2024-25
Pictured: Four East High School students smiling at window that over looks the city of Denver.
Letter from Superintendent
Dear Members of the DPS Community,
Our 2024–25 District Annual Report marks the celebration of the remarkable accomplishments of our students and the collective efforts of our educators, staff, families and community partners. These achievements reflect our shared commitment to the mission of ensuring that Every Learner Thrives.
This report marks the third installment of progress toward the goals outlined in DPS Thrives: A Strategic Roadmap. It reflects our ongoing dedication to using data and evidence to guide our work, continuously improve our practices and drive meaningful outcomes — particularly for our historically underserved and marginalized students. We remain focused on adapting and evolving as needed to advance equity and excellence across our district .
Throughout the 2024-25 school year, we worked diligently to bring more alignment and coherence across the organization. In the third year of implementation, we continued aligning our Strategic Roadmap goals with the Board of Education’s Ends Policies, which provide the ambitious, long-term vision for student and system success. Guided by my reasonable interpretations of the Board’s Ends Policies and the annual targets established for the 2024-25 school year, we made incredible progress toward these outcomes. Students demonstrated growth in every student outcome measure from READ Act (K-3 literacy) to CMAS (3-8 English Language Arts and Math), COSAT (Reading and Writing and Math) from 2023-24 to 2024-25, in nearly all grade levels and across student groups, demonstrating that our district priorities translated into clear, actionable work, resulting in the accelerated trajectory for our students, which has remained our north star.
To maintain transparency and consistency, this year’s report continues the standard practice of including disaggregated data for all student groups and comparing current performance to pre-pandemic
Pictured: Dr. Alex Marrero speaking to a classroom while the DPS Board members walk in.
levels — benchmarks we remain committed to matching and exceeding. We have also included the 2025–26 targets aligned to our Strategic Roadmap, as the 2025-26 school year marks the final year of implementation of our current Strategic Roadmap.
In order to accomplish these ambitious goals, we are laser-focused on our Strategic Roadmap goals and the key initiatives that reliably improve the Student, Adult and System Experiences, with a particular focus on the drivers outlined in our Instructional Framework, which emphasize that every learner engages with: high-quality instructional materials (HQIM), individualized instruction informed by ongoing assessments and benefits from educators who are immersed in continuous professional learning to elevate their practice.
This annual report captures our collective vision for our students, team members and community. Thank you for your continued support and collaboration as we get better at getting better, accelerate the trajectory of our most marginalized communities and ensure Every Learner Thrives.
In collaboration,
Dr. Alex Marrero
Denver Public Schools Superintendent
With Gratitude
A special thank you to our DPS Board Members:
Dr. Carrie A. Olson
President and Board Director, District 3
Marlene De La Rosa
Vice President and Board Director, District 5
Kimberlee Sia
Treasurer and Board Director, District 1
John Youngquist
Secretary and Board Director, At Large
Scott Esserman
Board Director, At Large
Xóchitl Gaytán
Board Director, District 2
Michelle Quattlebaum
Board Director, District 4
Pictured: (standing, left to right) Xóchitl Gaytán, Kimberlee Sia, John Youngquist, Michelle Quattlebaum, Scott Esserman; (sitting, left to right) Dr. Carrie Olson, Dr. Alex Marrero, and Marlene De La Rosa
Vision and Mission
Vision
Every Learner Thrives
Mission
Educational equity is our collective responsibility. We prepare students for career, college and life. We create conditions and partnerships where students, families and team members belong and thrive.
Pictured: Knapp Elementary teacher teaching a lesson while a student raises their hand.
Shared Core Values
Theory of Action
If we:
Accelerate the growth trajectory for marginalized students and prioritize them and their communities in our culture and decision-making.
Elevate the Student Experience through expanded academic learning, whole child support and the pursuit of passion .
Build an Adult Experience that integrates and unites the entire DPS community -- team DPS, families and community members -- as one DPS.
Disrupt, dismantle and redesign systems and practices to ensure equity, transparency and excellence in the lived experience of our students, families and team members
Then we create a coherent DPS experience with equity as our collective responsibility so that Every Learner Thrives.
Accelerating the Trajectory
We have a collective responsibility to close the gap for our most underserved students.
DPS Data at a Glance
Pictured: Students sitting and listening during graduation ceremony
Where We Are Now
Below is a snapshot of our district’s students, adults and system from 2024-25 and into the 2025-26 school year.
Our Students
2024-25 Student Overview & Demographics Student Ethnicity (All Students in the District)
Over 90,000 Students Attended DPS in 2024-25
Pictured: Group of ten McMeen Elementary students posing on the steps of the front entrance
63%
Students Eligible for Free- and Reduced-Price Lunch
14%
Students with Disabilities
10%
Students Receiving Gifted and Talented Services
Over 200 languages are spoken by DPS students and families!
The 10 Most Widely Spoken Languages by DPS students in 2024 are:
English, Spanish, Arabic, Amharic, Vietnamese, French, Somali, Farsi, Nepali and Chuukese.
41% of Students Speak Another Language at Home (Multilingual Learners)
28% of Multilingual Learners Currently Receive Services
1,633 Students Earned the Seal of Biliteracy in 2024-25
2,200+
DPS welcomed over 2,200+ New to Country K-12 students during the 2024-25 school year
Pictured: Three Bill Roberts students holding books and walking through the hallway
Pictured: Two Lena Archuleta students hugging in class.
Our Adults
This includes district-managed and charter school employees, seasonal coaches, guest/substitute teachers, shared support services and centralized staff. This does not include community partners, volunteers, interns or contractors
Team Member Race/Ethnicity*
Over 18,000
Adults support our DPS Students and Community
* rounding may cause % to not equal 100%. Unknown and withholds race and ethnicity is not included.
Pitcured: Group of eight DPS employees wearing safety vests standing in front of a DPS school bus
School-Based Staff
Employees who work in a school building including teachers, principals, librarians, etc.
* rounding may cause % to not equal 100%. Unknown and withholds race and ethnicity is not included.
Shared Support Staff
Employees who support school buildings (HR, IT, bus drivers, warehouse, etc.
* rounding may cause % to not equal 100%. Unknown and withholds race and ethnicity is not included.
Our System
District-Run Schools
Charter Schools
Total Schools*
*This count is of individual schools and separates 6-12 campuses into the 6-8 school and 9-12 school.
More than $1.463 Billion
Our Budget
As part of building out an equitable and transparent system experience, DPS continues to invest heavily in ensuring our schools and students have the support they need .
$1,039.3 Million
School Budgets (e.g., salary, materials, etc.)
$316.2 Million
Field Supports (e.g., facilities, transportation, safety, textbooks, etc.)
$146.3 Million
Central School Supports and Headquarters (e.g., Family and Community Engagement, Career and College Success, Payroll, etc.)
For more information on the 2025-26 school year budget, including alignment to the Board of Education Ends Statements, read the Denver Public Schools 2025-26 Proposed Budget.
Pictured: Escalante-Biggs student plays hopscotch on the playground.
Pictured: Five Florida-Pitt Waller students standing in front of Denver Public Schools school bus
Strategic Roadmap and Ends Statement Alignment Overview
At Denver Public Schools, our core commitment is to ensure the best outcomes for every student . The DPS Thrives Strategic Roadmap is our guiding framework for making meaningful progress in transforming the DPS Experience — so that Every Learner Thrives. The Strategic Roadmap outlines three critical Experiences: Student, Adult and System. Each Experience has three overarching goals, supported by three to four progress measures that track our advancement. These goals are intentionally aligned with the Ends Statements, established by the Board of Education, which define the district’s long-term objectives for student success.
