About the Data
This guide uses data from Denver Public Schools, the Colorado Department of Education, individual school websites, and Colorado Open Records Act requests. If you find any errors, please let us know. Keep in mind that corrections may be needed on other websites as well.
About the School
Our ApproachAt Bear Valley we believe in being a school by the community, for the community. We strive to lean into Restorative Justice and Practices as well as providing robust Mental Health, Social Emotional, and Special Education programs to meet all of our students individual needs while empowering them to...
Our ApproachAt Bear Valley we believe in being a school by the community, for the community. We strive to lean into Restorative Justice and Practices as well as providing robust Mental Health, Social Emotional, and Special Education programs to meet all of our students individual needs while empowering them to find success as members of our community and as scholars pursuing their academic goals. Our Culture & PracticesBear Valley implements an innovative calendar which has a gradual start for grades to provide a Bear Valley Academy and provides time to create community from the first day of school.By having flexibility over PD and curriculum, Bear Valley is able to create more focused materials and staff learning/development that are inclusive, LGBTQ+ affirming, and focused on Restorative Practices. Bear Valleys curricular flexibility also provides the ability to give students experience with Service as Action and Mentorship learning opportunities. Students will exit our building ready for a rigorous high school experience while also fully prepared to enter into those buildings as leaders and community members with expertise in mentorship and service.Finally, Bear Valleys flexibility as an Innovation School allows for a more devoted focus to developing a school specific discipline matrix that meets the expectations of the DPS discipline policies while also providing opportunities for healing, reintegration, and restorative practices.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 78.9 % |
| Students feel engaged in learning and activities | 45.7 % |
| Students feel safe and healthy | 54.4 % |
| Students feel they have choice and agency | 65 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 74.1 % |
| Parents feel welcomed by their school | 89.1 % |
| Parents have positive interactions with teachers | 92.4 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 26.6 % | 29.5 % | +2.9 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 51.9 % | 63.2 % | +11.3 % |
| Black or African American | NA | 15.8 % | NA |
| Hispanic or Latino | 21.3 % | 24.5 % | +3.2 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 34.5 % | 46.5 % | +12.0 % |
| Economically Disadvantaged | 21.1 % | 26.6 % | +5.5 % |
| Not Economically Disadvantaged | 37.4 % | 41.4 % | +4.0 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 17.1 % | 16.2 % | -0.9 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 48.1 % | 57.9 % | +9.8 % |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 9.6 % | 10 % | +0.4 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 31.5 % | 27.9 % | -3.6 % |
| Economically Disadvantaged | 11.3 % | 13.9 % | +2.6 % |
| Not Economically Disadvantaged | 28.7 % | 25.9 % | -2.8 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 43 | 49 | +6.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 62 | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 42 | 49 | +7.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 37 | 49 | +12.0 |
| Not Economically Disadvantaged | 43.5 | 52 | +8.5 |
| Economically Disadvantaged | 42 | 49 | +7.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 52 | 51 | -1.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 71 | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 48.5 | 42 | -6.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | NA | NA |
| White | 62 | 68 | +6.0 |
| Not Economically Disadvantaged | 54 | 69 | +15.0 |
| Economically Disadvantaged | 51 | 43 | -8.0 |
Academic Offerings
Special Programs Offered
Student Services & Supports
Special Education
Multi-Lingual Learners
Early Childhood
Discipline: % of Total Student Population
| Metric | In School Supensions | Out of School Suspensions | Referrals to Law Enforcement |
|---|---|---|---|
| All Students | 11.8 % | 8.8 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 5.3 % | 5.3 % | 0 % |
| Black or African American | 15.8 % | 5.3 % | 0 % |
| Hispanic or Latino | 13.5 % | 10.9 % | 0 % |
| Two or More Races | NA | NA | NA |
| White | 3.8 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 87.9 % |
| Truancy Rate | 6.9 % |
Unified Improvement Plan: Priority Performance Challenges
Unified Improvement Planning was introduced in 2009 to streamline improvement planning components of state and federal accountability requirements. Based on the Colorado Achievement Plan for Kids (SB212-08), the primary purpose of improvement planning is to align efforts to: Ensure all students exit the K-12 education system ready for post-secondary education,...
Unified Improvement Planning was introduced in 2009 to streamline improvement planning components of state and federal accountability requirements. Based on the Colorado Achievement Plan for Kids (SB212-08), the primary purpose of improvement planning is to align efforts to: Ensure all students exit the K-12 education system ready for post-secondary education, and/or to be successful in the workforce, earning a living wage immediately upon graduation. The School Finder only contains one portion of the UIP, each school's Priority Performance Challenges. To access any school's complete UIP, you can visit: School and District UIPs
Engagement (Attendance with subgroups and discipline data)
Language Arts Growth
Math Growth