative sessions.

Decision-Making Protocols: Concerns regarding indecisiveness, "kicking the can down the road," or a lack of firm commitment once a direction has been established.

Meeting Efficiency: The impact of "meeting just to meet," being "talked at" rather than engaged in dialogue, and the importance of punctuality (adhering to the "on time is late" standard).

Preparation: The necessity for all members to be fully attentive and prepared to ensure collaborative time is maximized.

A discussion follow to collectively establish the norms. These were noted as follow:
- We will use (updated to engage) in constructive, respectful, and open dialogue, emphasizing task-oriented discussion rather than personal conflict.
- We will be (updated to remain) student-focused.
- We will communicate with one another together or separately, publicly or privately, in an honest, open and professional manner.
A board member raised a question regarding accountability for the norms established by the Board. Superintendent Laffitte provided context and explained that the norms, belief systems, and accountability structures were intentionally designed to work together to support desired outcomes, emphasizing that people and relationships are foundational to accomplishing the work. He noted the importance of aligning actions with stated goals, building connections, and ensuring initiatives are connected across leadership development, strategic planning, and future bond discussions. He also shared that accountability and relationship-building are ongoing responsibilities that require individual effort.

Board Member Barnett emphasized the importance of developing and strengthening relationships as part of this work.
Professional Learning Community - Board Role
Ms. Heddings, Principal of Collier Business Academy, and Dr. Ledet, Director for Curriculum and Instruction, presented information regarding the Governing Board's role within the Professional Learning Community (PLC) system.

The presentation outlined the systemic alignment required from the boardroom to the classroom to ensure high-level learning for all students.

The Board viewed a video presentation regarding the distinction between a group and an interdependent team, emphasizing the necessity of common goals and mutual accountability. To conclude the item, the Board participated in a data-driven activity utilizing a triangle graphic to demonstrate the effectiveness of collaborative strategic planning over individual performance.

Following the activity, the Board discussed the specific role of governance versus management, focusing on setting the vision and monitoring results while the administration handles implementation. The Board reviewed a cycle of alignment which demonstrated that all decisions must revolve around student learning. Using a "What's the Big Idea?" protocol, the Board discussed the connection between PLC concepts and current District work. Discussion followed regarding the Board's role in monitoring data, with members noting their ongoing efforts in challenging attendance goals, reviewing IAP results, and aligning resources like instructional coaches to support District-wide student achievement.

The Board President recessed the meeting for a 5 minute break at 10:59 am. A quorum of Board Members was present but no business were discussed during the break.
Strategic Plan Design Phase
Strategic Plan Update
The President reconvened the meeting at 12:52.

Following the recess, the Board proceeded with the remaining agenda items. Andrea Thomas‑Reynolds of the K‑12 Center introduced the Strategic Planning update, noting that the district has been working through the process over the past several months with district leadership, the steering committee, and the Governing Board. She explained that the purpose of the presentation was to provide an update on the status of the process, share initial insights from the district survey data, identify emerging areas of focus, and outline next steps, and stated that the work was progressing according to plan. Ms. Thomas‑Reynolds then turned the presentation over to Grant Guyer, who presented results from the district surveys conducted over a three‑week period in April. Mr. Guyer addressed respondent participation, noting a total of 823 respondents representing parents and guardians, staff, students, and community members, with the majority of responses from parents and guardians. He reviewed survey feedback related to district priorities, including results indicating that high‑quality teaching and learning was identified as the highest priority, along with strong reading and mathematics instruction, improving student achievement, and closing achievement gaps.

The presentation continued by reviewing additional survey findings related to district priorities, including academic success, staff quality, and student well‑being. He addressed survey results showing high‑quality teaching and learning as the highest priority, followed by emphasis on reading and mathematics, staff recruitment and retention, and student and staff mental health. Mr. Guyer also reviewed respondent demographics related to student services, including free or reduced‑price lunch eligibility and specialized programs, and discussed how the data informs equity and targeted supports. He further addressed survey feedback on district communication, noting generally positive perceptions and identifying email, text messaging, and the parent portal or app as preferred methods for receiving district updates.

Survey results related to core components of the Strategic Plan were presented, including vision, mission, values, and the development of a locally defined “portrait of a learner.” He reviewed competencies identified as priorities by survey respondents, primarily parents and family members, including acquisition of new skills, teamwork and collaboration, strong reading and mathematics skills, and critical thinking. Mr. Guyer noted the emphasis on preparing students not only for academic mastery but also for future readiness in an evolving environment. He then transitioned the presentation toward a review of additional data and discussion of emerging priorities.

Dr. Thomas‑Reynolds resumed the presentation by reviewing emerging priorities for the Strategic Plan based on the data presented. She addressed academic achievement as a primary focus, including closing achievement gaps, student performance on state assessments, and meeting the needs of all students, including special education and English language learners. Instructional focus areas included literacy and mathematics, with particular emphasis on mathematics in grades three through eight and continued strengthening of early literacy. Staffing and retention were also identified as key priorities, including the impact of vacancies, reliance on temporary staff, and associated pressures on remaining teachers. Additional priorities included student attendance and behavior, particularly at the middle school level, and the effect of absences and suspensions on learning. Dr. Thomas‑Reynolds also addressed enrollment, emphasizing the importance of maintaining family engagement and ensuring families perceive strong value in district schools.

