Creating Community Through Holding Our School Accountable.

Mission Statement

Where we are now

Vision Statement

Where we want to be

To act as a grassroots oversight committee consisting of active students, parents, teachers, and community members who have a vested interest in reversing the current trajectory, DSA is on through:

  • Understanding and documenting: Aggregating experiences stakeholders have had as they interact with the DSA school leadership to share as one, collectively voicing largely ignored concerns;

  • Meetings and Conversations: Building rapport and maintaining direct accountability with DPS leadership, including the DPS Board of Education President and DPS Superintendent, as well as the school administration & state legislators;

  • Planning and participating: Cohesively participating in public comment at school board meetings, media investigations, and larger DPS conversations, as DSA does not exist in a vacuum.

  • Eyes on the Future: Designing a plan to return to our right culture supporting all DSA students.

Our vision is to maintain DSA’s legacy of excellence by promoting diversity, equity, collaboration, inclusion, and belonging. We believe this will only happen through accountability of those in positions of power. It is our mission, that of students, parents, and teachers, to explore any avenues possible to ensure the leadership at DSA is putting these values into practice as demonstrated by their actions. We believe it is our responsibility to hold DSA’s leadership accountable to ensure the extraordinary potential of our students. We demand excellence.

Current Demands to the DPS Board of Education

  • Full audit of current and new campus finances;

  • Full update to the community on DSA's strategic plan and the progress of the new campus;

  • Full review of DSA data sources that collect input and feedback from students, parents, and teachers for a deeper understanding of perceptions of DSA leadership;

  • Full review of the DSA leadership team evaluations going back to the point of hire, evaluated against the LEAD framework for principals;

  •  A redo of the RIB and budget process, inclusive of appropriate transparency to CSC and  adherence to all policies;

  • Analysis of data that would indicate whether leadership's decisions in the RIB process support or harm the goals of increasing diversity, equity and inclusion for students and teachers;

  • Full investigation into teacher and student experiences of a culture of bullying, retaliation, and harm by the executive and high school principals;

  • Clarity as to whether DSA needs the number of administrators it has or whether the school is top-heavy compared to other schools of similar size. If so, make appropriate adjustments through the RIB process.