Pictured: Abraham Lincoln High School students stand in a group holding a basketball during an assembly while a student speaks on a microphone
The following sections offer a clear snapshot of both our current progress and our path forward. You’ll find data on performance for the 2024-25 school year, future targets for 2025-26 and beyond, and highlights of key initiatives driving momentum.
When we launched the Strategic Roadmap in the fall of 2022, we set ambitious, student-centered goals especially focused on improving outcomes for our most marginalized students. These aspirations are bold by design, holding us accountable to doing what it takes to disrupt longstanding inequities and accelerate growth. Every action we take is in service of these long-term goals, while our annual Reasonable Interpretations allow us to measure incremental progress and adjust our efforts as needed.
Student Experience
The Student Experience calls on the district to prioritize students’ academic achievement, provide them with opportunities to identify and pursue their passions and ensure we are supporting the whole child.
Pictured: Two students smiling and looking at each other while holding books in the library.
Strategic Roadmap Goal #1
DPS learners of all identities, ages and abilities feel a strong sense of belonging, are emotionally supported in school and have the capacity to advocate for themselves and for justice.
Strategic Roadmap Progress Measure
• Improve Student Experience Index average by 10 percentage points. To increase the average across all students, we are accountable for closing gaps between student groups and accelerating the growth of some student groups by more than 10 percentage points.
• The Student experience index was developed from surveys for grades three through 12 and supplemented with focus groups and interviews to measure:
• Student health and sense of safety
• Students feeling welcome and a sense of belonging
• Students feeling a sense of cultural and linguistic pride
• Student engagement
• Student agency
• Student attendance
Student Experience Index (SEI): The Student Experience Index is a tool through which we monitor parts of the Student Experience, including perceptions of health and sense of safety, sense of belonging, sense of cultural and linguistic pride, engagement and agency. We also monitor student attendance and discipline. As you will see below, we exceeded all of our goals for our Student Experience Index with the exception of attendance, which we fell just short of achieving.
Group of seven Samuels Elementary school posing outside in front of a wall sculpture.
Current Performance: Student Experience Index - Attendance
*Charter school attendance is included only for overall district attendance
Current Performance: Student Experience Index - Attendance by Race/Ethnicity
Student Experience Index: Reduce Chronic Absenteeism
*Charter school attendance is included only for overall district attendance
Current Performance: Student Experience Index
Student Experience Index Information for District-managed Schools (n=28,507 students or 60% of students in district-managed schools). All student group participation exceeded 50%.
• DPS Superintendent Dr. Alex Marrero sat down with Colorado Education Commissioner Dr. Susana Córdova in December of 2024 to share how DPS is addressing chronic absenteeism. Dr. Marrero highlighted a key shift, “Instead of focusing on consequences, we’re engaging families with supportive, solution-based communication. Families receive regular updates on their child’s attendance, with clear information on whether their child risks becoming chronically absent.”
• The district’s approach to attendance relies on an interdepartmental, cross-functional district team that includes over 30 individuals from over 25 teams that serve on six different subcommittees. The School Support Subcommittee launched the revised School Attendance System Model through a series of training, online resources and tools, regular bite-sized information about the system and more intensive implementation support through the Attendance Learning Cohort (using the Breakthrough Model from Implementation Sciences).
• Although there were numerous external factors during the spring semester that had a direct, negative impact on attendance and chronic absenteeism, these systems were able to be sustained through January and February’s challenges in order to recover improved attendance rates in March and April .
Current Performance: Student Experience Index
STUDENT GROUP
Student Leadership in Action: George Washington High School’s GSA Leads First-Ever DPS PrideFest
In response to years of interest in a districtwide celebration, George Washington High School’s Gender and Sexualities Alliance (GSA) took the lead in organizing the inaugural DPS PrideFest — a vibrant, student-led event designed to celebrate and uplift LGBTQ+ students and families across the district .
In deep collaboration with district staff, the GSA planned and hosted a joyful day filled with performances, interactive activities and community-building. The event drew approximately 150 attendees, primarily elementary students and their families, and featured over 20 community and DPS partners, a student art area, a drag queen emcee and an all-day lip sync battle .
Feedback from participants showed a strong impact:
82% reported an increased sense of belonging as a result of attending.
93% agreed DPS PrideFest increased inclusion and visibility for LGBTQ+ communities in DPS.
Strategic Roadmap Goal #2:
Learners are on track to graduate ready for career, college and life in a post-pandemic global society, with an accelerated trajectory for marginalized students.
Strategic Roadmap Progress Measure:
• Improve Grade-Level Achievement average by 10 percentage points. To increase the average across all students, we are accountable for closing gaps between student groups and accelerating the growth of some student groups by more than 10 percentage points.
Grade-Level Achievement
Grade-Level Achievement Goals measure our students’ proficiency on academic assessments such as READ Act, CMAS and CO P/SAT. Our goal is to increase proficiency averages by 10 percentage points and close gaps between student groups by accelerating growth by more than 10 percentage points over the course of the Strategic Roadmap.
Two students practicing taking blood pressure in science class at John F. Kennedy High School
Current Performance: READ Act
More students are reading on grade level in kindergarten through third grade than 2023-24.
Percent of Scores Met or Exceeded Expectations
Goals
READ ACT Grade Level & Above
Act Grade Level &
Future Goals: READ Act Grade Level and Above
Summer Academy
Summer Academy is a comprehensive, full-day academic program designed to help rising first- through fifth-grade DPS students reach grade-level proficiency in literacy and mathematics. The program ensures students are prepared for the upcoming school year and supports their long-term academic success through to graduation.
Students received targeted instruction in foundational reading and math skills aligned with the next grade level’s curriculum. In addition to academics, daily enrichment opportunities were offered in partnership with local organizations, providing a well-rounded and engaging experience
A total of 634 students enrolled and participated on the first day of the program. By the final day, 524 students had successfully completed the program.
Three DC-21 High School Students posing in front of art gallery space.
Current Performance: CMAS
CMAS: Our grade-level achievement targets were met for grades 3-8 mathematics for the 2024-25 school year. We fell just shy of our targets for grades 3-8 literacy.
Literacy
Percent of Scores Met or Exceeded Expectations
Goals
ELA 3-8
2024-25 CMAS
Math achievement reached a historic, all-time high for the district.
Percent of Scores Met or Exceeded Expectations
Goals
CMAS Math 3-8
CMAS Science Grades 5, 8, 11
2024-25 CMAS
Science achievement reached a historic, all-time high for the district.
Percent of Scores Met or Exceeded Expectations
Future Goals: CMAS
Teacher at Johnson Elementary teaching division with students.
District-managed
CO P/SAT Reading and Writing
Math Achievements:
• All disaggregated groups maintained or improved their rate of “Met or Exceeded Expectations” from the previous year with the exception of Asian students.
• Overall math proficiency increased from 2% to 33%:
• Grades 3–5 rose to 35% .
• Grades 6–8 rose to 31% .
• Imagine IM rollout schools (23 total) showed a 1% increase in proficiency in K–5 math .