Dr. Thomas‑Reynolds continued by addressing early strategic implications emerging from the data. She noted the need to focus on instructional quality alongside staff development, performance, and support, recognizing the demands currently placed on teachers and the importance of strengthening support structures. She addressed the need to reinforce systems that support both student and staff well‑being, noting alignment among survey feedback, steering committee input, and Board discussion. Dr. Thomas‑Reynolds also addressed the importance of consistent two‑way communication, including opportunities for families to both receive information from and communicate with the district. She reviewed the need for strategic initiatives that support academic achievement and future readiness, including skills such as collaboration, communication, and critical thinking, and then invited Board input on additional considerations based on the data presented.

Dr. Thomas‑Reynolds concluded the presentation by outlining next steps in the Strategic Planning process. She noted that meetings were taking place with various stakeholder groups, including student focus groups held earlier that day at three schools, a steering committee meeting scheduled for the following day, and an upcoming focus group with teachers and non‑certificated staff. She explained that the next phase of the process would involve refining priorities, identifying existing district strategies and initiatives aligned to those priorities, determining priority leads and teams, and developing key performance indicators to monitor progress over time. Dr. Thomas‑Reynolds stated that this work would inform the district’s five‑year goals. She also shared observations from the student focus groups, noting positive feedback regarding student engagement, sense of safety, and the level of academic challenge, and expressed appreciation for the opportunity to hear directly from students as part of the process.

Dr. Thomas‑Reynolds shared the district project plan and confirmed that the Strategic Planning work is tracking according to schedule. She noted that the Board Work Session marked the current April milestone and that leadership sessions focused on priority development would begin the following day. She outlined upcoming work with priority leads and teams to refine strategies and initiatives, followed by a return meeting on May 11 to collectively review priorities and begin shaping goal areas. She explained that additional work with priority teams would continue later in May, with draft goals developed and reviewed by the steering committee in June, and subsequently brought forward to the Governing Board for consideration. She also clarified that student focus groups were conducted with students in grades four through eight at Littleton Elementary STEM Academy, Quentin, and Estrella Vista.

Board Member Ceniceros asked whether the survey questions—particularly those related to communication—were clear and effective in eliciting meaningful feedback from respondents.

Dr. Thomas‑Reynolds responded that the survey questions were intentionally designed to be clear and accessible, noting that respondents were not limited to preset options and were provided opportunities to add additional input. She explained that the questions were effective in identifying consistent priority areas seen across districts, while also highlighting Littleton‑specific trends, particularly around instructional achievement. She further clarified that the communication questions focused on preferred methods of communication and whether respondents felt heard, rather than asking respondents to rate communication as effective or ineffective.

Board Member Soucinek asked for clarification regarding parent preferences for email communication, specifically whether survey responses referred to emails sent directly by schools or emails generated through the ParentSquare system. Mr. Budzban responded that the district encourages communication through ParentSquare as a secure platform and does not promote direct email use for safety reasons. He explained that families who do not use the app may still receive communications via email from ParentSquare and that responses sent through email function similarly to app‑based communication.

President Nielson recessed the meeting at 12:21 pm to allow time for lunch. A quorum of board members were present but no business were discussed during that time.
Bond Exploration
Mr. Nielson reconvened the meeting at 12:52 pm.

Ms. Piña introduced Paul Ulan of Primary Consultants to present election data and outline the community survey process.

Mr. Ulan provided an overview of his role in supporting the district with election‑related research, including voter demographics, polling, and community outreach, and noted the district’s strong history of voter support in prior bond and override elections.

Mr. Ulan provided an overview of his role in supporting the district with election‑related research, including voter demographics, polling, and community outreach, and noted the district’s strong history of voter support in prior bond and override elections.

Mr. Ulan reviewed voter demographics within the district, including the number of registered voters and turnout in recent elections, noting higher participation in presidential election years and lower turnout in midterm elections. He discussed voter composition by party affiliation and age group and reviewed the proportion of registered parents relative to the overall electorate. Mr. Ulan explained how these demographics inform the district’s approach to community polling and outreach. He outlined plans to conduct a community survey to assess perceptions of the district and feedback on potential bond projects and stated that results would be shared with the Board prior to consideration of a bond election.

Board Member Ceniceros shared concerns regarding recent election dynamics and community sentiment, noting challenges observed in prior ballot measures and emphasizing the importance of understanding voter perspectives and turnout trends. Dr. Laffitte clarified that the purpose of the current discussion was focused on understanding the bond process, voter history, and identified district needs. A decision regarding whether to proceed with a bond election would occur at a future meeting.

Board Member Soucinek requested information regarding whether neighboring districts may be considering bond elections, noting the value of understanding the broader regional context. Superintendent Laffitte responded that staff would provide available information on neighboring district activity and how it aligns with district capacity and identified needs, and noted that this information would be shared as part of future presentations to support an informed Board discussion.

Board Member Ceniceros asked how the district should position itself if a neighboring district were to pursue a bond election and external messaging could affect voter perceptions. Mr. Ulan responded that while external factors cannot be controlled, the district’s focus should remain on clearly communicating its own needs and educating the community, noting that outside activity does not change the district’s needs or its responsibility to present them clearly.

Ms. Piña thanked the consultants for their presentations and outlined next steps for the Board. She stated that at the May 12 meeting, staff will present community survey results, bond committee input, and a recommended bond amount for Board consideration.

Dr. Laffitte thanked all the presenters.
Lunch Break
Governing Board Self-Goals
The Superintendent noted the item is a board-led discussion focused on progress toward the current Governing Board goals. He recommended that, rather than developing new goals at this time, the Board engage in self-evaluation and discuss its progress on the goals last reviewed on January 20, which had been previously tabled to this meeting. He also noted that a new set of goals will be more appropriately developed after completion of the strategic plan in the coming months, and then turned the discussion over to President Nielson.

