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In September, 2001 the Littleton Public Schools (LPS) Twenty-First Century Task Force was convened with the following charge: To identify the issues involved and develop recommended alternatives for how Littleton Public Schools could respond to changing community "demographics," declining enrollment at selected educational "levels," limited "resources," and increasing student "needs" in order that the highest quality of education be delivered to children within the core values of the community at large. The June, 2002 73-page task force report by the 26 members offers a broad spectrum of options (alternatives, not recommendations) for the LPS Board of Education to consider in its future planning. The Board received the report at its June 27 meeting and then held a four-hour study session with the superintendent's expanded staff on August 23. The latter meeting reviewed the report's 59 alternatives with regard to the seven previously established LPS strategic directions statements and last year's administrative work plan. One of the most interesting suggestions is Alternative L-4: Expansion of the High School Day. "The high school day would be expanded to include early mornings, afternoons, and evenings with key courses offered during early and late hours." This is an excellent idea for discussion by the Board and the high school community. A rather lofty goal is Alternative A-1-a: Development of Individual Learning Plans. "Learning plans for all students would include self-assessment, school curriculum targets, and state standard goals. The student's learning staff and parent(s), along with the student, would develop and approve each student's plan." The December, 2002 response by the Board of Education and administration was this Preferred Strategy: "Support individual goal-setting where schools have established this focus." However, ICAN believes that school officials at least should create Individual Learning Plans for core-subjects proficiency for below-grade-level students who do not have them. Another important goal is Alternative A-3-a: Assuring the same core-based curriculum is learned in all schools. The December, 2002 response by the Board of Education and administration was this Preferred Strategy: "Continue expectations for delivery of district curriculum and assessment of student learning of curriculum standards." However, ICAN believes that school officials should become more accountable for actual student learning rather than attempt to limit themselves to curriculum delivery. One of the most controversial suggestions is Alternative C-1: District Name. "...The district could consider changing its common name to one that is generic and multijurisdictional...." However, although most of the LPS students actually live within the city limits of Centennial, there would be considerable resistance to changing from the well-recognized "Littleton" identification of the district. Another very controversial suggestion is Alternative C-2: School Boundaries. "...The district could consider either redrafting school boundaries that better incorporate surrounding areas or simply doing away with them, creating instead true open enrollment...." However, the resultant disruption probably would not benefit student learning. Many of the task force suggestions already are part of, or can be adapted for inclusion in, the administrative work plan. The superintendent's staff has documented what is being done. Some other ideas should have more thought and discussion to determine their merits for possible adoption. A few are best left for consideration during the collective-bargaining process with employee groups. The full report is available for review at the office of the superintendent, 5776 South Crocker Street, Littleton, CO 80120, USA.
Last modified: 04/04/2004 |
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