Science achievements:
• Grades 5, 8, and 11 all showed proficiency gains from 2023–24:
• Grade 5: +1% (highest overall proficiency at 34%)
• Grade 8: +4%
• Grade 11: +1%
Top Picture: Closeup of algebra problem on a whiteboard. Bottom Picture: East High School student smiling behind a microscope.
Assessment Growth for CMAS, CO P/SAT, and ACCESS
In the 2022-23 school year, DPS students grew more on most state assessments compared to their peers around the state based on 2022-23 Median Growth Percentiles (MGP) (a normed measure of change in assessment scores over time).
*Due to the COVID pandemic
Due to the alternate grade testing schedule in 2020-21, the 2021-22 Elementary MGPs were based on only fifth graders for English Language Arts (ELA) and only fourth graders for math. At the middle school level, the 2021-22 MGPs were based on sixth and eighth graders for ELA, and only seventh graders for math.
In the 2024–25 school year, DPS outperformed the state average in English Language Proficiency growth across all school levels. DPS achieved an overall ACCESS MGP of 53, exceeding the state average of 51. Notably, DPS middle schools and high schools both reached MGPs of 54 and 55 respectively — surpassing state levels and maintaining year-over-year growth. These gains reflect our ongoing commitment to supporting multilingual learners through targeted instruction and data-driven strategies.
A Note on CDE Growth Metrics:
The Colorado Department of Education (CDE) calculates a measure of year-over-year change in assessment scores as a measure of student growth. Every student with scores in consecutive years is assigned a Student Growth Percentile (SGP) based on how they scored compared to all Colorado students with similar prior year scores. SGPs are then aggregated at the state, district, school and student group levels to calculate Median Growth Percentiles (MGP) to provide a normative measure of change in assessment scores over time.
Strategic Roadmap Goal #2:
Goal #2:
Learners are on track to graduate ready for careers, college and life in postpandemic global society, with an accelerated trajectory for marginalized students.
Strategic Roadmap Progress Measure:
Improve Post-Pandemic Workforce
Readiness average on each of these measures by 10 percentage points. To increase the average across all students, we are accountable for closing gaps between student groups and accelerating the growth of some student groups by more than 10 percentage points.
• Four-year graduation rate
• Five-year graduation rate
• Students graduating with college and apprenticeship and internship credit hours
• Students eligible for the Seal of Biliteracy at graduation
• Students graduating with industry certificates
Superintendent Dr. Alex Marrero standing with recent graduate at graduation ceremony.
DPS celebrates its third consecutive year of achieving the highest graduation rate in district history.
• Since establishing a baseline of 74% in the 2021–22 school year, DPS has steadily increased its four-year graduation rate, reaching a historic DPS achievement of 80% for the Class of 2024 — exceeding this year’s goal of 79%. With continued momentum and targeted support, we are on track to meet or surpass our 2025–26 goal of 84%.
• DPS launched a districtwide initiative in July to support Ninth-Grade On-Time Graduation, including biweekly meetings of school-level teams to monitor student progress and implement timely interventions .
• Montbello High School was named a National Demonstration School by the Center for High School Success for its outstanding work in ninth-grade engagement and on-track graduation efforts.
• Expanded summer credit attainment opportunities enabled 1,000+ high school students to earn credits toward graduation.
• Over 230 incoming ninth-grade students participated in High School Readiness programs, receiving intensive academic and social-emotional support prior to Ninth-Grade Academy.
Five-year graduation rates show steady progress toward long-term goals.
Since holding steady at 80% between the Class of 2021 and Class of 2022, DPS has seen consistent yearover-year improvement, reaching 83% for the Class of 2024. This upward trend positions us well to meet our ambitious target of a 90% five-year graduation rate by 2025–26.
Pictured: Two DC-21 students smile with a book in the library.
Graduation Rates
Future Goals: Graduation Rates
* Class of 2024 Graduation data will be available in February 2025.
Escalante-Biggs student swinging on a swingset on a playground.
Strategic Roadmap Goal #3:
DPS learners grow in and pursue their areas of passion as athletes, artists, scholars, etc.
Progress Measure:
Improve participation average in passionsustaining programming in and beyond the classroom by 10 percentage points. To increase the average across all students, we are accountable for closing gaps between student groups and accelerating the growth of some student groups by more than 10 percentage points.
Participation will be measured by:
• Students receiving robust diverse programming during the school day.
• Students participating in enrichments and/or extracurriculars outside of the school day .
Passion-Sustaining Programming In and Beyond the Classroom
Targets for participating in passion-sustaining programming (e.g., students receiving robust diverse programming during the school day and students participating in enrichments and/or extracurriculars outside of the school day).
Five West High School students wearing athletic gear posing on front vestibule.
*Note: The data for passion-sustaining programming is for district-managed schools only because charter schools provide their own programming.
Current Performance: Work-Based Learning Experiences (Internships
and Apprenticeships)
Arts and PE Department City-wide Events for 2024-25. This year, over 3,700 students participated in DPS Arts and PE city-wide events that included music concerts, visual art shows and film festivals, as well as dance and theatre workshops. These events were held throughout the city of Denver in a variety of cultural centers, including the Denver Art Museum, Denver Center for Performing Arts (DCPA), the Newman Center, the Colorado Ballet and the Blair-Caldwell African American Research Library.
Over 5,000 students hit the stage at DCPA as Shakespearean actors and musicians at the 39th Annual DPS Shakespeare Festival.
Pictured: DC-21 Student sitting at a table reading a book in the library.
Arts and PE Programming in Schools:
104 schools have music courses scheduled during the school day for students .
28 schools have dance courses scheduled during the school day for students .
41 schools have theatre courses scheduled during the school day for students .
Passion and Enrichment Programming (Bond-Funded and Student-Led)
The 2024 Bond Program passed, allowing for expanded access to passion-sustaining programming, funding new and improved arts and athletics facilities, and regional Career and Technical Education (CTE) Innovation Hubs across the district.
A student-run food truck program was launched in partnership with Intuit to build culinary skills and real-world business experience
142 schools have PE courses scheduled during the school day for students .
124 schools have visual arts courses scheduled during the school day for students .
Career-Connected Learning and Skilled Trades
DPS Facilities Maintenance partnered with College Success at DPS to offer internships, ride-alongs and trade exposure opportunities for students interested in careers in skilled trades and trade management. This impactful collaboration earned DPS the Outstanding Partner of the Year Award for 2025.
Over 10,000 K–12 students participated in work-based learning opportunities, including internships, job shadows and mentoring.
Career and College Success
Pictured: Closeup of dumbell weights.
Pictured: DPS Employee Alexander Clary welding in the Service Center.
Current Performance: Rigorous Course Enrollment (Advanced
Enrollment)
51% of DPS students (13,000+) enrolled in at least one collegelevel course;
Future Goal
In
61 students earned an Associate’s Degree prior to high school graduation.
Pictured: West High School student reading a book at a table in the library.