Member Soucinek provided a clarification on her request for this item to possibly adjust the goals.

The Governing Board discussed potential adjustments to its current goals, including increasing expectations for Board member participation in school and District events and tracking individual commitments. Board members emphasized the importance of communicating their activity to support monitoring of progress. There was also discussion of incorporating a more regular, annual Board self-evaluation process tied to student achievement and goal monitoring. The Board agreed to revisit and refine its goals after presentation of the District’s strategic plan in July, with the intent to translate that plan into aligned, actionable Board goals during a follow-up discussion in August.

Adjournment
Being no further business to come before the Governing Board, a motion for adjournment was made.
Motion made by: Mrs. Amy Soucinek
Motion seconded by: Mrs. Linda Stallard
Voting
Unanimously Approved

Special Meeting - 2/24/2026 - Special Meeting of the Governing Board

2/22/2026

Leaders in Learning, Caring and Growing
·TRUST    · RESPECT   ·INTEGRITY   ·COLLABORATION   ·DEDICATION

Consistent with the requirements set forth in A.R.S. § 38431.02, notice
of this Governing Board Meeting to be held in public at Littleton Administration Building
at 4:00 P.M. has been properly posted.

SPECIAL MEETING

The Littleton ESD Governing Board Room is open and available to the public 15 minutes before the meeting time.

All Governing Board meetings will be live streamed and available to view via You Tube.
https://www.youtube.com/channel/UCQB0IbbbyZv9L86grdTHRYg

Reasonable accommodations for persons needing them may take five or more business days to arrange and should be requested by calling (623) 478-5611.

The Governing Board may vote to hold an executive session for the purpose of any matter listed on the public agenda pursuant to A.R.S. § 38 431.03(A)(1) through (A)(7).

As adults and Treasure Hunters, we are committed to searching for all the talents, skills and intelligence that exist in all children and youth. We believe that all children are capable of success. NO EXCEPTIONS!

Attendees - voting members

Mrs. Amy Soucinek		Board Member
Mrs. Rachel Barnett		Board Member
Mr. Markus Ceniceros		Vice President
Mr. Curtis Nielson		Board President
Mrs. Linda Stallard		Board Member

Call to Order
The Special Meeting of the Littleton Elementary School District Governing Board was called to order by Mr. NIelson, Governing Board President, at 6:00 pm. in the Underdown Learning Center, 1600 S. 107th Avenue, Avondale, AZ 85323.
Roll Call
Board Members Present: Mr. Nielson, Presiding; Mrs. Barnett, Mr. Ceniceros, Mrs. Stallard and Mrs. Soucinek.
Board Members Absent: None
Pledge of Allegiance
Recited.
Moment of Silence
Observed.
DISCUSSION ITEMS

Board Self-Goals and Progress
Signature Field Trips
Governing Board Retreat
Professional Learning Community - Board Role
Board Member Norms and Accountability Protocol
Strategic Plan Board Session
Dr. Laffitte introduced Mrs. Andrea Thoms-Reynolds and Mr. Grant Guyer with the K12 Center who lead the discussion for the Strategic Plan Board Dessions. They led the Board on a discussion to guide the strategic plan.

The Governing Board discussed the skills they would like students to have when promoted to ninth grade. These included reading and language skills, as well as social‑emotional skills, to ensure students are comfortable and prepared for the next step and do not require remedial classes.

Board members also discussed the importance of students having life skills for those who may enter the workforce rather than pursue a college pathway, such as the ability to create a household budget. In addition, members noted the value of providing opportunities for students to engage with colleges to ensure they have knowledge of different paths to success.

The importance of having the necessary staff to support students was also discussed. It was noted that these supports are already in place in the District, but could be expanded.

Board Members discussed what their hopes are for Littleton students upon promotion from the 8th grade.

Board members shared that, upon promotion, Littleton students thrive; are equipped to adapt to change; are confident in their ability to succeed in any situation; feel successful and supported; believe in their own capabilities; and are well prepared for future success.

Board members discussed that when everything cannot be done, priorities must rise above competing demands. Members agreed that outcomes for students must prioritize the whole child, not just academic metrics. Students are more than test scores; their social‑emotional development, sense of identity, and ability to navigate relationships are essential to their success in school and beyond and cannot be compromised.

There was strong agreement that the district must continue to honor and support the diversity of its student population, as well as ensure a diverse and well‑supported staff, recognizing that representation and support systems directly impact student outcomes.
Members emphasized the importance of focusing on students’ strengths and using those strengths as a foundation for learning, rather than viewing students through a deficit lens.

Several comments reinforced the need to ensure students master foundational skills—including reading, writing, emotional regulation, and the ability to work collaboratively with others—so they are prepared to move confidently into future learning and life experiences.
Finally, it was noted that district staff, particularly support staff, are critical to student success and cannot be reduced or overlooked, as they play a vital role in meeting students’ academic, social, and emotional needs.

Board members discussed what cannot be compromised and identified several non‑negotiable priorities essential to student success and community well‑being.

Sustainability and environmental responsibility were emphasized as long‑term priorities. This includes educating students about environmental stewardship, investing in sustainable practices such as gardening and tree programs, and pursuing future initiatives—such as transitioning to electric vehicles—to help reduce air pollution and improve community health.

Members strongly agreed that specialized student programs must be maintained and strengthened. This includes special education, gifted education, and English Language Learner (ELL) programming, ensuring that students who require additional support or increased academic challenge remain fully engaged and well served. Continued investment in these programs was identified as essential to their effectiveness and long‑term success.

