Early Education Philosophy
The philosophy of the Early Education Department is to create an integrated and comprehensive system of diverse, high quality early childhood education and care services. This system of services will enhance the development of young children so they succeed throughout their academic career; support families in their role as nurturers and first teachers; and meet the needs and financial abilities of Denver’s working parents.
Birth to Eight Roadmap
In late 2015, Denver Public Schools invited early childhood community leaders
to launch the Birth to Eight Roadmap initiative, a new effort that seeks to
dramatically improve outcomes and close opportunity gaps amongst the city’s
youngest learners. Read more…
Play, Learn, Succeed: Early Education Video
2017-18 Academic Year
ECE specific nonstudent contact dates for teachers and paraprofessionals:
- Tuesday, September 5, 2017
- Monday, November 6, 2017
- Friday, March 16, 2018
Gifted and Talented and ECE Announcement
DPS is excited to share that in order to expand access to more students, we are eliminating the testing process to enter into a handful of Advanced Kindergarten classrooms. Kindergarten teachers district wide will receive professional learning opportunities to strengthen their skills at differentiating to meet the needs of all learners in their classroom. Beginning in the 2018-2019 school year, DPS will no longer designate eight specific schools to serve advanced students. This will provide more opportunity for families of advanced students to find a school which is a good fit for their student.
As a parent of an advanced learner who is looking for possible school options for your child, there are several questions which can help you gain more information about individual schools philosophies and whether it will be a good fit for your child. It is always important to visit schools and ask questions!
- What are the advanced learning opportunities at your school?
- How do you identify advanced students who need differentiated instruction?
- How are services decided and implemented?
- How will my child benefit from advanced programming?
- Will the advanced programming services mean more work for my child and not qualitatively different work?
- How do we address the social and emotional needs of my child?
- In what ways can we work/communicate together?
- How do I assist my child in transitions to a new school?
- What are the ways I can participate in school activities/committees?
- What kind of assessments are used to monitor my child’s progress?
- What resources or support systems are available to parents of advanced children?
- What are some ways I can support my child’s strengths outside the school environment?
- What extra-curricular programs do you provide to support the talents of advanced students?