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About Our School:
Gilpin is located in the historic Curtis Park-Five Points community. Individual differences and cultural diversity of our community are significant educational resources. We are a school where teachers teach and children learn. We believe that all children have the capacity to learn and deserve our support to reach their potential.
The Gilpin educators teach the concepts, skills and attitudes necessary for our students to become successful citizens and life-long learners. To improve Gilpin’s CSAP results, we focus on cognitive language development and continue to build on our successes. We formulate approaches to help students master the skills and concepts expected at their grade level. Learning strategies are prioritized after data is analyzed to identify each student’s achievement gap.
The goal of improved student achievement led to obtaining grants and school reform. The Comer Comprehensive School Development Program at Yale University centers on the development of the whole child and these pathways - cognitive, psychological, language, social, and ethical, are critical for academic learning. We have a continual influx of new students. The Welcome Center helps transitional students and their families understand and get involved in our educational community. We hired additional staff to reduce class size, develop language and phonemic awareness programs for primary-aged children and increase nurse, family and social services. We offer full day kindergarten to cultivate child readiness and future student success. Our Bullyproofing program defines our discipline policy and behavioral expectations. The New Teacher Academy supports teachers new to Gilpin. The Extended Day Center Magnet attracts children from throughout the metropolitan area. Parents and interested parties are encouraged to participate in our students’ education.
Our vision is that all our students learn, develop and thrive. We believe in the underlying philosophy of Comer, that "it takes a village to raise a child."
Programs And Awards:
Programs and Awards:
Programs:
Extended Day Care - academically based enrichment classes for children before and after school, Early Childhood Education, Full-day Kindergarten, English as a Second Language Instruction, Phono-Graphix, Math Project, Bullyproofing, Family Liaison, Welcome Center, Summer Scholars Literacy Initiative, School-wide Title I, PRISM, DARE, Whiz Kids Tutorial Program, ESL Parent Classes, New Teacher Academy, and Focus Points.
Awards:
Comer Comprehensive School Development Program, Read to Achieve, CREA - Comprehensive Reading Excellence Act, and CSRD - Comprehensive School Reform Development Grant.
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Achievement
Colorado Student Assessment Program (CSAP)
2001 Totals (percent proficient/advanced)
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| | Grade 3 Reading % | Grade 4 Reading % | Grade 4 Writing % | Grade 5 Reading % | Grade 5 Math % |
| Gilpin | |
| | 28% | |
| | 20% | |
| | 6% | |
| | 22% | |
| | 13% |
| Denver Public Schools | 50% | 35% | 17% | 38% | 27% |
| Colorado | 72% | 62% | 38% | 64% | 51% |
CSAP Trend At Gilpin (percent proficient/advanced)
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| | Grade 3 Reading | Grade 4 Reading | Grade 4 Writing | Grade 5 Reading | Grade 5 Math |
| | % | Rank | % | Rank | % | Rank | % | Rank | % | Rank |
| 2001 | |
| | 28% | 82 | |
| | 20% | 70 | |
| | 6% | 70 | |
| | 22% | 64 | |
| | 13% | 61 |
| 2000 | 29% | 73 | 16% | 79 | 13% | 48 | *** | **** | 9% | 65 |
| 1999 | 24% | 69 | 14% | 72 | 5% | 59 | *** | **** | *** | **** |
| 1998 | 31% | 63 | 9% | 77 | 5% | 66 | *** | **** | *** | **** |
| 1997 | *** | **** | 24% | 48 | 13% | 32 | *** | **** | *** | **** |
| Change
1 | -3% | 56 | -4% | 65 | -7% | 72 | *** | **** | 4% | 48 |
About Achievement |
CSAP measures students’ performance against established state standards.