Award Type School(s)
Denver East
Regis Groff
Denver East
Regis Groff
State Champions
Northfield
Northfield
Denver East
Lincoln, Northfield
Thomas Jefferson, DSST GVR
League Champions
State Qualifiers
Finalists/Top Placements
Individual Honors
Sport/Recognition
E-Sports
Boys Volleyball (4A)
Speech and Debate
Speech and Debate
4x800 Relay – Track and Field (Kwong, Larkin, Sheehan, Decamp, Hassan)
Triple Jump (Track and Field) - Matthew Kwong
800m (Track and Field) - Rosie Mucharsky
Baseball
Boys Basketball
Denver East, George Washington, DSST Cedar Girls Basketball
Denver East (Girls), Northfield (Boys)
Denver East (Boys and Girls)
Northfield (Boys), Denver East (Girls)
Northfield
Denver South
Montbello, Northfield, Denver West, Bruce Randolph
Denver North, Lincoln, Regis Groff
George Washington (Boys), Northfield (Boys), Denver South (Girls)
Northfield (Girls and Boys), Thomas Jefferson (Girls), Denver West (Boys)
DSST Cedar (CoEd), Regis Groff (All-Girl), Northfield (Gameday and Poms)
Denver South (5A), Thomas Jefferson (4A), DSST CG (3A)
Denver South
Denver East, Northfield, Denver South
Denver East, Northfield
Denver East, Montbello, North
Denver South, JFK
Denver East
George Washington
Denver East
Denver East, Rosie Mucharsky
Cross Country
Golf
Swim & Dive
Football
Girls Flag Football
Boys Soccer
Girls Soccer
Tennis
Track & Field
Traditional Spirit
Girls Volleyball
Wrestling (Boys)
Boys Lacrosse
Girls Lacrosse
Unified Bowling
Softball
Final 8 – Ice Hockey
Final Four – Girls Flag Football
Sixth in Colorado – Field Hockey
All-American – Nike Cross Country and Foot Locker Nationals
Special Recognitions
10 DPS High Schools (list)
All DPS High Schools
Multiple Schools
DPS Athletics + College Success Team
Notable Program Highlights
Participated in inaugural CHSAA Girls Flag Football season
Hosted 2nd Annual Female Athlete Summit
Student-run food truck in partnership with Intuit
Awarded “Outstanding Partner of the Year” for Skilled Trades Program
• Female Athlete Summit: 2nd annual districtwide event supporting leadership and engagement for young women in sports.
• Colorado High School Activities Association Girls Flag Football: DPS launched inaugural districtwide participation, promoting gender equity and expanded access .
Student Experience
• 1,633 DPS high school students earned the Seal of Biliteracy, demonstrating mastery in multiple languages. This prestigious recognition—available in hundreds of languages represented across DPS, including American Sign Language—honors students’ linguistic and cultural assets and is awarded at graduation.
• 1,443 DPS students from 20 high schools were named as Advanced Placement (AP) Scholars. These students were recognized in categories including AP Scholar, AP Scholar with Honor, AP Scholar with Distinction, AP International Diploma, AP Capstone Diploma and AP Seminar and Research Certificates. The awards highlight students’ mastery of multiple college-level AP exams, known for their rigor and depth. Scoring high on these challenging exams demonstrates students’ critical thinking and problem-solving skills, setting them apart as top academic performers nationwide.
• In the 2024–25 school year, 9,815 students across Denver Public Schools enrolled in a Career and Technical Education (CTE) course, with 9,235 students successfully passing (earning a grade of D or above). This reflects the district’s continued commitment to preparing students for career pathways aligned to workforce needs.
• While overall enrollment numbers were lower than in previous years, this shift was a direct result of a major course catalog clean-up to ensure accurate reporting and alignment with state-approved pathways.
Pictured: John F. Kennedy student pays attention in class with a pencil in hand.
CTE Pathway Progress: 2024–25 Student Accomplishments
During the 2024–25 school year, Denver Public Schools continued to strengthen CTE opportunities aligned to state-approved pathways. As part of annual state reporting, only students enrolled in approved CTE pathways are included in official submissions. Based on Colorado CTE definitions, the following student milestones were achieved:
4,477 CTE Participants
Students who completed two or more courses (1 Carnegie Unit) in the same pathway with a C- or higher.
2,018 CTE Concentrators
Students who completed four or more courses (2 Carnegie Units) in the same pathway with a C- or higher.
332 CTE Completers
Students who completed all courses in a pathway and earned an industry-recognized certification, demonstrating their readiness to enter the workforce or pursue further education in their field.
These outcomes represent significant progress in helping students explore careers, build real-world skills and graduate with credentials that provide a competitive advantage beyond high school.
• The Annual Black Student Alliance Banquet brought together students from across the district in the largest celebration to date, honoring Black excellence, identity and achievement. Coordinated by the Department of Activities, the event uplifted student voices and celebrated their aspirations for the future. As Dr. Simone Wright, Chief of Academics, shared, “Resilience is in our DNA. Brilliance is in our DNA. Greatness is in our DNA.”
• DPS hosted its inaugural Native American Student Alliance Banquet and Awards Ceremony, a meaningful event dedicated to celebrating Native American students and recognizing their talents and accomplishments. A total of 48 awards were presented during this first-ever celebration.
• The Activities Department hosted its second annual LGBTQ+ Student Awards Banquet, celebrating the achievements, leadership and contributions of more than 250 students from across the district . The event featured powerful student performances, a shared meal and the presentation of over 100 awards recognizing academic success, activism and pride in identity. This growing tradition reflects the district’s ongoing commitment to creating inclusive spaces.
• In June 2024, DPS hosted a successful JROTC STEM Camp at George Washington High School, with 79 cadets from all 11 district programs participating. Funded primarily through a Department of Defense STEM Grant, the camp focused on aviation and related career pathways. Throughout the week, cadets engaged in hands-on learning and were rewarded with personal drones and other prizes, reinforcing both engagement and achievement.
• Denver Public Schools is launching the Latinx Student Success (LSS) Team, led by Dr. Patricia Hurrieta, to champion the recommendations of the La Raza Report and celebrate the strengths of our Latinx students. This new team will partner with our community to share strategies, strengthen partnerships, and advance equity and excellence across DPS .
Pictured: Escalante-Biggs ECE student reading a book.
Adult Experience
Pictured: Group of Barnum Elementary educators and staff smiling in front of the school.
Adult Experience Goal #1
Every member of Team DPS is an educator. Each member of Team DPS sees themselves and each other as valued contributors and works together to achieve our vision of Every Learner Thrives.
Progress Measurements: Improve Culture Vitality Index by 3-4 percentage points
DPS established a Culture Vitality Index (CVI) to measure employee perceptions of value, collaboration, trust, support and equitable mindsets. The goal was to improve this measure by 3-4 percentage points.
Overview
The CVI results indicate that we have not met key benchmarks regarding our team members’ sense of belonging and their overall experience in DPS, particularly across different identity groups. This outcome provides an important opportunity for reflection. We have worked to foster a more inclusive environment, though this has not fully translated into the lived experiences of team members,
Two DPS transportation employees, Justin Smeraldi and Moises Padilla, standing in front of DPS vehicles.
particularly regarding trust, feeling valued and receiving support.
We also acknowledge broader systemic challenges impacting DPS and other districts such as declining enrollment, school closures and reorganizations. We are committed to greater data transparency, employee-led, co-creation initiatives and deeper integration of survey insights into leadership, practices and programs. We recognize that trust is built through consistent, visible action.
Current Performance and Future Goals*
Current performance and goals are based on district-managed employees (n=5,874 employees, 48%). Charter school employees are not included .
