By The Numbers
Turman Elementary is a K-5 Elementary in Harrison School District 2. Located in southeastern Colorado Springs, Turman is home to around 200 students annually. Currently, approximately 88% percent of our students qualify for free or reduced lunch. We are an ethnically diverse school with Hispanic students comprising 42% of our total student population, White students comprising another 30%, Black students comprising 14%, and American Indian/Native Alaskan, Pacific Islander, Asian, and students reporting membership in two or more ethnic groups comprising the remaining 13%.
The school’s teaching faculty is comprised of twelve classroom teachers (K-5), three enrichment teachers (Art, Music, and Physical Education), an Instructional Coach, a Counselor, two special education teachers, and one CLDE teacher. There are three instructional paraprofessionals and a certified interventionist that provide support in Guided Reading and Intervention within the school’s literacy program. Three additional paraprofessionals serve within the school’s Significant Supports Needs (SSN) special education program. The average class size is less than 20 students.
The school and HSD2 have partnered with the City of Colorado Springs through its Deerfield Hills Community Center to provide free, quality childcare before and after school each day.
The school is also a designated Community Partnership for Childhood Development (CPCD) preschool site. A total of 9 classrooms now serve 120 to 150 three and four-year-old students and their families annually. CPCD is a designated Head-Start program service provider. The Colorado GOLD program is being utilized by both the preschool and Kindergarten teaching staff to monitor student progress toward reaching critical developmental and school readiness milestones.
Mondays are a "late start'' day with a 9:55 am start time. Professional Learning Community meetings are conducted for 90 minutes at the start of the day. PLC meetings are designed to support both team-based and whole faculty efforts to implement a ''continuous cycle of improvement'' model centered on four main initiatives: 1) collaborative instructional design, 2) development of common grade-level assessments 3) analysis of student achievement data, and 4) collaborations to identify students who are not making sufficient progress toward achieving grade-level benchmarks, to develop intervention caseloads, development of progress-monitoring schedules, and to ensure the effectiveness of previously implemented interventions. MTSS Team process is implemented on a weekly basis to further analyze and plan for interventions for each student experiencing academic or social-emotional difficulties. Staff meetings are scheduled weekly.