DAC Memo - 2026-27 Membership UPDATED.pdf (295 KB)

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To: BVSD Board of Education From: District Accountability Committee (DAC) Exec Team Date: September 18, 2026 Re: 2026-27 DAC Membership List & Analysis To fulfill the DAC responsibility: Membership (CO Rev Stat § 22-11-301): (1) Each local school board shall appoint or create a process for the election of a school district accountability committee that shall consist of: (a) At least three parents of students enrolled in the district public schools; (b) At least one teacher who is employed by the school district; (c) At least one school administrator who is employed by the school district; and (d) At least one person who is involved in business or industry in the community within the school district boundaries. (3) If a local school board appoints the members of the school district accountability committee, the local school board, to the extent practicable, shall ensure that the parents who are appointed reflect the student populations that are significantly represented within the school district. Said student populations may include, but need not be limited to: (a) Students who are members of non-Caucasian races; (b) Students who are eligible for free or reduced-cost lunch through the federal “Richard B. Russell National School Lunch Act”, 42 U.S.C. sec. 1751 et seq.; (c) Students who are English language learners, as defined in section 22-24-103(4); (d) Students who are migrant children, as defined in section 22-23-103(2); (e) Students who are identified as children with disabilities pursuant to section 22-20-108; and (f) Students who are identified as gifted children, as defined in section 22-20-202(11). Membership (BVSD Policy AE-R): “Nominations shall be made by May 31st of each year, supplemented as necessary to include new SAC members in the Fall, and approved by the Board annually in September.”

Background/Process In May 2026, SY2025-26 DAC membership elected a slate of officers to serve on the DAC executive committee and as subcommittee leadership for SY2026-27. At that time, returning DAC members also submitted an application to serve on the DAC for SY2026-27. Throughout the summer and through this past week, the DAC Chair, Membership Officer, and Administrative Liaison worked together to solicit additional DAC member nominations from school communities via Noteworthy and direct 1:1 outreach to principals, including with support of a new flyer developed by the Family Engagement Subcommittee last year with high-level information in English and Spanish on DAC membership requirements, responsibilities, and opportunities.

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Overall Membership Snapshot ● 60 DAC members total ● 52 BVSD schools represented by 55 DAC members ● 5 at-large DAC members (additional detail on the rationale for including these members is included in the non-public attachment as it includes personally identifiable demographic information) ● 34 (57%) of DAC members are returning; 31 met attendance requirements last year ● 26 (43%) of DAC members are new ● 37 schools have an active SAC; 13 do not have an active SAC (5 are unclear) ● 3 schools with no DAC representation at this time: Boulder Prep, Boulder Universal, and Nederland Elementary Additional details: ● 4 schools with two-member representation (1 vote per school team): Centennial, Kohl, Peak to Peak, and University Hill ● 4 schools serve the children of 3 at-large representatives (in addition to their designated school representatives): Boulder High, Crest View, Centennial, and Mesa ● 1 representative serves 2 schools: Community Montessori, Louisville Middle

Role Analysis 57 parents of current BVSD students 6 parents of BVSD graduates 1 BVSD teacher 4 BVSD other school staff members 15 owners, employees, or board members of a business, nonprofit, and/or social or service organization located within the BVSD geographic boundary ● 20 members who have expressed knowledge and/or direct experience with charter school operations or governance policies ● ● ● ● ●

Representation Analysis Below is information on the student groups reflected in the DAC membership slate, which members had the option1 to share in their DAC membership applications: ● FRL-eligible: 5% of DAC members; 26.6% of BVSD students (-21.6 variance) ● English learners: 8.33% of DAC members; 8.39% of BVSD students (-0.05 variance) ● IEP or 504: 35% of DAC members; 14.43% of BVSD students (+20.57 variance) ● Gifted and talented: 45% of DAC members; 18.35% of BVSD students (+26.65 variance) ● Migrant: 0% of DAC members; ~0% of BVSD students (n/a variance) ● American Indian or Alaska Native: 0% of DAC members; 0.21% of BVSD students (-0.21 variance) 1

We received racial/ethnic information on DAC members’ children from 37 of 60 (62%) of DAC membership.

