Denver Green School Southeast (2125)
6700 EAST VIRGINIA AVENUE
DENVER, CO 80224
519
Total Students Served
Full Day Kindergarten - Grade 8
School District:
Denver County 1 (0880)
View School List
School Profile
About Denver Green School Southeast (2125)
A MESSAGE FROM:
Denver Green School Southeast
2025-2026
Mission & Vision Mission Statement: Denver Green School utilizes relevant instruction and shared leadership to create an inclusive and diverse community that engages all learners to flourish and live a sustainable life. As a national beacon for real-world learning, the Denver Green School strives to integrate a flexible student-driven approach to curriculum and instruction, where diverse learners of all ages: Achieve at a high level academically; Partner with their teachers to engage in relevant…
, student-directed learning;Build leadership capacity by embracing a democratic decision-making model; Use service-learning as a way to become community stewards; Create mind-body connections as well as community connections; and use our school building and our neighborhood as laboratories for the study and implementation of carbon footprint reduction and sustainable living. Population and Demographics (include changes in last year, numbers reported from October Count School Choice and Enrollment Snapshot) Our enrollment peaked and then stabilized between 2018-2021 with around 570 students. We faced a significant decline during the COVID Pandemic in 21/22 falling to 494 students. As of 22/23 we were back to 503 with an 83 student increase for 23/24 and 24/25 with enrollment of 586. We transitioned students throughout the year peaking at 610 students before dropping back down to 590. As of fall 2025, with the introduction of the enrollment zone, our population has declined significantly and is sitting at 523. Enrollment trends (shifts in demographics): We hit an enrollment cliff in 21/22 as Denver faced a massive increase in housing costs. Our multi-lingual student population decreased for the first time in five years. Multi-lingual students accounted for 24.9% of our student population in 16/17 and in 20/21 accounted for 36.9% of our community. In 21/22, multi-lingual students accounted for 34.2% of our student population. We saw a decline in our Black and White student numbers with our declining enrollment, but our Latine student population increased. For the 23/24 and 24/25 school years, our demographics shifted with the arrival of many newcomer students. In 24/25 our Multi-lingual students accounted for 48.3% of our population. Our student demographics had little changes between 24/25 and 25/26. Currently, our student demographic is 52.6% Hispanic/Latine students, 19.5% White, 17.2% Black, 7.6% two or more races, 1.9% Asian, 1% Native American, and .2% Pacific Islander and Native Hawai'ian. Multi-Lingual Program Model  This year we transitioned to a Transitional Native Language Institution for our K-5 students, as well as maintained our English Language Development instruction for our multi-lingual students. Language growth and development is monitored through i-Ready in literacy and math and formative data analysis by our MLE and general educators. Spanish-speaking families will have the opportunity to opt into Spanish Language Arts and other core content taught in Spanish. This year, 76 students have opted into Spanish Native Language Instruction. Leadership and staff (turnover, retention, longevity) All three school leaders will be returning for their fifth year together as a leadership team. All three leaders have worked at DGSSE for 10 or more years, two having taught prior to moving into leadership. In response to growing school populations and frequent transitions, the DGSSE leadership team expanded in 25/26 to add the roles of Dean of Instruction and Dean of Culture. In 22/23 we lost 16 staff members due to leaving education, school bell time, as well as other factors and a change in leadership. In 23/24 we only lost 3 teaching staff. In 24/25 we added two additional teaching positions to support out increasing enrollment in Special Education and MLE. In 25/26 we are adding two ELA-S teachers and one music teacher to support the TNLI program addition and back filling the Dean of Instruction's previous teaching role. At the end of the 24/25 school year, 8 teachers departed from the school citing continued challenges with the school schedule and the shift in demographics and increased need for language differentiation as their reasons for departure. The level of differentiation required to teach new to country students was challenging for staff.  