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Teacher quality
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Parent involvement
Posted April 25, 2011
I would love to be able to talk with this parent in person. We WANT parents to have their questions answered because we believe "every good question deserves a GOOD answer." If parents are concerned about a lesson their child found confusing, they can contact the teacher of their child's class as a first step. If their questions are still not answered, parents can go to lead teachers or either the assistant principal or the principal. It's always best to start with the most direct communication: when I was teaching, I always appreciated being able to address parents' questions first - we could save so much time and effort that way. But if questions are still there, then a parent can take it to the next level until they are satisfied. The parents are amazed at how carefully designed and refined the whole teaching process is, from curricula to teacher training and coaching, to adding extra structure for struggling students. As for JICES teachers using scripted lessons, we do use a number of Direct Instruction curricula (Science Research Associates publisher), which do have very specific lesson plans that are scripted in order to avoid confusing "side trails" and extra wording that doesn't always help. These highly researched lessons have had numerous studies showing how students can "learn more in less time" and accelerate their success. However, teachers should never leave a student confused. A number of other curricula we use is not scripted, but teachers are trained to use Explicit Teaching methods in these subjects as well. Again, I would love to talk with this parent - please make an appointment or come by the office. As for students with language challenges: yes, we do have a number of students whose home language is not English. In fact we have a number of different home languages other than English represented in our student population. We have opened up some tutoring for all students who struggle with language challenges, whether they "qualify" as an English Language Learner or not. Parents can contact the classroom teacher for more information. Hope to see you so we can explore your questions! EB, Principal
James Irwin is phenomenal! If your goal is to raise a child of character, discipline and determination to succeed, what a great partner to help you get them there! If providing a private school level education is important to you (though this one is of no cost) then you will not find a better school in Colorado Springs-I am sure of it. My son started here in Kindergarten of this year, and the amount he's learned up til now (it is May 2013) is MIND BOGGLING! And the best part is HE LOVES IT!! The communication flows freely between his teacher and I...they truly take the time to be sure that you and them are partnered in your child's education. I could go on and on, but there are only so many characters allowed-LOL. I also have a daughter who began in J.I. in 6th grade and is now a sophomore,. The middle and high schools are as top notch as the elementary. Without a doubt...James Irwin has been one of the best decisions I've ever made for my family.
—Submitted by a parent
I am so proud of the 4th Graders! You have done an amazing job with teaching them music and specifically the Recorder. My Daughter has enjoyed this so much! She especially loved the challenge that you put out for them to earn the different colored karate belts! This was such a neat program! The poetry and periodic table memorization was Awesome! Thanks to All the 4th Grade Teachers! They were all amazing!
—Submitted by a parent
I have to step up here. As a parent of a long-term student at JICES, I am appalled at the attitudes of the REVIEWS here. You must understand JICES is a school of choice and it is a school focused on academics. If your son has the talent and skill to be a great football player, James Irwin is not for him. If your daughter wants be a singer and dancer, James Irwin is not for her. So what? Please understand JICES offering tutoring, a chance to retake a year is a blessing to your child; it's a sink or swim world, there a few "do-overs" in the real world. Would you rather have a chance to move your child to a different school more tailored to your child's needs or lump the F's and have a frustrated child? I'd rather have a happy child and a decent GPA. In all our years at JICES the ONLY disappointment I have is the deterioration of the attitudes of the PARENTS of this school. Honestly, any parent who claims they didn't know the standards and expectations of JICES is not being truthful and posting such is nothing short of petty and vindictive.
—Submitted by a parent
I have 2 kids that both started there in Kindergarten. At first I was really excited for a quality education, but later learned this was not the case. First of all, I am not bitter towards the school but simply want to state very realistic facts. The school teaches in dictation style in which the teachers cite information to the students and they cite it back. One day I popped into class and sat in the back. During the citation process I seen kids raise their hands to ask questions but were told not now. If it wasn t bad enough to have to remember things cited to you, they can t ask questions that may slow the class down. I later asked my son if that happened all the time and was told yes. I asked him when he is permitted to ask questions and he told me during independent work time but that he usually forgets Not good. Starting about 2nd grade my kids were coming home with almost 2 hours of homework every night. The school leaves most of the teaching up to the parents at home. If you have time to home school your kids, then this set up will work great for you. If not, then they will fall behind and it will be the child and parents fault, not their processes.