There was also clear consensus that arts and related programs are non‑negotiable. Board members highlighted the importance of preserving and rebuilding arts education—including music, dance, and other related arts—across all schools. Ensuring that every campus has access to qualified arts educators was viewed as critical to providing a well‑rounded education and meaningful opportunities for creative expression.

The next reflection for the Board members was related to community confidence. What you make this plan successful in the community? and How will we know that the community has confidence in both the pan and our ooversightf it?
(did not have time to summarize the answer).

Board members discussed what evidence the Board expects to see.

Members identified academic indicators, such as reading and math performance, along with social‑emotional learning (SEL) outcomes, as important evidence. Behavioral data was also discussed, with the expectation that effective supports would result in reductions in behavioral incidents and disciplinary concerns over time.

Board members emphasized the importance of seeing results rather than plans alone, noting interest in evidence that shows whether initiatives are working and where adjustments may be needed.

Staff stability was identified as another key indicator, with members noting that staff retention—including teachers, administrators, and support staff—reflects a healthy and supportive system. Student enrollment trends were also discussed, with stable or increasing enrollment viewed as a sign of confidence in district schools.

Finally, Board members discussed the importance of reviewing evidence at appropriate intervals throughout the year, including at key milestones, to support accountability and transparency.

Ms. Thomas‑Reynolds provided an overview of the next phase of the process, noting that the Steering Committee would meet the following day to work in small groups and review materials posted on the district website, with a specific focus on the mission statement, vision statement, and core values.

Stakeholders were asked to reflect on what resonated, what may have been missing, and where greater clarity may have been needed. This feedback served as an opportunity for stakeholder voice and input into the district’s foundational statements.

Following the small‑group work, the facilitation team began identifying emerging themes, synergies, and connections based on stakeholder feedback and input previously provided by the Board, with the goal of bringing alignment and coherence to the overall framework.

Ms. Thomas‑Reynolds emphasized that the session was intended as a deep dive into the district’s core values, mission, and vision, informed by current practices in other districts, while ensuring that the statements were clear, relevant, and reflective of the district’s current context and future direction.

President Nielson asked for clarification on the pacing of the work, confirming that the district is not expected to accomplish all goals immediately. He noted that this is envisioned as a five‑year plan, with progress occurring incrementally over time, rather than addressing all long‑term outcomes in the first year. He asked whether the approach would involve phased implementation, with different priorities addressed at different stages.

Ms. Thomas‑Reynolds confirmed that this understanding is correct. She explained that the work will be progressive and prioritized, with some initiatives beginning in the planning phase, others implemented in later years, and some deferred until capacity and readiness allow. She emphasized that the district cannot do everything at once and that prioritization will be essential. Those priorities will be informed by feedback from the Steering Committee, along with guidance from the Superintendent and his leadership team, to determine the strategies that will produce the greatest impact while aligning with the guardrails and expectations set by the Board.

Board Member Ceniceros asked whether a schedule has been established for stakeholder engagement and emphasized the importance of ensuring meaningful input from students, parents, and staff. He noted that while discussion at the board level is important, the plan would lack value without the voices of those most directly impacted—particularly students and staff.

Ms. Thomas‑Reynolds responded that a final stakeholder engagement schedule has not yet been established. She explained that the facilitation team is currently reviewing survey results to determine what additional engagement may be needed based on the feedback received. She shared that the team expects to return in April to conduct focus groups, with an emphasis on engaging parents and potentially students at school sites. These focus groups may be conducted either in person or virtually, depending on what works best for participants.

Ms. Thomas‑Reynolds noted that while teachers, administrators, and staff are already represented within existing stakeholder groups, there is value in expanding opportunities for parent and student feedback, particularly in light of themes raised during the meeting. She affirmed that gathering input from these primary stakeholders is essential to ensuring the plan is meaningful, relevant, and reflective of the district community.

Superintendent Laffitte reflected on the importance of ensuring that students are prepared to successfully navigate the world beyond their experiences in the district. He emphasized the value of engaging all stakeholders in this work and noted that the process underway has already begun to meaningfully accomplish that goal. He shared positive reflections from the recent Steering Committee meeting, describing it as a powerful and affirming experience. While participants initially came in unsure of what to expect, he observed that many left with a renewed sense of optimism, hope, and possibility.

Superintendent Laffitte noted that the genuine enthusiasm and engagement demonstrated by stakeholders reinforced the belief that the district has an opportunity to create something meaningful and impactful for the entire community. He concluded by expressing appreciation to all those involved in the process and thanking participants for their time, commitment, and collaboration.

Discussion only.
Governing Board Self-Goals

Adjournment
Being no further business to come before the Board, a motion for adjournment was made.

Motion made by: Mr. Markus Ceniceros
Motion seconded by: Mrs. Linda Stallard
Voting
Unanimously Approved

Special Meeting - 1/27/2026 - Special Meeting of the Governing Board

1/25/2026

Leaders in Learning, Caring and Growing
·TRUST    · RESPECT   ·INTEGRITY   ·COLLABORATION   ·DEDICATION

Consistent with the requirements set forth in A.R.S. § 38431.02, notice
of this Governing Board Meeting to be held in public at Littleton Administration Building
at 4:00 P.M. has been properly posted.

SPECIAL MEETING

The Littleton ESD Governing Board Room is open and available to the public 15 minutes before the meeting time.

All Governing Board meetings will be live streamed and available to view via You Tube.
https://www.youtube.com/channel/UCQB0IbbbyZv9L86grdTHRYg

Reasonable accommodations for persons needing them may take five or more business days to arrange and should be requested by calling (623) 478-5611.

