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
Vision Principles that Guide Our SuccessLearning and InstructionAt Westerly Creek Elementary School, we platoon, which allows teachers to become experts in their content area.We collaborate, reflect, and align instruction on research-based best practices using consistent language.Westerly Creek students receive differentiated instruction to ensure that all students reach their personal learning...
Vision Principles that Guide Our SuccessLearning and InstructionAt Westerly Creek Elementary School, we platoon, which allows teachers to become experts in their content area.We collaborate, reflect, and align instruction on research-based best practices using consistent language.Westerly Creek students receive differentiated instruction to ensure that all students reach their personal learning goals.Professional CultureTeachers and staff at Westerly Creek Elementary School create a bridge between home and school by building lasting relationships with our families and community.Family and Community EngagementAt Westerly Creek Elementary School, we enhance communication, resources, and enrichment by hosting Family Engagement Nights, conferences, and school celebrations that intentionally embrace the diversity of our community to foster a sense of belonging for all.School Climate and CultureAt Westerly Creek Elementary School, we create a safe, equitable school learning environment that fosters high, clear, consistent expectations for student and adult behaviors that are clearly communicated.
Student Demographics
Teacher Demographics
Student Special Populations
Student Survey Results
| Metric | 2024 |
|---|---|
| Students feel a sense of belonging | 89.9 % |
| Students feel engaged in learning and activities | 39.6 % |
| Students feel safe and healthy | 58.4 % |
| Students feel they have choice and agency | 75.3 % |
Parent Survey Results
| Metric | 2023 |
|---|---|
| Parents feel involved in school decisions | 55.2 % |
| Parents feel welcomed by their school | 95.7 % |
| Parents have positive interactions with teachers | 97.2 % |
CMAS: % Met or Exceeded Expectations in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 75.8 % | 80.8 % | +5.0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 31.3 % | NA |
| Hispanic or Latino | 55.8 % | 66.7 % | +10.9 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 90 % | 77.8 % | -12.2 % |
| White | 82.3 % | 90 % | +7.7 % |
| Economically Disadvantaged | 50 % | 43.4 % | -6.6 % |
| Not Economically Disadvantaged | 80.2 % | 89.3 % | +9.1 % |
CMAS: % Met or Exceeded Expectations in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 75.1 % | 73.3 % | -1.8 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | 37.5 % | NA |
| Hispanic or Latino | 62.8 % | 51.2 % | -11.6 % |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | 86.7 % | 75 % | -11.7 % |
| White | 81.8 % | 81.8 % | +0.0 % |
| Economically Disadvantaged | 38.1 % | 32.1 % | -6.0 % |
| Not Economically Disadvantaged | 81.5 % | 82.6 % | +1.1 % |
CMAS: Median Growth in English Language Arts
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 58 | 54.5 | -3.5 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 52 | 55 | +3.0 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | 57 | NA |
| White | 54.5 | 56.5 | +2.0 |
| Not Economically Disadvantaged | 56.5 | 59 | +2.5 |
| Economically Disadvantaged | 66 | 42 | -24.0 |
CMAS: Median Growth in Math
| Metric | 2023 | 2024 | Change |
|---|---|---|---|
| All Students | 61 | 38 | -23.0 |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | NA | NA | NA |
| Black or African American | NA | NA | NA |
| Hispanic or Latino | 59 | 33.5 | -25.5 |
| Native Hawaiian or Other Pacific Islander | NA | NA | NA |
| Two or More Races | NA | 33 | NA |
| White | 63 | 45 | -18.0 |
| Not Economically Disadvantaged | 63 | 42.5 | -20.5 |
| Economically Disadvantaged | 55 | 33 | -22.0 |
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 | 0 % | 0 % | 0 % |
| American Indian or Alaska Native | NA | NA | NA |
| Asian | 0 % | 0 % | 0 % |
| Black or African American | 0 % | 0 % | 0 % |
| Hispanic or Latino | 0 % | 0 % | 0 % |
| Two or More Races | 0 % | 0 % | 0 % |
| White | 0 % | 0 % | 0 % |
Absenteeism
| Metric | 2024 |
|---|---|
| Average Daily Attendance | 94.2 % |
| Truancy Rate | 2.9 % |
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
Math Status for Black/African-American Students
Reading Status for Students of Color Students of Color
Reading Growth for Black/African-American Students Students of Color
Decreased Student Attendance
Reading and Math Status of SOC on CMAS Math and ELA
Reading Growth for Black/African-American Students and Students of Color
Student Engagement (e.g. attendance, mobility, chronic absenteeism)