—Submitted by a parent
My daughter kept bringing home her report card with mostly A s and B s. I was then pulled into a conference and told my daughter was struggling in class and they needed her to do tutoring. I was confused about how she needed tutoring with A s and B s. I was told her A s and B s were in material below her grade level. My response to the teacher was to then move her to grade level if she s finding the current material so easy. They refused and said that she was behind 20 lessons from the next work group and there was no opportunity to make up those lessons. I then asked what good would tutoring do if they weren t spending the time working on the next set of lessons. The teacher referred me to their lead teacher for discussion someone who doesn t teach or interact with my daughter, but could probably think of a better answer to my real questions. I had to then pay a teacher $40 a week to tutor my daughter , with no changes, and they still held her back and put her through summer tutoring ($60 a week), which didn t get her any higher work group the following year repeating the same grade. Seems like they are the one missing the mark, not my daughter. - Very sad over waisted time here
—Submitted by a parent
I work for the school, although I am not a teacher. It saddens me to see some of the negative comments here, as I believe they truly are not justified. In fact, I notice some of the language used in each of the negative entries is the same, and so it leads me to believe it is only one person here that has an issue. I understand the James Irwin Charter Schools may not be for every child (what school is?), but the school does deserve every kudo it gets from the State, the other rating organizations, and even the parents here on this forum. I understand that some parents would find the school "too hard," "too strict," "demands too much of parents." I understand that some parents have a hard time watching their students have to work at school. But it does not mean it's a bad school. The expectations of student academics and behavior are much higher than traditional schools, but thanks to the incredibly wise and talented teachers, this is an expectations that most kids gladly meet because they see the success it brings and enjoy it. You can't argue with the outcomes: children who are successful students and well-prepared to succeed in future schooling.
—Submitted by a teacher
James Irwin is a wonderful school that has provided the best academic teaching, positive learning environment, and most well-rounded curriculum for my two children. Both of my children have been at JICES for since Kindergarten and are now in 4th and 2nd grade. The school has a high emphasis on Core Knowledge, patriotism, and character. Not only have my children been motivated to exceed learning expectations, but they have also been put to the test to grow their character, as well. I would recommend James Irwin to anyone who is looking for a "top notch" school in the Springs area.
—Submitted by a parent
My son is in second grade at James Irwin and has attended since K. I have been very impressed with the teaching staff, who genuinely care about him as a person, not just his academic success. I love that the school provides flexible grouping for reading and math, which has allowed my child the opportunity to speed up where he is able to or slow down on concepts he struggles with. He loves his teachers and strives to please. With the assistance of a timer and incentives at home, the daily homework assignments have not been extreme (as was cited in previous posts). I was welcomed into the classroom as a parent and was delighted to observe administration staff also observing day to day operations.
—Submitted by a parent
I am delighted to be a staff member at James Irwin! As someone who came to teaching later in their career, I have been highly impressed with the diversity of backgrounds among the teaching staff, as well as the emphasis placed on staff development by the administration. Teacher coaches come into our classroom on a regular basis and provide feedback on teaching style, behavior management, classroom positivity, and educational content. The philosophy of the school is that all students can learn and want to learn. The scripted lessons and direct instruction style help keep classes on topic and learning consistently across classrooms in each grade level. Many teachers come in early and stay late to provide tutoring to students who need assistance to catch up to their academic peers. James Irwin is a no social promotion school that looks intentionally at the test data of every student daily, weekly, and monthly to analyze where a student may be struggling. I have personally worked with a number of students who took advantage of the "gift of time". Those students frequently have a highly successful experience the following year, which sets them up for success in future grades.
—Submitted by a teacher
This is a truly great school! A great place for children to get the best education possible!