The Governing Board may vote to hold an executive session for the purpose of any matter listed on the public agenda pursuant to A.R.S. § 38 431.03(A)(1) through (A)(7).

As adults and Treasure Hunters, we are committed to searching for all the talents, skills and intelligence that exist in all children and youth. We believe that all children are capable of success. NO EXCEPTIONS!

Attendees - voting members

Mrs. Amy Soucinek		Board Member
Mrs. Rachel Barnett		Board Member
Mr. Markus Ceniceros		Vice President
Mr. Curtis Nielson		Board President
Mrs. Linda Stallard		Board Member

Call to Order
Mr. Curtis Nielson, Board President, called the Special Meeting of the Littleton Elementary Governing Board to order at 6:00 PM in the Underdown Learning Center.
Roll Call
Members Present: Mr. Nielson, presiding; Mr. Ceniceros, Mrs. Soucinek, Mrs. Stallard. Mrs. Barnett joined the meeting digitally via Zoom.

Members absent: None.
Pledge of Allegiance
Recited.
Moment of Silence
Observed.
INFORMATION ITEMS

2025-2026 Entry Plan Update
Dr. Laffitte presented an update on his Entry Plan, noting that he conducted a 120‑day assessment to evaluate the District’s strengths, areas for improvement, and opportunities for long‑term success. He explained that his review focused on five key areas: governance, organizational capacity and alignment, student achievement, community and public relations, and operations and finance.

He shared observations related to strengthening board engagement, improving internal alignment and communication, addressing student achievement gaps through data‑informed practices, and increasing community engagement through school visits and advisory groups. He also reported on a review of financial and operational systems, including staffing, compensation, transportation, and demographic studies.

Based on this work, Dr. Laffitte outlined next steps, including the development of a five‑year strategic plan, a proposed district reorganization to be brought forward at a future meeting, a focus on employee experience, increased use of data to guide decision‑making, prioritization of capital projects, and continued expansion of community engagement and strategic partnerships.

Mr. Ceniceros thanked Dr. Laffitte for his work and recognized the efforts of district staff. He stated that he is excited about what lies ahead and emphasized the importance of sharing collected data with the Board so members can review it.

Mr. Nielson asked for additional information regarding strategic partnerships. Dr. Laffitte responded that, in addition to the City, the District is exploring partnerships with colleges, local businesses, and other constituent groups. He noted that existing partnerships, such as Mercy House, are being strengthened, with a focus on expanding their impact.

Mr. Ceniceros also stated that it is important to hear directly from students to ensure alignment with their values as funds are allocated.

Discussion only.
Strategic Plan
Dr. Laffitte introduced representatives from the K12 Coalition, Amanda Thomas‑Reynolds and Grant Guyer, who presented an overview of the District’s strategic planning process and the role K12 Coalition will play as facilitators. They shared background on the organization’s experience supporting districts with strategic planning, leadership, and academic improvement, and noted the District’s stable enrollment as a positive foundation for this work.

The presenters outlined a five‑year strategic planning framework that begins with the District’s mission, vision, and core values, and progresses to identifying priorities, strategies, goals, and key performance indicators. They emphasized the use of district data, stakeholder surveys, and broad community input to inform the plan.

They described the formation of a diverse steering committee made up of district leadership, staff, students, parents, and community members, noting its role in advising on plan development, elevating stakeholder voices, and serving as ambassadors for the process. The presenters also reviewed the proposed timeline, including multiple steering committee meetings, opportunities for board feedback, ongoing coordination with district leadership, and the goal of publicly sharing the completed strategic plan in the summer.

Member Soucinek expressed enthusiasm for the strategic planning work, particularly the concept of a “portrait of a graduate.” She shared that she has seen this approach at ASBA conferences and appreciates the clarity it provides in defining what students should know and be able to do upon leaving the District at the eighth‑grade level. She thanked staff for undertaking the work.

Ms. Stallard asked who selectes the committe. Ms. Reynolds stated the committee is selected by the Superintendent and it is comprised of parents, teachers, administrators and non-instructional staff. She added that there is an opportunity to go to the schools and talk to students as well.

Mr. Ceniceros echoed the concern, emphasizing the importance of a bottom‑up approach and strong stakeholder buy‑in. She stressed the need for inclusive and accessible stakeholder surveys, including targeted outreach to students, parents, and diverse community groups, and asked that survey data be shared with the Board throughout the process.
Representatives from the K12 Coalition responded that the Board would be kept informed at each stage of the process, including the data being requested, analysis of the data, and emerging themes, so the Board can see how community input is shaping the strategic priorities.

President Nielson asked how student alignment would be checked as part of the strategic planning process and requested clarification on how and when the final plan would be shared with the Board.

Ms. Thomas‑Reynolds responded that a solid draft of the strategic plan is expected by the end of June and will be shared with the Superintendent prior to being presented to the Board. She explained that the Board will receive updates at multiple points throughout the process and that the plan is anticipated to be brought to the Board in July for discussion and potential adoption.

Mr. Ceniceros thanked the K12 Center and mentioned he always wanted a strategic plan, and he looks forward to all the work.

DISCUSSION ITEMS

Board Self-Goals and Progress
President Nielson asked whether the Board wished to review its current self‑evaluation goals. Board members indicated that they are generally satisfied with the existing goals but agreed that a more meaningful discussion would be appropriate at a future board retreat.