*Numbers shown here are not reflective of responses that were started but not completed in the survey window.
Adult Experience Goal #2
Our workforce reflects the diverse identities of our learners so our students and families see themselves reflected in our schools and among our leadership.
Progress Measurements: Annual Retention Rates
DPS’s retention rate is consistently above industry average and is a testament to the dedicated efforts the Office of Talent and teams across the district have made to improve many aspects of the Adult Experience at DPS. This includes onboarding supports, strategic hiring practices, increased professional learning, compensation analysis and total reward packages, efforts to lower medical benefits even in the face of steep increases across the medical field, and much more.
Retained - In District and In Role Type
Pictured: Antonio Reveles and Alissa Warren standing in front of a school bus.
This year, the district did experience a slight decline in retention. The decline is an anticipated result of continuous declining enrollment that has resulted in the need to close and consolidate schools, as well as reduce and restructure centralized positions to appropriately respond to district shifts. As enrollment continues to be a concern, we can anticipate seeing retention numbers respond accordingly. DPS’s overall retention number is strong and indicates a stable workforce despite changes and challenges across the district .
Black, Indigenous, and People of Color (BIPOC) Retained Roles- In District
Recruitment/Hiring Efforts for Staff with Diverse Identities
The impact of our recruitment efforts is measured by looking at our existing staff and comparing it to student population data. This year, the Office of Talent continued to make progress toward diversity hiring goals through targeted recruitment, strong partnerships and intentional support for school leaders. We expanded outreach both locally and nationally, increased attendance at district hiring events and prioritized sourcing candidates who reflect the lived experiences of our students.
The Office of Talent offered resume workshops, virtual information sessions and supported leaders in reviewing all candidates to maintain inclusive applicant pools. Programs like Call Me MiSTER, Alternative Licensure and Internal Pathways — alongside close partnerships with community organizations and higher education institutions — helped us build strong, sustainable pipelines.
Our continued growth in diverse hiring is a direct result of these collaborative efforts and our leaders’ commitment to equitable hiring practices.
Staff Demographics (March 2025)
or Pacific
American Indian or Alaska Native
We also look at total Black, Indigenous and People of Color (BIPOC) students and staff:
• Total BIPOC Students: 77.5%
• Total BIPOC Staff: 53.02% (+0.31 since last monitoring period)
While we did see a decrease in BIPOC ELA-S teachers, overall we’ve maintained or had slight increases across monitored groups compared to the prior measurement period (December 2024).
Student Tu Voz: % Students Feel Reflected by Adults
While we did not meet the goal of increasing student perception that school staff reflects their identity, this presents a valuable opportunity for us to demonstrate progress we’re making through recruiting efforts. The current measurement reflects student perception but does not fully capture the positive changes we are making in staffing. District- managed student demographics are at 74.85% BIPOC, and our educator demographics are steadily increasing, with a +0.31 positive shift in the latest reporting report.
Perception that School Staff Reflect Students Identity
Percent Positive amongst All DPS Schools
I see people who look like me working in my school
Moving forward, the Office of Talent will refine this goal to focus on creating culturally affirming environments and improving both actual and perceived representation for our students. This will include replacing or supplementing the current metric, partnering with Student Voice and Leadership to understand our students’ perception, and continuing our investment in recruitment, retention and professional development .
Culture Vitality Index (CVI): Adult Culture: CVI Engagement and % Perception
Understanding the Strategic Roadmap
Due to circumstances in the district at the time of this survey, district leadership opted-out of asking the Adult Culture: Engagement Index questions. There are no results for this Reasonable Interpretation .
There is no change in the Adult Culture: Perception of understanding the Strategic Roadmap. This indicates that while the majority of our district is familiar with the Strategic Roadmap, there is still room to introduce and deepen knowledge, particularly as it relates to individuals’ roles and responsibilities .
Pictured: Lena Archuleta Elementary Dean of Culture, Irene Hernandez, and Principal Karen Matson posed outside of school.
Adult Experience Goal #3
• Families of all identities participate in making decisions that affect their child’s educational experience.
• Improve Family Experience Index for families of all identities by 10 percentage points:
Family Experience Index
The Family Experience Index is designed to measure how welcomed families feel, families’ sense of their access to information about their student’s progress and families’ perceived ability to participate in decision-making at the district and school levels. This index is measured through data from the annual Your Voice/Tu Voz Survey.
Family Experience Index measures:
• How welcomed families feel.
• Families being informed about their student(s)’ progress.
• Families’ ability to participate in decision-making at the district and school levels .
Pictured: Jefferson Avila and Sarah Murphy discussing paperwork in the Emily Griffth Campus Health classroom.
Current Performance and Future Goal:
Data included is for families with students in district-managed schools (n = 23,666 completes).
• 30% of households with students in a district-managed school participated in the survey .
• The family survey sample remains disproportionate to the district’s student population, with white families overrepresented and Latine and Black families underrepresented .
• There is an opportunity next year to partner with the Latine and Black Student Success teams to amplify outreach and increase participation .
Improvement Across All Groups:
All racial/ethnic groups showed improvements in the Family Experience Index (FEI) from May 2023 to October 2024.
Largest Gains:
• Black families saw the most significant improvement, increasing 10 percentage points from 77% to 87%
• White families also experienced a strong increase (+8%), rising from 78% to 86%.
Highest Overall Scores:
• Asian families had the highest FEI in October 2024 at 92%.
• Latine families followed closely at 90%.
Family Experience Index Items
Pictured: Five Florida-Pitt Waller students on a jungle gym.
Feeling Informed and Welcomed remained consistently high (above 90%) for all groups by October 2024. Feeling Involved — the lowest-rated item in May 2023 — improved notably across all demographics, especially for:
• White families: +16 points (from 54% to 70%)
• Black/African American families: +16 points (from 62% to 78%)
• Asian families: +13 points (from 71% to 84%)
The goal is to reach 90% by 2026, which represents a 10-percentage-point increase from the May 2023 baseline.
2024–25 SchoolChoice & Denver Thrives Achievements
• Data-Informed Decision Making: Enrollment and Campus planning teams gathered and organized all data points used to guide recommendations and supported community surveys, ensuring decisions were transparent and grounded in community voice.
• Direct Family Support: Campus planning teams successfully contacted 100% of the 1,000+ families impacted by school closures, answering questions, assisting with applications, and ensuring closing school priority was applied.
• Over 83% (912) of impacted students actively participated in the SchoolChoice process .
• Including boundary placements, 92% (1,017 students) now have an assigned school for next year.
• 98% of students received either their first-choice school or their boundary assignment.
• 88% of students are expected to attend a school with the same or higher SPF rating next year, with 54% moving to a higher-rated school.
Pictured: Group of attendees at the Student Voice Leadership Fall Roundtable discussion.
• Operational Support for Schools:
Campus planning teams served as the primary operational support for principals of closing schools, holding bi-weekly 1:1 meetings, mapping out closure tasks, and connecting school leaders with resources. This included coordinating packing, inventory management (curriculum, technology, furniture, and library materials), and ensuring buildings were prepared for next use (e.g., Palmer’s readiness and compliance for ECE).
• Community Engagement:
Team members collectively supported 35+ family and community engagement events, providing direct guidance and building trust with students, families, and community members.
• Cross-Functional Leadership:
Enrollment and Campus planning teams provided extensive additional support across these efforts, helping ensure seamless coordination and execution during a complex transition period.