—Submitted by a teacher
I am continually impressed. My child is taught not only core knowledge and rigorous academic, my child is retaining all of it. The teachers are ideal, and my child actually loves to go to school. The kids are also taught these amazing character traits, ie honor, respect, integrity, deference, ... and the whole faculty displays it. The kids are constantly being encouraged by their teachers instead of being shot down. I've read most of the reviews from parents on here, and it's my observation, so far in this school, that the parents who are upset with teachers or little things about their kids, are usually parents who NEVER volunteer in the classroom or even meet the teacher and don't actually try to help their child succeed so they're caught off guard when they haven't even paid attention to begin with. This is an amazing school. My child's success is cared about AS WELL AS his character and unique personality.
—Submitted by a parent
Scores are not everything, but they certainly say a lot!!! And despite some of the comments on here...scores are not the only thing the school cares about. The teachers care about the students succeeding and giving them a wonderful foundation in core knowledge. It is because of those things that the school has such great scores!!! And it is not because of ethnicity, or economic standing or anything else...it is because of the caring teachers who are committed to teaching Direct Instruction with an emphasis in Core Knowledge and making sure that every child succeeds!!! I can't say it enough!!!! Check out the fantastic ratings for JICES on School Digger (schooldigger.com), comparing all Colorado public elementary schools. JICES is 20th in ranking for ALL 874 elementary schools in Colorado! This puts the school in the top 2% of elementary schools statewide! School Digger also ranks JICES as 2nd in El Paso County for all public elementary schools. Way to go, James Irwin students & teachers! You are quite a team!
—Submitted by a parent
James Irwin Charter School has a great curriculum and excellent, involved teachers. They are stricter than the previous public school she went to, but my daughter loves it here.
—Submitted by a parent
JICES is NOT your typical public shool. This school has high expectations for their students, the parents of the students, and their staff. If you, as a parent, are not willing or prepared to be part of the team effort necessary, you, and your child, will be disappointed and frustrated. Do I agree with every single rule and expectation? NO. However, it is a reality of life. If JICS was in a wealthier area of the city, I have a feeling a lot of the same people who complain JICS today would say the school is only successful because of the wealth! I do wish there were more field trips for all grades. I would encourage a few more "fun, let kids be kids" opportunites during the year. I BEG the PTO/school to be more offer more volunteer opportunities for 8-5 working parents. PTO meetings are held on Friday late morning & all officers and parents involved are the same people year after year, which is okay, but some of the rest of us would LOVE to be involved but we have to work, too.
—Submitted by a parent
I WOULD NOT RECOMMEND THIS SCHOOL. They just want Bright and Gifted kids with perfect grades, If your child is like this then go ahead. But if Instead your child is like most children in this planet in need of extra help on math,reading,writing etc. be prepared because this school does not want to deal with it. You will see your kid repeat the school year in order to keep their CTAP score high of the school. they are going to blame the kid AND the parents, but the school never going to take responsability if your child does not learn well during the school year, they will just suggest tutoring after school at almost the end of the school year when there's nothing to do to help your chid.
—Submitted by a parent
I would NOT recommend this school to anyone!!! Shortly after receiving my daughter report card that had all A's (she had one 2) I received a phone call telling me that she would most likely have to repeat the 2nd grade. I tried to talk to the teacher and she kept telling me it was the schools policy not to promote socially, I just wanted her to get the extra help she needed in reading, the only subject she struggles with! I then tried to contact the principal and was never allowed to speak with her. After several more calls I got to talk to the VP which is like talking to a wall. She speaks to parents as if they are in Kindergarten not adults who may have valid concerns about their child s education as well as their emotional well being. I was told I could PAY one of their teachers by the hour to get my daughter the help she needed. I believe that the school saw that my daughter was having difficulty and instead of helping her they just wanted to make sure she stayed in 2nd grade in order to keep the CTAP scores high. This school is more concerned with how they look on paper then the children they are teaching. I feel as though I failed as a parent when I chose this school
—Submitted by a parent
When searching schools, I was eager to find one that used direct instruction with core knowledge. The Kindergarten program was challenging, yet rewarding. The same goes for 1st.Sadly, the second grade staff has not lived up to the accustomed expectations. I am upset with the lack of communication. Conferences seem to be of no help. The staff at James Irwin appears unapproachable, and intimidating, including the Principal and Vice-principal. I am unaware of any science classes. There has only been one field trip ever. There are few ways to integrate fun and socialization in the school day. Using the restroom at unscheduled times results in recess time being taken away. They are scolded for talking and not playing at recess. My daughter has upheld all character traits, and was still reprimanded for having a physical ailment out of her control. She comes home with an hour of homework four out of five days. She is only in second grade, and is stressed beyond belief. To resolve the problem, I am going to look into Cheyenne Mountain Charter. They use the same direct instruction and core knowledge, have around the same test scores, and they incorporate more anxiety free days.