Several members expressed interest in using the retreat to review progress, consider whether the goals should be revised or made more rigorous, and discuss potential updates or new goals. The Board agreed to revisit the self‑evaluation goals as a discussion item during the April board retreat.
Signature Field Trips

Dr. Laffitte introduced the discussion on signature field trips, explaining that the item was placed on a future agenda following the cancellation of the 5th‑ and 8th‑grade trips. He noted that participation data from recent years was included in the board packet and invited board discussion.
Board members expressed strong support for the value of field trips, emphasizing their importance in exposing students to new experiences, broadening perspectives, and helping students explore interests and future pathways. Members noted that for many students, school‑sponsored trips may be their only opportunity to experience places outside their immediate community.

At the same time, board members raised concerns about affordability and accessibility, particularly for families with multiple children and those unable to afford multi‑year overnight trips. Members emphasized that signature field trips should remain available but should not limit opportunities for more affordable, one‑day field trips. The Board also discussed aligning trips with each school’s focus area, increasing student and family input, and improving communication and transparency following the cancellation of the Washington, D.C. trip.

Dr. Laffitte clarified that all schools are encouraged to offer field trips at all grade levels and that recent efforts have added structure and oversight to support safety, planning, and risk mitigation. He explained that the Washington, D.C. trip was canceled due to insufficient enrollment and not administrative error. He reaffirmed the District’s commitment to supporting schools in providing diverse, safe, and meaningful learning experiences for students.

Mr. Ceniceros stated that he would like the next field trip‑related board update to include a clear plan from the administration outlining expectations for communication moving forward. He said families need sufficient notice—beginning as early as Meet the Teacher Night—to understand the signature field trip for their grade level and to have time to plan. He asked for a defined timeline of when the Communications Department informs families and staff each year, so teachers can relay information effectively and parents know what to expect. He acknowledged he was unsure whether such a system currently exists but hopes the administration will establish one to avoid confusion or communication gaps. He also confirmed his understanding that schools are making their own decisions for this year and asked whether there had been any progress on that work.
Governing Board Retreat
Dr. Laffitte discussed the topics for the Special Meeting in April . All members confirmed availability during the day.
Placeholder per 1-13 Eteam - Salary Schedules
DISCUSSION ITEMS

Placeholder
Student Uniforms
Board Conference Opportunities
Land Acknowledgment
Strategic Planning Project Briefing

Board Self-Goals and Progress
Strategic Plan Design Phase

Adjournment
With no more business to come before the Board, a motion for adjournment was made.
Motion made by: Mr. Markus Ceniceros
Motion seconded by: Mrs. Amy Soucinek
Voting
Unanimously Approved

Special Meeting - 10/28/2025 - Special Meeting of the Governing Board

10/26/2025

Leaders in Learning, Caring and Growing
·TRUST    · RESPECT   ·INTEGRITY   ·COLLABORATION   ·DEDICATION

Consistent with the requirements set forth in A.R.S. § 38431.02, notice
of this Governing Board Meeting to be held in public at Littleton Administration Building
at 4:00 P.M. has been properly posted.

SPECIAL MEETING

The Littleton ESD Governing Board Room is open and available to the public 15 minutes before the meeting time.

All Governing Board meetings will be live streamed and available to view via You Tube.
https://www.youtube.com/channel/UCQB0IbbbyZv9L86grdTHRYg

Reasonable accommodations for persons needing them may take five or more business days to arrange and should be requested by calling (623) 478-5611.

The Governing Board may vote to hold an executive session for the purpose of any matter listed on the public agenda pursuant to A.R.S. § 38 431.03(A)(1) through (A)(7).

As adults and Treasure Hunters, we are committed to searching for all the talents, skills and intelligence that exist in all children and youth. We believe that all children are capable of success. NO EXCEPTIONS!

Attendees - voting members

Mrs. Amy Soucinek		Board President
Mrs. Rachel Barnett		Board Member
Mr. Markus Ceniceros		Vice President
Mr. Curtis Nielson		Board Member
Mrs. Linda Stallard		Board Member

Call to Order
The Special Meeting of the Governing Board was called to order by Mrs. Soucinek, Board President, at 6:00 pm in the Underdown Learning Center, 1600 S. 107th Avenue, Avondale, AZ 85323.
Roll Call
Board Members Present: Mrs. Soucinek, presiding; Mrs. Barnett, Mr. Ceniceros, Mr. Nielson and Mrs. Stallard
(Mr. Ceniceros arrived at 6:01 pm.)

Board Members Absent: Mr. Nielson
Pledge of Allegiance
Recited.
Moment of Silence
Observed.
DISCUSSION ITEMS

Achievement Profiles Update
Dr. Lisa Haid, Chief Academic Officer, introduced Dr. Seu He Ledet; Director of Curriculum and Instruction.

Dr. Ledet began with an overview of how schools and districts earn their letter grades. She explained that the Arizona Department of Education calculates these grades using a combination of factors, including student growth, proficiency, acceleration and readiness measures, and progress in English language learner growth. The methodology for calculating letter grades remained the same as the previous school year, with growth accounting for 50 percent, proficiency 30 percent, acceleration and readiness 10 percent, and English language learner progress 10 percent.

She provided an overview of school letter grades over the past four academic years, noting both stability and improvement. The grades for the 2024–2025 academic year are currently preliminary, with final determinations to be presented by the State Board of Education using the proposed cut scores adopted during their recent meeting. The official release of grades to the public is expected on the evening of October 31. Dr. Ledet shared the expected letter grades for the district and noted that two schools are under review. The district plans to appeal the grades for Lincoln Prep Academy and Littleton STEM Academy. Lincoln Prep Academy received an initial designation of D, but because the school is only in its second year and has been adding grade levels annually, it was not eligible to earn all possible points. Preliminary discussions with the Arizona Department of Education indicate that an appeal is appropriate. Littleton STEM Academy earned a preliminary grade of B, just two one-hundredths of a point shy of an A, with 83.98 points. The appeal for Littleton STEM Academy will focus on English language proficiency results from the AZELLA assessment, which measures English proficiency for students whose primary language is not English and is used for program placement and annual reassessment. Dr. Ledet also noted that Littleton STEM Academy experienced external circumstances during the AASA state testing.