Assessment, curriculum and instructional models and choices  Beginning in 25/26, is utilizing DIBELS and mLectura in K-5 for READ Act requirements and IReady for 6-8. We will use IReady for math benchmarking for grades K-8. Teachers used CMAS released items to develop formative assessments for students in grades 3-8 for both math and literacy. K-5 teachers use Illustrative Mathematics for math curriculum. K-8 teachers develop Common Core State Standards and Education for Sustainability standards aligned literacy units. Grades K-5 utilize CKLA Literacy and Caminos curricula to meet the Science of Reading criteria set forth from the Colorado Department of Education. K-6 Math Teachers are in year two of their IM implementaion. MTSS Process Teachers participate in weekly data analysis meetings where student progress is reviewed and teaching plans are revised in order to differentiate support for different student needs. This planning includes setting goals for students and progress monitoring. From this process we are able to tease out students who are not making expected growth and provide them with intervention support. Students who do not respond as expected to this support are referred to Special Education. For behavior and attendance support, teachers meet with the school psychologist, Restorative Practices coordinator, and a Lead Partner or dean to discuss and develop interventions. DGSSE is transitioned to IReady for whole school benchmarking in reading and mathematics beginning in the 22/23 school year. The team decided to move to DIBELS for K-3 Read Act beginning fall of 2025 to more effectively align benchmark and progress monitoring data with the continued implementation of IMSE Orton Gillingham for foundational reading instruction.  Partners and additional programs at the school DGS partners with a variety of community organizations to provide additional supports to our students, staff, and community. These organizations include Young Men of Purpose to mentor male students of color grades 3-8. Additionally we partner with a host of higher education institutions for teacher residents such as the University of Denver, University of Colorado and Metro State. We work with several non-profit groups like PEBC and Sprout City Farms other groups to provide additional supports to our students and staff and parents. Sprout City Farms partners with DGS to manage the one acre farm on school property, the farm provides 100 pounds of food per week each fall to the cafeteria. DGS provides a weekly food bank to our eligible families. DGS is continuing its partnership with the Educational Access Group supporting trauma informed instruction and classroom management practices in addition to school-wide systems. Past Supports, Grants, Resources Title I Funding Our Title I funding provides math intervention and additional SPED and MLE staffing. Culture and Climate DGS is an inclusive community and values shared leadership. DGS' Partnership with serves as the school's Instructional Leadership Team, is comprised of 10 staff members including three Lead Partners, and 7 staff members representing the Student Support Team (psychologist) elementary and middle school classroom teachers, English Language Acquisition. Because of the Partnership, our staff members have a voice in the school making them feel empowered which results in a strong staff culture. Staff members promote equity and inclusion through Restorative Approaches, social/emotional learning, and hold all to high expectations to promote a positive learning environment where all students are valued. DGS is working on intentional community building to recruit and retain diverse educators. Staff members engage in wellness activities at the beginning of all non-student contact days throughout the school year. This time in addition to regular mentoring team times provides numerous opportunities to connect and build relationships with colleagues. Family and Community Engagement Staff member Sandy Stewart runs a food bank supporting FRL families with groceries each Friday. Parent Advisory Council for parents of students learning English, and there is a Community School Collaborative that works to support school leadership in making strategic decisions for the school. The Lead Partners meet with parents monthly for Coffee and Conversations as well as the Collaborative School Committee. Three staff members have taken the lead with hosting more inviting family events at school. We will host a Back to School Bash prior to school. We also host a Culture Festival, which celebrates the different cultures in our richly diverse community, as well as Community Day, concerts, etc. UIP Development Process The DGS Partnership analyzed student achievement data, staff surveys, parent and family input, and feedback from school site reviews, Partner Meetings, and the Collaborative School Committee to inform the UIP development process.
Final 2025 Performance Rating
Note:
N/A means these data are not available.
-- means the group size is too small, so these data are not displayed to protect student or educator privacy.
Explore More:
SchoolView Legend
SCHOOL
DISTRICT
STATE
N/A
Data not available.
--
Group size too small. Data are not displayed to protect student or educator privacy.
Click these icons on any chart to show or hide data