—Submitted by a parent
How rewarding that you found that JICES complements your educational expectations & character values! There are many schools of choice - we appreciate that you chose JICES. Unfortunately, you state that there have been many encounters with school admin where you felt disrespected. This is significant; school leaders must hold the line & hold people accountable for appropriate behaviors; it's never the intention to hurt anyone. No doubt, when such conversations require the admin s involvement, the topics are serious in nature, scope, & content. The admin takes great pains to uphold respectful conversations, no matter the seriousness of the topic. In fact, at times, necessary recommendations are made to agree to disagree so that parties need not resort to disagreeable interactions. Accountability can feel uncomfortable & difficult to accept: it has no bearing on someone being a bad parent or being related to the CEO. The Board has put executive measures in place for any ongoing conflict resolutions; it acts with great objectivity should situations need further assistance. Thank you - we look forward to educating your children to the best of our ability! -the Asst. Principal
—Submitted by a teacher
When my children began attending JICES 2 years ago I was thrilled to find a school that offered structure, vigorous curriculum and character development. I am sad to say that over the past year I have had numerous negative encounters with school administration in which I was talked down to, lectured and disrespected. While I believe my children are getting a good education and I have had positive interactions with their teachers, I am greatly displeased with the attitude of the administration and the lack of accountability for their actions. If you have a complaint about this school it is difficult to do much about it because the CEO is the principal's husband. I have heard from numerous parents similar complaints. It feels as if once you have disagreement with the administration they are continually looking down their noses at you or looking to catch you or your child doing something "bad". The interesting thing is that my kids are great students, they are not discipline problems, and I am an involved parent. I am not a "bad" parent! I believe that JICES is a great school and can be even better if the administration would treat the parents better.
—Submitted by a parent
I don't know about this school. It is our first year and it seems that the school is more concerned with their appearance and their scores than my daughter. They are always saying negative remarks about other springs schools like they are so far better than them, with the exception of cheyenne mountain charter which they appear to be trying to "out do." The teachers are nice, but it feels like a fake nice, my daughter has heard her teacher gossiping about kids in the class and other teachers which really bothers me. The entire way this school is being run makes it into one big popularity contest down to every aspect .
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The state average for Math was 71% in 2012.
78 students were tested at this school in 2012.
2012
The state average for Reading was 74% in 2012.
79 students were tested at this school in 2012.
2012
The state average for Writing was 52% in 2012.
78 students were tested at this school in 2012.
2012
In 2011-2012 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TSAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.
See Colorado's state standards
Source: Colorado Department of Education
The state average for Math was 71% in 2012.
81 students were tested at this school in 2012.
2012
81 students were tested at this school in 2012.
2012
The state average for Writing was 49% in 2012.
81 students were tested at this school in 2012.
2012
In 2011-2012 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TSAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.
See Colorado's state standards
Source: Colorado Department of Education
The state average for Math was 64% in 2012.
78 students were tested at this school in 2012.
2012
The state average for Reading was 69% in 2012.
78 students were tested at this school in 2012.
2012
The state average for Science was 49% in 2012.
78 students were tested at this school in 2012.
2012
The state average for Writing was 58% in 2012.
78 students were tested at this school in 2012.
2012
In 2011-2012 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TSAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 97% |
| Female | 98% |
| Male | 97% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | 94% |
| White (not Hispanic) | 100% |
| Free lunch eligible | 92% |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 100% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 97% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 100% |
| All Students | 92% |
| Female | 91% |
| Male | 94% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | 88% |
| White (not Hispanic) | 100% |
| Free lunch eligible | 96% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 91% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 93% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 95% |
| All Students | 81% |
| Female | 77% |
| Male | 86% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | 72% |
| White (not Hispanic) | 88% |
| Free lunch eligible | 72% |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 82% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 84% |
In 2011-2012 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TSAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.