Totals show the percentage of students in each grade, by subject, who were rated proficient or advanced. | |
| | The ranks indicate your school’s total score compared to all 89 schools offering tests at the elementary level. A “1” rank would mean your school has proportionately more students who are proficient and/or advanced than any other in DPS. (The number of comparison schools may change over time.) | |
| | The change score reflects the increase or decrease in the results over the years shown. The rank compares your school’s rate of growth to all 89 schools offering tests at the elementary level. A rank of “1” would indicate your school has the greatest rate of improvement. (The number of comparison schools may change over time.) | |
| | Under the results by category, numbers indicate the percentage of students who are proficient or advanced on CSAP within that category. |
* No Data | ** Insufficient data | *** Test not given | **** Rank not applicable |
2001 CSAP Results By Category (percent proficient/advanced)
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| | Grade 3 Reading | Grade 4 Reading | Grade 4 Writing | Grade 5 Reading | Grade 5 Math |
| Students tested in English | 24% | 20% | 3% | 22% | 13% |
| Students tested in Spanish | ** | ** | ** | *** | *** |
| American Indian | ** | ** | ** | * | * |
| African American | 30% | 24% | 6% | 32% | 16% |
| Asian | * | ** | ** | * | * |
| Hispanic | 29% | 19% | 6% | 16% | 11% |
| White | ** | * | * | ** | ** |
Students eligible for free or reduced-price lunch | 27% | 18% | 4% | 24% | 13% |
Students not eligible for free or reduced-price lunch | ** | ** | ** | ** | ** |
Students with no special education status | 35% | 24% | 7% | 25% | 16% |
Students tested in English who speak English only 2 | 29% | 24% | 2% | 28% | 11% |
Students at the same school for three consecutive years | 24% | 15% | 2% | 20% | 12% |
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Principal & Teacher Information
Teacher and principal experience may be one factor in evaluating your school. A high absenteeism rate may indicate a school believes strongly in ongoing teacher training (professional development). But the entire absenteeism rate is provided to give you a general idea of how often substitutes are called to fill in.
About Our Principal (2001 - 2002)
| 1 | | Number of years as a principal overall |
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| 1 | | Number of years as a principal at this school |
About Our Teachers (2000 - 2001)
| Years of experience | District Average3 |
| 16.1% | | 3 years or less | 26.5% |
| 22.6% | | 4 - 10 years | 28.4% |
| 61.3% | | 11 years or more | 45.6% |
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| 58% | | Percent with master's degree | 47.2% |
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| Absenteeism percentage 5 | |
| 5.1% | | Total | 5.7% |
| 1.5% | | Professional Development Related | 1.4% |
| 3.6% | | Other | 4.3% |
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| 0% | | Percent not fully licensed | 5.1% |
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Student Information
These characteristics can help a school understand the needs of its students. This information is based on the 2000 - 2001 school year.
| Ethnicity | Number | |
| | Percent |
| American Indian | 4 | 0.8% |
| African American | 170 | 35.9% |
| Asian | 3 | 0.6% |
| Hispanic | 293 | 61.8% |
| White | 4 | 0.8% |
| Total | 474 | 100% |
| | | | | District Average3 |
Percent of students who qualify for free or reduced-price lunch | 90.1% | 67.5% |
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| Percent of students who are English Language Learners | |
| Total | | 30.3% | | 25.7% |
| Native language is Spanish | 30.3% | 23.6% |
| Native language other than Spanish | 0% | 2.1% |
| Suspension rate | 2.1% | 3.8% |
| Percent of students who attended this school for three consecutive years4 | 50.2% | 53.2% |
| Daily attendance rate | 93.2% | 94.7% |
Error processing SSI file
* No Data | ** Insufficient data | *** Test not given | **** Rank not applicable |
1 Provides change in scores between 2001 and first year test was offered.
2 Includes some students who first spoke another language but who are now considered fluent in English.
3 Average of elementary schools.
4 Percent of students present in October 2000 who were also present in October 1999 and October 1998 at this school (grades 3-5, 8 and 11 only).
5 Total number of teaching days missed divided by total number of teaching days possible. |
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