Adult Experience Initiatives
In 2024–25, the Office of Talent made significant progress in strengthening the adult experience by centering recruitment, retention, wellness and professional growth. We started the year with our highest-ever first-day staffing, with nearly all core instructional and special education roles filled, and reached record success in securing hard-to-fill positions through the recruitment of over 85 international educators. This work was supported by the one-of-a-kind International Educator Institute (IEI), which offered tailored training, cultural exchange opportunities and a new certificate program to accelerate onboarding, improve classroom readiness and increase cultural awareness.
Our investments in employee experience and well-being came to life across multiple fronts. We launched the Growth and Performance System Tool (GPS), which consolidated three evaluation systems into one, streamlining performance feedback for school-based staff. Despite significant platform transitions, we achieved a 99% LEAP completion rate. We also modeled best practices districtwide by ensuring all training met accessibility standards. Wellness and benefits saw meaningful expansion through the regional Healthcare Summit, increased participation in wellness programs, new MotivHealth partnerships that added 15 more hospitals and cost-saving options such as the Canadian Pharmacy Plan — all while keeping MotivHealth free for employees .
These foundational supports were matched by our commitment to professional growth and equity. We awarded scholarships to current and emerging leaders — the majority being first-time recipients — enabling them to attend national leadership conferences that strengthen our educator pipeline. In partnership with the DPS Foundation, we expanded access to free and reduced-rent housing units, adding eligibility for paraprofessionals and offered nearly 30 units across Denver.
Our labor partnerships were equally impactful. We worked closely with our unions to reach and ratify new agreements — including salary increases and key benefit enhancements — with groups
Pictured: Abraham Lincoln High School paraprofessional reads to a student.
such as Denver Classroom Teacher Association (DCTA), Denver Association of Educational Office Professionals (DAEOP), Colorado Federation of Schools Safety Professionals (CFSSP), Denver Federation for Paraprofessionals and Nutrition Service Employees (DFPNSE), Amalgamated Transit Union (ATU), Association of Building, Grounds and Warehouse (ABGW), Communications Workers of America (CWA), Facility Managers Association (FMA) and Vocational Teachers Federation (VTF). These agreements reflect our shared commitment to stability, respect and the well-being of our workforce.
Together, these efforts signal more than operational progress — they represent a cultural shift. With a new compensation philosophy underway, targeted stipends for substitutes and deeper local hiring through 48 events, we are building a district where every adult feels supported, valued and set up to thrive .
List of initiatives that came to life in 2024-25:
Began the 2024–25 school year with 94% of teacher roles filled, including Career Tech Educator (CTE) and Teacher Leader positions, and 92% of Special Education teacher roles staffed.
Completed an MOU to provide coverage pay for Special Service Providers (SSPs) and resolved the Denver Classroom Teachers Association (DCTA) nursing arbitration.
Hosted a Healthcare Summit with metroarea school districts to collaboratively reimagine and improve employee benefits.
Expanded wellness programs, including yoga, increased collaboration with Wellness Champions, and additional summer offerings.
Redefined the district’s compensation philosophy to better align with organizational values and workforce needs.
Maintained free coverage for employees through MotivHealth, with additional cost savings on the Motive RX plan achieved through partnerships with a Canadian pharmacy .
Delivered robust communications to support growth and performance initiatives across all stakeholder groups.Through the International Educator Institute (IEI), itinerant international teachers were successfully reassigned to help address staffing shortages in the Far Northeast region.
Achieved full (100%) compliance with the READ Act, including teacher certification.
Implemented PERA tru-up adjustments and Cost-of-Living Adjustments (COLA) for nonunion employees.Achieved a 99% completion rate for LEAP ratings despite significant platform challenges.
Maintained a consistent 82% fill rate for guest teacher positions .
Implemented the Praxis Tutoring Program.
Partnered with health carriers to expand gender options during Open Enrollment, supporting inclusivity and equity for all employees .
Awarded 39 scholarships to support the professional growth of Assistant Principals, Principals, and Central Office Managers.
Adult Experience
• East High School Principal Terita Walker was honored as the 2025 Colorado High School Principal of the Year by the Colorado Association of School Executives and the Colorado Association of Secondary School Principals, recognizing her exceptional leadership in advancing inclusivity, academic excellence, and student empowerment.
• Janet Damon, a history teacher at DELTA High School, was named the 2025 Colorado Teacher of the Year on Oct. 3, 2024.
• During the 2024–25 school year, DPS proudly celebrated the accomplishments of key leaders within the Department of Technology Services. These recognitions highlight the strength of leadership and innovation driving technology forward at DPS.
• Josh Allen, Director of Enterprise Data, was honored with the Dan Maas Technology Leader of the Year award by the Colorado Association of School Executives (CASE).
• Dr. Richard Charles, Chief of Information, received the Technology Community Service Award from the Council of the Great City Schools and was also recognized as one of the Distinguished Speakers at the 2025 Colorado Association of School Executives Conference.
Pictured: Johnson Elementary teacher stands in hallway and smiling
System Experience
Pictured: Superintendent Dr. Marrero observing a classroom with students.
System Experience Goal #1:
DPS disrupts, dismantles and redesigns systems and practices for equity and excellence.
Progress Measure:
Ten systems audited for equity.
• Collaborative School Committees (CSC) Equity Audit
• Vaccination Equity Audit
• Establishing Baseline Systems Through the Special Service Provider (SSP) Equity Audit
Collaborative School Committees (CSC) Equity Audit
CSC Equity Audit is one of the three district audits aimed at identifying strengths and areas for improvement within the DPS system. This audit was completed through self-assessment. Results help determine where additional resources and support are needed to strengthen CSCs across the DPS system .
Pictured: John F. Kennedy High School student and teacher Phillip Faulkner sitting at a computer desk in the computer lab.
425 individuals completed the self-assessment.
125 of the 212 total schools were represented.
Key Needs and Opportunities
80% of district-managed schools and 2% of charter schools were represented.
Participants included parents, teachers, school leaders, school staff and community members.
Improved Representation: While 50% of CSCs were representative of their school community, underrepresentation of parents of color, non-English-speaking families and community members remains a critical equity gap.
Struggles with Membership Requirements: Many CSCs continue to face difficulty in recruiting and retaining three or more parents and securing community member participation — key to fulfilling legal and engagement goals.
Clarifying Impact and Role: There is a continued need to make the CSC’s advisory role more tangible. Many members shared concerns that their input feels undervalued or symbolic, limiting their engagement and trust.
RI3.1a Vaccination Equity Audit and Impact
As part of a broader effort to address disparities through equity audits the Nursing Department conducted a Vaccination Equity Audit, one of three district audits during the 2024-25 school year. This audit involved comprehensive analysis of immunization data by student demographic and school. The audit aimed to uncover inequities in vaccination access and rates and respond with targeted, equitable interventions. The goal was to uncover gaps and respond with targeted, equitable interventions to improve immunization coverage across the district.
Key outcomes and actions from October 2024 through April 2025 included:
Increased immunization rates across all racial and ethnic student groups, promoting equitable student health outcomes .
Achieved notable improvements in outcomes for Multilingual Learners.
Achieved significant gains at schools with less than 60% immunization rates as of November 2024
Deployed targeted clinics with 29 in-school and 32 community locations, focusing on regions with the lowest immunization rates.
