Frequently Asked Questions

  • Who are the 2018-2019 District Advisory and Accountability (DAAC) Members?

    • Alissa Anderson (Parent)
    • Bev Bachman (Community) 
    • Mary Barron (Admin) 
    • Linda Bensey (Community) 
    • Janet Bielmaier (MS Principal) 
    • Ruby Bode (Admin) 
    • Toni Brese (Parent) 
    • John Bryant (ES Principal) 
    • Carol Carner (MS Teacher) 
    • Glenn Case (HS Teacher) 
    • Stacy Ferree (Parent) 
    • Tisha Goodemote (Parent) 
    • Joe Frey (MS Teacher) 
    • Stefanie Hart (ES Teacher) 
    • Kristen Hill (Parent) 
    • Hannah Heckerson (Admin) 
    • Jim Johnson (MS Teacher) 
    • Shirl Lawrence (Community) 
    • Duane Loyd (HS Teacher) 
    • Brian Lund (Admin) 
    • Barbara MacAlpine (Community) 
    • Erin Miller (Admin) 
    • Blake Nicholson (Parent) 
    • Jennifer Pasternak (HS Teacher) 
    • Catie Pfister (ES Teacher) 
    • Sheldon Rosenkrance (Superintendent) 
    • Chuck Scott (HS Principal) 
    • Judi Smith (Community) 
    • Lauren Stepaniak (ES Teacher) 
    • Danielle Wolf (Board of Education) 

    Who is on the District Advisory Accountability Committee (DAAC)?

    Each local school board is responsible for either appointing or creating a process for electing members of the district accountability committee.  These committees must consist of the following:

    • At least three parents of students enrolled in the district
    • At least one teacher employed by the district
    • At least one school administrator employed by the district
    • At least one person involved in business in the community within the district boundaries 

    What does the District Advisory Accountability Committee do?

    The following tasks are stipulated by the state and the Board of Education: 

    • Recommending to its local school board priorities for spending school district moneys
    • Submitting recommendations to the local school board concerning preparation of the district's Performance, Improvement, Priority Improvement or Turnaround plan (whichever is applicable)
    • Reviewing any charter school applications received by the local school board and, if the local school board receives a charter school renewal application and upon request of the district and at the DAAC's option, reviewing any renewal application prior to consideration by the local school board
    • At least annually, cooperatively determining, with the local school board, the areas and issues, in addition to budget issues, that the DAAC shall study and make recommendations upon
    • At its option, meeting at least quarterly, to discuss whether district leadership, personnel, and infrastructure are advancing or impeding implementation of the district's Performance, Improvement, Priority Improvement or Turnaround plan (whichever is applicable)
    • Providing input and recommendations to principals, on an advisory basis, concerning the development and use of assessment tools to measure and evaluate student academic growth as it relates to teacher evaluations.
    • For districts receiving ESEA funds, consulting with all required stakeholders with regard to federally funded activities. 

    The Colorado Achievement Plan for Kids Act of 2008 (CAP4K) aligns the public education system from preschool through postsecondary and workforce readiness. The intent of this alignment is to ensure that all students graduate high school ready for postsecondary and workforce success.  Moreover, the Education Accountability Act of 2009 aligns the state’s education accountability system to focus on the goals of CAP4K: hold the state, districts and schools accountable on a set of consistent, objective measures and report performance in a manner that is highly transparent and builds public understanding. 

    Additionally, for districts in Colorado that accept federal Elementary and Secondary Education Act (ESEA) funds through No Child Left Behind (NCLB) in the Title IA (Improving the Academic Achievement of the Disadvantaged), Title IIA (Preparing, Training and Recruiting High Quality Teachers and Principals) and Title IIIA (Language Instruction for Limited English Proficient Students) programs, there are additional accountability measures and requirements associated with the purposes of those programs. 

    The ESEA Flexibility waiver, granted to CDE by the U.S. Department of Education in February 2012, brought greater alignment to the state and federal accountability systems. 

    What is the role of the Board of Education in Accountability?

    • Local school boards are responsible for accrediting their schools and for overseeing that the academic programs offered by their schools meet or exceed state and local performance expectations for levels of attainment on the state’s four key Performance Indicators (achievement, growth, closing gaps, and postsecondary/workforce readiness).
    • Local school boards also are responsible for creating, adopting and implementing a Performance, Improvement, Priority Improvement, or Turnaround plan, whichever is required by the Department, and ensuring that their schools create, adopt and implement the type of plan required by the State Board. 

    How are School Advisory Accountability Committees (SAAC) involved in accountability?

    • Making recommendations to their principal concerning priorities for spending school funds
    • Making recommendations concerning the preparation of the school’s Performance, Improvement, Priority Improvement, or Turnaround plan (whichever is applicable
    • Providing input and recommendations to DAAC and district administration concerning principal development plans and principal evaluations.
    • Meeting at least quarterly to discuss implementation of the school’s plan and other progress pertinent to the school’s accreditation contract with the local school board. SB 13-193 also authorized School Advisory Accountability Committees to publicize opportunities to serve on the School Advisory Accountability Committee and solicit parents to do so, assist in implementing the district’s parent engagement policy at the school, and assist school personnel to increase parents’ engagement with teachers.