The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 95% |
| Female | 96% |
| Male | 93% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | 94% |
| White (not Hispanic) | 97% |
| Free lunch eligible | 97% |
| Not eligible for free/reduced price lunch | 96% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 96% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 96% |
| All Students | 96% |
| Female | 96% |
| Male | 96% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | 94% |
| White (not Hispanic) | 100% |
| Free lunch eligible | 94% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 98% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 96% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 99% |
| All Students | 91% |
| Female | 94% |
| Male | 85% |
| Black (not Hispanic) | n/a |
| Asian | n/a |
| Hispanic | 81% |
| White (not Hispanic) | 97% |
| Free lunch eligible | 84% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 91% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 93% |
In 2011-2012 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TSAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.
The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.
See Colorado's state standards
Source: Colorado Department of Education
| All Students | 90% |
| Female | 85% |
| Male | 95% |
| Black (not Hispanic) | n/a |
| Hispanic | 75% |
| Multiracial | n/a |
| White (not Hispanic) | 95% |
| Free lunch eligible | 83% |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 91% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 91% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 89% |
| All Students | 95% |
| Female | 95% |
| Male | 95% |
| Black (not Hispanic) | n/a |
| Hispanic | 96% |
| Multiracial | n/a |
| White (not Hispanic) | 93% |
| Free lunch eligible | 96% |
| Reduced lunch eligible | 100% |
| Not eligible for free/reduced price lunch | 93% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 97% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 94% |
| All Students | 74% |
| Female | 71% |
| Male | 78% |
| Black (not Hispanic) | n/a |
| Hispanic | 54% |
| Multiracial | n/a |
| White (not Hispanic) | 81% |
| Free lunch eligible | 71% |
| Reduced lunch eligible | n/a |
| Not eligible for free/reduced price lunch | 71% |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 76% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 78% |
| All Students | 90% |
| Female | 90% |
| Male | 89% |
| Black (not Hispanic) | n/a |
| Hispanic | 83% |
| Multiracial | n/a |
| White (not Hispanic) | 95% |
| Free lunch eligible | 92% |
| Reduced lunch eligible | n/a |
| Students with disabilities (IEP) | n/a |
| Students without disabilities | 92% |
| Limited English proficiency (LEP) | n/a |
| Language proficiency status - not applicable | 89% |
In 2011-2012 Colorado used the Transitional Colorado Assessment Program (TCAP) to test students' skills in reading, writing and mathematics in grades 3 through 10, and in science in grades 5, 8 and 10. The TSAP is a standards-based test, which means it measures how well students are mastering specific skills defined for each grade by the state of Colorado. The goal is for all students to score at or above proficient on the test. The TCAP replaced the CSAP as Colorado's state assessment program effective for the 2011-2012 school year.
The different student groups are identified by the Colorado Department of Education. If there are fewer than 16 students in a particular group, the state doesn't report data for that group.
See Colorado's state standards
Source: Colorado Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Hispanic
White (not Hispanic)
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Students without disabilities
Language proficiency status - not applicable
All students
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|---|---|---|---|---|
| White | 56% | 61% | ||
| Hispanic | 23% | 28% | ||
| Black | 13% | 6% | ||
| Asian/Pacific Islander | 7% | 4% | ||
| American Indian/Alaska Native | 1% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Students eligible for free or reduced-price lunch program | 39% | N/A | 35% |
| This school | District average | State average | |
|---|---|---|---|
| Students per FTE teacher | 21 | N/A | 17 |
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TIP: Don't forget to ask about documents required for enrollment, such as your child's birth certificate, proof of address, or a record of immunizations.
1626 South Murray Blvd
Colorado Springs,
CO 80916
Website: Click here
Phone: (719) 302-9000
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For principals and school officials, we offer a special Enhanced School Profile (ESP) which allows you to update and add information about your school, as well as respond to reviews. If you are a school official, click Continue to start.
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