Dr. Ledet presented data showing schools within the district that met or exceeded state averages in English Language Arts and math proficiency. She emphasized the district’s response when students do not learn, explaining that targeted interventions are implemented through the Professional Learning Community (PLC) process. She congratulated Collier Business Academy and Estrella Vista STEM Academy for exiting additional state support, demonstrating the effectiveness of these strategies. The district will continue to partner with Littleton STEM Academy through targeted professional development and ongoing work in PLC structures.

Addressing the question of how to respond when students already know the material, Dr. Ledet highlighted opportunities for acceleration and enrichment. These include acceleration pathways, curriculum extensions, differentiated instruction, flexible grouping, and gifted and talented programs. She noted the significant impact of the community preschool program, which has resulted in preschool students scoring nearly 22 percentile points higher on the FastBridge screener compared to those who did not attend.

Looking ahead, the district will continue expanding community preschool programs and providing professional learning in math, ELA, and writing, including the integration of AI tools. Efforts will also focus on strengthening PLC structures and supporting subgroups such as special education, English learners, and gifted students. Dr. Ledet concluded by reaffirming the district’s commitment to using data to drive proficiency and growth and thanked the Board for its partnership in building a culture of learning, collaboration, and achievement.

Dr. Laffitte thanked Dr. Haid, Dr. Ledet, their teams, and all campus administrators for their hard work, noting that every site was represented and congratulating Estrella Vista STEM Academy for its achievement. He emphasized the importance of Professional Learning Community (PLC) structures and intentionality, explaining that schools showing consistent improvement were further along in the PLC process. He shared that the district is committed to supporting one another and fostering collaboration, using a sports analogy to illustrate teamwork and mutual support. The Superintendent expressed confidence that, through these efforts, the district’s overall letter grade will improve significantly in the coming years.

Board Member Ceniceros thanked the team for their work and expressed appreciation for the data presented. He acknowledged the progress made but noted concern that proficiency trends appeared to decline compared to past years. While emphasizing that educators and staff are best positioned to address these issues, he shared interest in hearing future plans for supporting sites that have lost progress. He added that, while he respects letter grades, he does not believe they make our schools what they are.

Discussion only.
Student Uniforms
Mrs. Garrison referenced the Board’s discussion in March regarding school uniforms and noted that parents remain divided on whether uniforms reduce or increase expenses. She also shared that, nationally, students report feeling less able to express their individuality when uniforms are required. To guide the Board’s discussion, she presented four possible approaches.

The first option is to keep the current uniform policy in place, which would maintain consistency and aligns with adult survey responses, though it may not support increased self-expression.

The second option is to modify the uniform guidelines to allow more flexibility, promoting equity and inclusion, while noting that this would require time and clarity to define changes.

The third option is to remove the uniform requirement and adopt a dress code instead, which could encourage trust, reduce enforcement time, and support self-expression. However, this approach would require time to define standards and address differing views on modesty. The fourth option is to pilot a change at select schools or grade levels before making a district-wide decision, allowing time to gather feedback and minimize disruption, though it could create inconsistencies across schools.

Mrs. Garrison concluded by stating that research does not show uniforms as a definitive solution for improving outcomes. She emphasized that any change should be implemented carefully and in partnership with the community.

Mrs. Soucinek led a discussion for Board Members to provide feedback on uniform options.

Board Member Ceniceros expressed appreciation for the strong community response to the uniform survey, noting that over 4,000 people participated, with students making up the largest group. He highlighted key observations from the survey results, including that adults generally felt uniforms promote safety and reduce bullying, while families and students were more divided. He pointed out that only 46% of parents agreed uniforms save money, and student agreement was similar. He also noted that just 25% of students felt uniforms create a sense of community and belonging, which stood out to him. Mr. Ceniceros emphasized the importance of considering student feedback and commended their engagement in the process, stating that it is now up to the adults to determine next steps.

Board Member Barnett thanked staff for their work in gathering data and expressed mixed feelings about uniforms. She noted confusion regarding comparisons to other schools that use similar uniforms and shared her perspective as both a parent and community member. While recognizing the importance of individuality, she also acknowledged that uniforms can simplify mornings. She raised concerns about students feeling uncomfortable due to body type, particularly with requirements like tucking in shirts, which can create stigma or discomfort.

Board Member Stallard agreed with Board Member Barnett’s concerns about body type and noted that tucking in shirts can be a significant issue for many students. She shared her experience working in a school without uniforms, describing it as an eye-opener but expressed support for exploring changes to allow more individuality. She mentioned that uniforms made mornings easier but also caused her to overlook buying seasonal clothes for her child. Board Member Stallard stated she favors opening up the policy to allow more self-expression and recommended further research before making decisions.

President Soucinek spoke as both a parent and former teacher. She shared that her child has sensory issues and that uniforms make daily life more difficult, expressing interest in revising the policy to better accommodate body types and sensory needs. Drawing on her experience teaching in a school without uniforms, she noted that dress codes can lead to inconsistent enforcement and frequent disputes, whereas uniforms provide clearer expectations. She observed that most adults appear supportive of uniforms, while middle school students strongly favor change to express individuality. President Soucinek stated she is leaning toward revising the current policy.