Stronger Community Partnerships: Collaborated with FACE and Community Hubs to expand access to
immunization clinics and raise community awareness.
Enhanced Family Communication: Distributed flyers and directly promoted clinic opportunities to families, ensuring better engagement and participation.
Results:
As of May 1, 2025, DPS achieved an overall immunization rate of 86.87%, including 93% for the Measles, Mumps and Rubella (MMR) vaccine, with measurable increases across all student groups.
RI3.1b Establishing Baseline Systems Through the SSP Equity Audit
The Special Service Provider (SSP) Equity Audit served as a baseline year, focused on building foundational systems to track vacancies, placement changes and leaves across all SSP roles within Exceptional Student Services (ESS), including:
• Speech Language Pathologists
• Nurses
• School Psychologists
• Social Workers
• Occupational Therapists
• Physical Therapists
Prior to this audit, there was no unified system for tracking SSP vacancies or changes over time across disciplines. Each department tracked its own placements, but lacked centralized or historical data needed to identify trends or respond strategically.
Key accomplishments from the 2024–25 school year:
• Developed a new, centralized tracking system to monitor vacancies, placement changes and leaves by SSP type and by school .
• Created a foundation for ongoing analysis of vacancy data by school, region and SSP discipline
• Positioned the district to begin answering critical equity questions in 2025–26, such as:
• Are certain SSP types experiencing higher vacancy rates?
• Are some schools or grade levels (elementary, middle, high and charter) disproportionately impacted?
• Are there patterns in staffing challenges that suggest broader equity concerns?
This foundational work ensures that moving forward, the district can better identify and respond to staffing inequities in support of improved student outcomes.
System Experience Goal #2:
DPS provides resources and services equitably and transparently, as directed by the Strategic Roadmap and consistent with the Ends Statements set by the Board of Education.
Progress Measure:
Implementation measures:
• Budgets are aligned to the priorities named in the Strategic Roadmap.
• Creation of annual targets that align with the Strategic Roadmap.
• School-based strategic plans have connections to the Strategic Roadmap, District Annual Targets and Board Ends Statements.
The district has completed the realignment of our budget prioritization and categorization process to be aligned with both the Strategic Roadmap and Board of Education Ends Policies. Further, the work of internal alignment is further demonstrated within this report, which outlines progress toward our priorities that will ensure Every Learner Thrives.
Pictured: Teacher at Gust Elementary School helps student with assignment.
$189.5M
More than $1.463 Billion Annual Budget
Student Experience
includes school-based budgets, pursuit of passion work, career and college success, curriculum, specialized supports for students with disabilities and multilingual learners, and student health supports
Adult Experience
budget includes resources for employees such as Office of the Ombuds, professional learning, culture, equity and leadership programs, and safety supports.
Systems Experience
budget includes Climate Action work and equity work resulting from the CSC Equity Audit, Vaccination Equity Audit, and Establishing Baseline Systems Through the SSP Equity Audit.
For more information on the 2025-26 school year budget, including alignment to the Board of Education Ends Statements, see the Denver Public Schools 2025-26 Proposed Budget.
System Experience Goal #3:
DPS is recognized locally, regionally and nationally as a leader in practices for equity and sustainability .
Progress Measure:
• Enact Climate Action Plan
• Office of Student and Family Empowerment
Office of Student and Family Empowerment
As part of DPS’ ongoing commitment to ensuring the growth and success of our students and the broader community, the Office of Student and Family Empowerment has been tasked with leading this critical work.
While the office itself is not new to DPS, the team structure has been refined for the 2025–26 school year to better align efforts and expand our impact. This evolution reflects DPS’ belief that, while students are our top priority, truly supporting the whole child means also uplifting the families and communities they come from .
Pictured: Nine East High School students standing in front of the high school posed and smiling
By centering equity, engagement and empowerment, this office serves as a vital bridge between schools, families and community partners, creating conditions where every learner can thrive. This work also supports our broader district goal: to ensure DPS is recognized locally, regionally and nationally as a leader in equitable and sustainable practices that strengthen student outcomes and community well-being.
The DPS Community Hubs are resource centers connecting students, families, and the broader community with services that support family stability and student academic success.
Served 4,484 unique participants, with an average of 3.14 services per participant.
Educational Support: There were 55 GED Graduates and 685 unique participants enrolled in ESL classes.
Energy Assistance: Through a continued partnership with Energy Outreach Colorado (EOC), 1,453 participants received energy assistance during the 2024–25 school year. In addition, approximately 1,300 participants were enrolled in an EOC Solar Garden, benefiting from solar energy credits that helped reduce household utility costs .
Employment and Citizenship Support: This year, 437 participants accessed employment services through DPS CARES. As a result, 140 individuals secured new jobs — 55 within DPS and 85 in roles outside the district. Additionally, 16 participants successfully became U.S. citizens, a milestone supported through our citizenship preparation resources.
Basic Needs and Clothing Support: 1,751 participants received 3,928 basic needs supports. 981 participants received 1,411 clothing supports and 578 received 887 hygiene items.
Top Picture: DPS Board of Education and graduated students pose
Bottom Picture: Young student goes grocery shopping for fruits and vergetables.
DPS CARES Relaunch: Mobilized 43 employee volunteers across 14 schools and 17 central departments, contributing to over 41 unique engagement opportunities. Volunteers provided critical support through academic tutoring (37%), enrichment programming (21%) and event assistance (42%). Notably, one in five volunteers returned for multiple engagements, reflecting a strong commitment and impact.
Black Excellence Summit: In partnership with Denver University and various community partners, the Community Engagement Team supported the planning and execution of the 2024 Black Excellence Summit. The event celebrated Black culture and created space for critical conversations about supporting Black students and families in DPS. Over 350 attendees participated in 24 presentations, a keynote and a Black female-led panel. Of the 343 registrants: 56% were staff, 42% parents, 20% alumni, 21% community partners, and 5% students.
Climate Action:
DPS completed the second year of work toward the goals in its nationally recognized Climate Action Plan. Key achievements from the last year include:
Solar Carport at Abraham Lincoln High
In collaboration with Denver’s Office of Climate Action, Sustainability and Resiliency, DPS installed a solar carport at Abraham Lincoln High School. This solar carport was funded by Denver’s Climate Protection Fund and generates 235 kW of clean, pollution-free energy, supports three charging station ports for electric vehicles and provides about 40 solar subscriptions to income-qualified families in our community — saving each family an estimated $700 per year on their energy bill.
National Recognition Leadership in Sustainability and Climate Action
DPS was selected as a Top 10 Finalist for the American Climate Leadership Awards from ecoAmerica and received the 2025 Best of Green Schools Award in the School System category from the Center for Green Schools and the Green Schools National Network. These prestigious awards recognize DPS’ leadership in climate action and creating safer, healthier and more resilient schools.
Launching the Seal of Climate Literacy
The Seal of Climate Literacy was launched and awarded 171 students from 12 DPS high schools with the diploma endorsement. This represents about one-third of the seals given across Colorado in this first year. The Seal of Climate Literacy is a diploma endorsement that equips students with crucial climate knowledge, skills and confidence to be leaders in the green workforce and to be ready to tackle the challenges posed by climate change.
