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District Advisory Board

2009/10 Deliverables
(Draft as of 8/20/2009)

DAB New Direction committee will be responsible for addressing the BOE and District deliverables
The District Advisory Board (DAB) is headed in a new direction. Since the as outlined in the table below.
Board of Education's (BOE) adoption of Policy Governance in 2006, the need to
restructure the DAB has become clear. Under policy governance, the BOE The DAB sub-committees that have been identified to align with the goals set
is dedicated to future-oriented policy making through the District Ends (DE) out by the Board of Education (BOE) in the District Ends Policies, the
Policies and Executive Limitations (EL). It is no longer involved in the day-to- Superintendent’s Learning Goals, other District challenges, and DAB’s
day operations of the District. The Superintendent is responsible for achieving continued membership are as follow:
the DE objectives through the daily operations of the District.
Best Graduate Sub-Committee (District Ends Policiesy 1.1)
As a result of this clarification of duties between the BOE (“Ends” or (To be defined)
issues/policies) and the District (“Means” or current operations), the DAB
will serve in a dual advisory role to both the BOE and the Superintendent Academic Sub-Committee (Learning Goals)
addressing the different needs of each group. (To be defined)

Starting in the 2009/10 school year, the DAB will align itself with the goals set Funding/Legislative Sub-Committee (To be refined)
out by the Board of Education (BOE) in the District Ends Policies, the This Sub-Committee will focus on working with the District
Superintendent’s Learning Goals, and other District challenges identified by Superintendent to identify legislative issues related to the education system in
the Superintendent. The goal shared by each of these is to produce the best Colorado which DAB members can help impact. These issues will include but
21st Century graduate. not be limited to: statutes which limit flexibility and
nimbleness/responsiveness of districts in addressing educational needs; what
DAB 2009/10 Deliverables barriers exist which block the district’s ability to respond to changing education
The output of this dual DAB reporting structure to the BOE and to the District needs and how these could be addressed through changes in statutes; other
will be two-fold. needs as identified by DAB and/or the Superintendent. (Still needs the out-of-
the-box funding thinking.)
First, the DAB will make recommendations to the BOE regarding the future of
PSD. Some examples include concepts and ideas about how the Ends Policies Membership/Training Sub-Committee
may need to change to reflect the outcomes necessary to produce a post- (To be defined)
secondary ready graduate; out-of-the-box thinking about funding; and
recommendations about statues that limit the District’s ability to be nimble DAB Reports
and flexible. The DAB is further charged with reviewing the analysis and recommendations
of each sub-committee and developing two reports: a preliminary report
Second, the DAB will make recommendations to the District on how to containing concepts and ideas about the future of the District due at the
measure these best graduate goals, successes and/or barriers in the system in January BOE meeting, and a final report due at the May BOE meeting. The
achieving these goals, and strategic ideas on legislative and funding issues DAB will report to the Superintendent on an as needed basis, either through
that impact attainment of these best graduate goals. the District Liaison or direct contact.

DAB Meetings DAB Membership


The structure of the monthly DAB meetings will be District information sharing DAB Membership is comprised of parent or community members representing
for the first half of the meeting to facilitate training for members. The second each PSD school (preferably a school SIT team member), community
half of the meeting will include sub-committee driven discussions where by members from throughout the non-PSD community, and student members
preparation material will be sent out prior to each meeting so that members from each of the PSD high schools. To be a truly representative group, it is
are prepared to provide input at the meeting. Note, it is the expectation that important that all schools have a DAB parent/community representative and
some of this work could be required outside of the two-hour monthly DAB possess no single or special interest agenda. In addition to these voting
meetings. members of the DAB, interested persons are always welcome to attend
meetings and/or receive DAB e-mails. (The by-laws also state that only 4
DAB Sub-Committees members come from the community and are nominated by the Membership
In order to provide meaningful recommendations to the BOE and the District, committee. They also limit high school students to 5. In addition, 1 classified
smaller groups or sub-committees (within the DAB) are necessary. Each sub- and 1 certified may by nominated by the Membership committee.)

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District Advisory Board
2009/10 Deliverables
(Draft as of 8/20/2009)

Academic Sub-Committee (Learning Goals)


(To be defined)
2009/10
Deliverables to Board Deliverables to District
DAB Sub-Committees
(Ends-Related) (Means-Related)

Best Graduate Sub-Committee


District Ends (DE) Policy 1.1
Board DE Policies specify the outcomes that the • What are needed • How do we measure it?
District must achieve. recommendations for • What is the rubric of success?
1.0 Post-secondary ready—academics, civic changes to these
participation, career preparation, creative skills, and policies to continue to
thinking skills. reflect the best
1.11 Real World Applications graduate outcome?
1.12 Creative Applications
1.13 Critical Thinking
1.14 Decision Making
1.15 Advocacy
1.16 Adaptation to ever changing personal and
global contexts

Academic Sub-Committee
Learning Goals • What are the best practices in
schools/groups in achieving
1. Reading Proficiency (3 grade)
rd
these learning goals?
2. Annual Growth
• What are the barriers?
3. Advanced Course Enrollment
4. Successful Transition • RTI / Essential Learnings

HS Graduation Requirements
• New State Standards
• Standards Based Grading
• On-line Courses
• Adoptions Cycle

Legislative Sub-Committee
Legislative • What are specific barriers to
The education system in Colorado is largely driven by the District’s responsiveness
statute, limiting flexibility and nimbleness. to changing education needs
that might be addressed
through statute?

Funding
The current system of funding education in Colorado • What is a better way to
provides resources at a maintenance level only. That fund education that will
is, the insufficiency and uncertainty of year-to-year enable the BOE to both
funding makes it difficult to achieve the meaningful plan ahead with

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District Advisory Board
2009/10 Deliverables
(Draft as of 8/20/2009)

change necessary to meet 21st century education confidence and create


requirements. stretch objectives for
the District to meet?

2009/10
Deliverables to Board Deliverables to District
DAB Sub-Committees
(Ends-Related) (Means-Related)

Membership/Training Sub-Committee
• PSD 101
• DAB Operating Procedures
• Recruiting

Other
Facility Usage
• Repurposing schools
• Zonal Transportation
• Closing/Combing Schools
• Boundaries
Bond/Mill Levy
Calendar
Grade Reconfiguration Status

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