Dr. Laffitte reminded the Board that uniforms and dress codes are separate issues. He explained that a dress code establishes standards such as modesty and practices like tucking in shirts, while uniforms address what students wear. He emphasized that even if uniform requirements changed, a dress code would still need to be in place.

Board Member Ceniceros reiterated his belief that the district should move toward eliminating uniforms and adopting a dress code, emphasizing that student feedback strongly supports change. He noted that students were highly engaged in the survey process and expressed that their voices should guide the Board’s decision. While acknowledging that implementation speed may vary and that adults may be divided on the approach, he stated that the district should act in the best interest of students. Mr. Ceniceros also referenced other districts without uniforms and suggested that Littleton could lead by example in making this change. He concluded that uniforms do not prevent bullying and that individuality matters more than clothing.

President Soucinek asked if the administration had enough direction or if the Board should continue the discussion. Dr. Laffitte responded that while he may have enough information, the next steps depend on how any change is communicated. He emphasized that Board policy typically allows the superintendent to develop and enforce dress code regulations, primarily for safety. If the Board decides to move away from uniforms, policy adjustments would be required. Dr. Laffitte noted that ongoing discussions about uniforms should not detract from priorities such as student achievement and campus safety.
Board Conference Opportunities
Dr. Laffitte revisited policy BIBA and presented a list of professional development conferences relevant to governing board work. The purpose was to allow board members to review options and indicate interest so administration can prepare a consolidated plan and bring an action item for approval at a future meeting. This approach aims to streamline budgeting and planning for conference attendance.
Questions and Answers

Mrs. Barnett stated that previously, each board member had an allotted amount for conferences. Are we no longer doing that?
Dr. Laffitte stated that the funding still exists, but the goal is to identify preferred conferences now for better budgeting and alignment with district goals.

A board member asked how board members should indicate interest in conferences going forward.

Dr. Laffitte stated that ideally, the board will review the provided list, select conferences of interest, and approve them collectively. This helps avoid last-minute requests and ensures budget alignment.

Mrs. Soucinek expressed interest in the Association of Latino Administrators and Superintendents conference, citing relevance to the district’s student demographics (next conference is in FY 2025-2026).

Mr. Ceniceros highlighted the NSBA Annual Advocacy Institute, emphasizing its importance for federal education policy and funding advocacy.

Past attendance at NSBA and CUBE conferences was noted, with mixed feedback on value.

Other members indicated they need more time to review details, such as breakout sessions and keynote speakers, before committing.

Dr. Laffitte confirmed that links to conference details were provided for further review and reiterated the importance of aligning conference attendance with strategic goals and budget planning.
Board Self-Evaluation
President Soucinek introduced the Board’s biennial self-evaluation and reviewed the data from 2021, 2023, and 2025. She noted that comparisons are limited because the composition of the Board has changed over time. The evaluation uses color coding, with blue and green indicating “always” or “most of the time,” yellow and red indicating “sometimes” or “never,” and black for “don’t know.”

She highlighted trends across the five standards. Standard 1, addressing conduct and ethics, remained consistent over time. Standard 2, setting and communicating high expectations for student learning, declined from 96% in 2023 to 86% in 2025. Standard 3, creating conditions for student and staff success, dropped from 96% to 75%. Standard 4, accountability for meeting expectations, decreased from 94% to 65%, and Standard 5, advocacy, fell from 82% to 65%. President Soucinek emphasized the importance of reflecting on these results and using them to identify goal areas and develop two or three SMART goals.

Mrs. Soucinek requested in a board update to have a review of their goals and how they are doing on their self- goals.
Board Norms and Commitments
The board reviewed the six-page summary prepared by ASBA following a previous special meeting with Julie Bacon. The summary included expectations and shared agreements related to board-superintendent communications, emergency protocols, agenda preparation, meeting conduct, site visits, and community communications. The purpose of this discussion was to revisit those agreements and consider consolidating them into four or five clear norms for accountability.

Board members expressed that the summary accurately reflected prior discussions and highlighted the effectiveness of the superintendent’s weekly update format for maintaining communication and trust. Suggestions included clarifying language regarding board member's conduct during school visits, specifically distinguishing between visits as a parent versus as a board member. Members agreed that the current document is comprehensive but discussed the possibility of making it more concise for ease of reference.

The board continued reviewing the ASBA summary of norms and agreements, focusing on clarifying expectations for board member conduct during school visits. Members agreed that language should distinguish between visits as a parent versus as a board member to avoid confusion. There was consensus that this clarification could be incorporated into future agenda items related to badge access and site visit protocols.

Discussion then shifted to post-meeting agreements, specifically language requiring board members to “stay silent” after decisions. Mr. Ceniceros expressed concern that this wording could limit free speech and prevent respectful dissent. Members emphasized the importance of maintaining decorum and unity while allowing individuals to express disagreement without undermining board decisions. Suggestions included removing “stay silent” from the language and clarifying that dissent should be respectful and not intended to reverse or obstruct board actions.

The administration explained that the original intent of the language was to ensure decisions are communicated as final and implemented consistently, avoiding public perceptions of division. Members agreed that norms should balance transparency, respect for differing views, and organizational cohesion. The discussion will inform future revisions to the norms document.

Adjournment
Being no further business to come before the Board, a motion for adjournment was made.
Motion made by: Mrs. Linda Stallard
Motion seconded by: Mr. Markus Ceniceros
Voting
Mrs. Amy Soucinek - Yes
Mrs. Rachel Barnett - Yes
Mr. Markus Ceniceros - Yes
Mr. Curtis Nielson - No Vote
Mrs. Linda Stallard - Yes