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● Asian: 10% of DAC members; 5.57% of BVSD students (+4.43 variance) ● Black or African American: 1.67% of DAC members; 1.07% of BVSD students (+0.6 variance) ● Hispanic or Latino: 5% of DAC members; 21.75%of BVSD students (-16.75 variance) ● Middle Eastern or North African: 1.67% of DAC members; 0.1% of BVSD students (+1.57 variance) ● Native Hawaiian or Other Pacific Islander: 0% of DAC members; ~0% of BVSD students (n/a variance) ● White: 71.67% of DAC members; 64.28% of BVSD students (+7.39 variance)

Actions Steps Based on these analyses, we are taking the following steps to work toward full representation of our community, including underrepresented voices, and to address administrative questions that emerged during our work to recruit DAC membership for this year: 1) Continue engaging with principals of schools without a DAC representative ● Boulder Prep Charter (in the meantime, DAC Chair will coordinate two-way communication with principal) ● Boulder Universal (in the meantime, DAC Membership Officer will coordinate two-way communication with principal) ● Nederland Elementary School (in the meantime, Nederland High DAC Rep will coordinate two-way communication with principal) 2) Address attendance of three returning members not in good standing We have communicated attendance expectations (missing no more than 3x meetings per year) with these three members, and we will continue to reinforce the importance of regular attendance with all DAC members at each meeting this year. 3) Strengthen connections with other district parent groups to create systematic two-way communication with underrepresented communities In aligning with the BVSD All Together for All Students strategic plan and aligned UIP priorities, the DAC Executive Board is committed to actively seeking out, and listening to the perspectives of underrepresented parent communities. By engaging with Strategic Family Partnerships – especially Dr. Bianca Gallegos and Director of Equity and Inclusive Teaching and Learning Fleurette (Flo) King — and disseminating information through proper district channels to a broad and diverse range of voices, the DAC will promote transparency and accountability and ensure that its policy recommendations are informed by accurate, comprehensive, and representative information.

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4) DAC Membership Guidance DAC leadership is currently working on a membership memo that will clearly outline the membership application process, eligibility requirements for joining DAC, membership term limits, member expectations, and the responsibilities of DAC — all in alignment with Colorado state statute, BVSD policies, and DAC Bylaws. The purpose of this memo is to better serve DAC members by providing clear and consistent information regarding the membership process and membership expectations. This memo will expand transparency and understanding of the organization’s governing documents with the overall goal to strengthen accountability within DAC. We will share this resource alongside the DAC membership application and as part of our outreach/recruitment for 2027-28 DAC membership. 5) Update DAC Bylaws We intend to explore three sets of updates to the DAC Bylaws related to membership: ● First, we will ask DAC membership to approve a revision to the DAC bylaws to bring them into compliance with BVSD Policy AE-R. Specifically, we will revise the following: “DAC will have no more than fifteen ten percent (1510%) at-large membership.” ● Second, we will ask membership to consider codifying membership practices we piloted last year to support more diverse representation on the DAC by supporting schools to nominate two members to share DAC representation responsibilities, while retaining a strong preference for a single representative in most instances (and while retaining a single vote for each school irrespective of the membership model).2 We believe it is important to document and communicate this information up front to prospective members now that we have an understanding of how and under what conditions this membership model can work effectively and respect the diverse and equitable representation goals of DAC. ● Finally, we may provide additional detail on at-large membership, per the notes below. We recognize that some of this information may need to live in the Bylaws while other pieces may be documented in the Membership Guidance outlined above. Our goal in documenting and sharing the at-large requirements, limitations, and review process is to communicate clearly before prospective at-large members submit an application how decisions are made about who is accepted onto the committee and who is referred back to their SAC. 2

We initially piloted a two-person membership model in response to feedback from dual language schools, whose members expressed a desire for a Spanish-speaking representative and an English-speaking representative to attend meetings together. We believe that is a worthwhile shift to make in the Bylaws — for dual language schools and potentially other schools with a large population of students who speak a language other than English at home — to allow for this membership model and would like to codify the goals, parameters, and limitations. In some cases, especially for secondary schools, members also shared that their children’s more complex schedules posed challenges for parents interested in serving on the DAC. We also piloted a two-person membership model in which parents were able to work as a team to proactively plan attendance for the entire year up front, rather than over-relying on adhoc backup or substitute representation for regular scheduling conflicts. We believe this is a practical and valuable option for some schools that would otherwise struggle to identify a DAC representative and would like to codify the goals, parameters, and limitations of this membership model in the Bylaws.

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6) Data Collected via Membership Form for Next Year As part of our work to make more transparent membership requirements and limitations, especially for at-large representatives, as noted above, we would like to explore collecting additional data from DAC applicants, as permitted by statute and BVSD policy. While the subgroups reported above are valuable to review, we believe additional detail on the subgroups within these subgroups could be even more helpful in our understanding of the wealth of knowledge, experiences, and resources DAC membership brings to our work — as well as where gaps exist. We are particularly interested in understanding DAC members’ backgrounds with regard to improvement priorities outlined in the UIP and strategic plan, including with regard to specific student populations with unique learning needs and experiences. Finally, we would like to explore how to collect more flexible data based on anticipated policy and/or project priorities identified in partnership with the Board during our twice-annual prioritization conversations. 7) Continue Supporting the Launch and Improved Operations of SACs We will continue to support the principals and school teams to launch, grow, and continuously improve their SACs in support of our work to provide the Board with exceptional, representative advice from across the district. This year, we rolled out a new SAC manual and suite of resources, have started collecting and sharing SAC Chair information to support connections, and have deliberately introduced new SAC Chairs with more experienced ones. During next year’s DAC/SAC/Principal Training, we intend to pair school teams together based on the operational status of their SACs, connecting schools with strong-functioning SACs with those who are just getting started; this was an idea shared by principals this year to help strengthen and make the best use of that planning time. We welcome additional ideas on how to continue strengthening SACs and the DAC-SAC infrastructure to support the Board’s work.