System Experience initiatives and awards in the last year to celebrate:
Denver Schools Thrive Initiative (DSTI)
In partnership with the Office of Schools, DPS successfully led the Denver Schools Thrive Initiative to support students, families, and communities through school closures, grade-level restructuring, and building repurposing. Key accomplishments included:
Supported all ten schools undergoing closure or grade-level restructuring by leading intentional family communications,
Pictured: Solar Carport at Abraham Lincoln High School Aerial photo Photo credit: McKinstry
Pictured: DPS Climate and Safety team posed with award at Green Schools Conference
Pictured: Two DPS Students holding their diplomas with the Seal of Climate Literacy.
event planning, and coordination efforts.
Assisted more than 1,110 families and staff in navigating the closure process, including over 600 direct phone calls offering personalized SchoolChoice support.
Managed the SchoolChoice process, achieving a 98% match rate for families receiving their firstchoice placement in Round 1.
Generated the data framework and methodology that informed the recommendations approved by the Superintendent and Board of Education.
Engaged directly with impacted communities through regional sessions and school-specific meetings.
Led the logistical implementation of all school closures and moves, ensuring a smooth transition for students and staff.
Oversaw building repurposing to ensure facilities continue serving community needs, including the successful conversion of Palmer Elementary into a thriving ECE Center.
Special Education Achievement
For the second consecutive school year, DPS Special Education earned a 100% score on the Colorado Department of Education’s Special Education District Yearly Determination Report. This recognition underscores DPS’ unwavering commitment to protecting the rights of students with disabilities and maintaining the highest standards of legal compliance in special education .
Continued Progress in School Safety: To ensure all DPS and charter schools remain safe and welcoming spaces for students, the Department of Climate and Safety made significant strides during the 2023–24 school year. Following the districtwide Safety Assessment, during the 2024-25 school year the team:
Successfully launched CrisisGO, enhancing communication and safety protocols across all schools and district administrative buildings. The platform enables real-time emergency alerts and direct communication with first responders and staff. Staff feedback and field experience were critical to the successful rollout. The Department of Climate and Safety will continue to build on the platform and explore future technological advancements in collaboration with the Department of Technology Services .
Top Picture: Knapp Elementary Student hugging paraprofessional in class.
Bottom Picture: Two East High School Security Guards smiling outside.
Rolled out the Raptor Visitor Management System in every school to strengthen campus access control and screening procedures.
Coordinated and completed over 400 Lockdown and Secure drills, reinforcing preparedness and safety protocols across the district .
Empowering Students Through Technology: DoTS Hardware Repair Team
• The Department of Technology Services (DoTS) Hardware Repair team played a vital role in supporting and empowering DPS students throughout the year by providing hands-on learning opportunities, real-world career exposure and direct service experiences .
Career Exploration at West Middle School: As part of CareerSpark, every eighth-grade student at West Middle School engaged with the Hardware Repair team to learn how to repair and prevent damage to their devices — connecting academic learning with real-world application.
Tech in Action School Visits: The team brought technology learning directly to students through seven field trips to elementary and middle schools (Southmoor, Hallet, Bill Roberts, Morey, Bear Valley, Green Valley Elementary and Schmitt). These sessions helped students understand how the Hardware Repair Team supports their schools, taught device care best practices, and gave them a chance to try out repair skills firsthand.
Student Internships and Workforce Development
• 11 unique students completed internships with the Hardware Repair team this year, with some participating in multiple sessions for a total of 15 internships completed .
• One West High School graduate is set to complete a two-year apprenticeship with the team this August and will help onboard two new apprentices, extending the team’s mentorship impact.
• Three former DPS graduates and interns returned to serve as summer repair contractors, including one who is now a part-time DoTS Partner.
• These efforts highlight the Hardware Repair Team’s commitment not only to maintaining student devices but also to growing future tech talent and ensuring students see themselves in technology careers.
Pictured: West High School student working on a Apple Desktop.
Pictured: West High School student interviewing another student in the hallway.
Pictured: DC-21 Teacher speaking about Careeer Exploration to class.
Advancing Sustainability Through Technology Repair and Reuse: This year, the DoTS Hardware Repair team repaired and returned over 10,700 Chromebooks to schools, ensuring students and staff had continued access to the tools they need for learning.
• Notably, more than 1,050 out-of-warranty Chromebooks — devices that might otherwise have been e-recycled — were carefully assessed, parted out and refurbished. By extending the life of these devices and returning them to circulation, the team significantly reduced electronic waste and advanced the district’s sustainability goals, while also maximizing the value of our technology investments. This work reflects DPS’ ongoing commitment to both fiscal responsibility and environmental stewardship, all while ensuring students remain connected to high-quality digital learning.
Districtwide Narcan Training Initiative: As part of DPS’ commitment to creating safe and responsive environments across our schools, facilities and buses, the district has taken a phased approach to implementing Narcan training for staff. This training ensures employees are prepared to respond to opioid-related emergencies, reflecting our proactive stance on addressing the growing opioid crisis.
• 2023–24: 620 staff members, primarily from the nursing team and the Department of Climate and Safety, were trained to administer Narcan as a first step in our districtwide preparedness efforts.
• 2024–25: Building on this foundation, more than 700 employees from the same departments completed the training, further strengthening our emergency response capacity .
• 2025–26: DPS will expand the initiative districtwide, with all 18,000 employees required to complete Narcan training. This comprehensive rollout underscores our commitment to ensuring every staff member is equipped to respond effectively in the event of an opioidrelated emergency.
Pictured: Lena Archuleta student pays attention in class.
Pictured: Six DC-21 High School students posing outside of school building murals.
DPS Foundation Annual Report Summary
The DPS Foundation leverages its unique access to the district to be the trusted partner to mobilize the community to meaningfully support DPS in providing the best public education for every child .
The foundation supports student well-being and success in a variety of ways. Initiatives the DPS Foundation supports include afterschool programs, A to Z Fund Classroom Grants for Teachers, career and workforce development, Community Hubs, Educators Take Flight and student grantmaking.
This year DPS Foundation celebrated a major milestone, reaching more than $3 million granted to classrooms through the foundation’s A to Z Fund program that was launched in 2006. In 2024-25, 121 schools were directly supported by the DPS Foundation, 1,160 volunteers joined DPS Foundation in support of DPS schools and more than 5,000 supplies were donated — everything from school supplies to hygiene kits.
Pictured: A closeup of colored pencils
New this year: The DPS Foundation provides funding for mental health through DPS’ Exceptional Student Services department as well as providing nearly 30 DPS educators free or significantly-reduced housing for one year as an innovative way to ease the housing burden for teachers and to support the district’s ability to attract and retain top talent.
Learn more about DPS Foundation and how to get involved at dpsfoundation.org.
Bond & Mill
Investments
Pictured: DPS Board, Superintendent and Governor Jared Polis break graund at Montbello High School
Levy
Updated Bond and Mill Levy Investments
Did you know? On Nov. 3, 2020, Denver voters overwhelmingly approved bond and mill funding for DPS students—shaped by a 75-member community committee with input from school leaders, teachers, students, and families .
Scan the QR code to learn more about how these funds support our schools .
Pictured: DPS Employees Natalie Brigham, Selena Nakamura, Hannah Young, and Javier Ibarra posing with a ribbon cutting ceremony for the Bond & Mill Levy.
Pictured: West High School main tower and front entrance.