Appendix: 2026-27 DAC Membership List School

Principal

First Name

Last Name

Alicia Sanchez Elementary School

Becky McKay

Zak

Wood

Angevine Middle School

Rhianna Burroughs

Natasha

Wright

Arapahoe Ridge High School

Kiffany Lychock

Sandra

Salazar

Aspen Creek PK-8 School

Amanda Jones

Heather

Johnson

Bear Creek Elementary School

Tanner Dayhoff

Sloan

Speck

Boulder Community School of Integrated Studies (BCSIS)

Jennifer Barr

Kendall

Ruth

Birch Elementary School

Katie Gambardella

Megan

Brayton

Boulder High School

Kristen Lewis

Sepideh

Miller

Boulder Prep Charter

Lili Adeli

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Boulder Universal

Eric Moroye

Broomfield High School

Ginger Ramsey

Shannon

Jeffries

Broomfield Heights Middle School

Bryan Graham

Heather

Drake

Casey Middle School

Ailey Ruger

Michelle

Ordonez

Centaurus High School

Carlyn Carroll

Michelle

Medeiros

Centennial Middle School

Liz Barcheck

Melissa

Davis-Capka

Tierney

Gerber

Coal Creek Elementary School

Jeff Van Iwarden

Jen

Garfield

Columbine Elementary School

Felicia Manzanares

Abby

Bader Bullock

Community Montessori Elementary School

Natalie Celeste

Sarah

Keane

Creekside Elementary School

Erin Hinkle

Leila

Behnampour

Crest View Elementary School

Eric Hamilton

Ellen

Tate

Douglass Elementary School

Jon Wolfer

Marie

Pecoraro

Eisenhower Elementary School

Weston Steinberg

Ann

Harding

Eldorado PK-8 School

Nick Vanderpol

Courtney

Shanley

Emerald Elementary School

Samara Williams

Melissa

Bench

Escuela Bilingüe Pioneer

Heather Riley

Austin

Caldera

Fairview High School

Brent Caldwell

John

Clasby

Fireside Elementary School

Kristen Smetzer

Megan

Yeretsian

Flatirons Elementary School

Jessica Seevers

Felicia

Gorman

Foothill Elementary School

Linda Hubbard

Bridget

George

Gold Hill Elementary School

Jessica Seevers

Allison

Sousa

Heatherwood Elementary School

Genna Jaramillo

Marissa

Yaker

High Peaks Elementary School

Christopher Basten

Amber

Grantham

Horizons K-8 School

Jasmine Graves Black-Clemons

Rebecca

Goddard

Jamestown Elementary School

Jessica Seevers

Klaus

Nowels

Justice High School

TJ Cole

Darryl

Mullin

Kohl Elementary School

Eileen Trujillo

Lindsay

Eddy

Kali

Aulston

Lafayette Elementary School

Alicia Champlin

Jocelyn

Rusin

Louisville Elementary School

Taren Villecco

Barbara

Subercaseaux

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Louisville Middle School

Megan Weir

Sarah

Keane

Manhattan Middle School

Cara Maronek

Scott

Prindle

Meadowlark PK-8 School

Sennen Knauer

Michele

Billingsley

Mesa Elementary School

Josh Baldner

Brian

Sullivan

Monarch High School

Greg Doan

Michelle

Zeles-Hahn

Monarch PK-8 School

Julie Garcia

Chris

Stevenson Drake

Nederland Elementary School

Caleb Melamed

Nederland Middle/High School

Caleb Melamed

Diana

Underhill

New Vista High School

John McCluskey

Cindy

Forsblad

Peak to Peak School K-12 Charter School

Melissa Christensen, Clara Quinlan, Josh Benson

Pragya

Jain

Miranda

Fan

Platt Middle School

Tanya Santee

Erin

Romano

Ryan Elementary School

Stephanie Jackman

Sara

Steele

Southern Hills Middle School

Melinda Murphy

Polly

Fields

Summit Charter Middle School

Adam Galvin

Yoav

Lurie

Superior Elementary School

Jonathan Stein

Holly

Richardson

Whittier Elementary School

Lucas Ketzer

Madalene

Fetsch

University Hill Elementary School

Marina Orozco-Ngu

Yevgeniy

Izrayelit

Lisa

Moller