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Facts & Figures

Turman Elementary was one of three Colorado Dyslexia Pilot Schools in the 2022-2023 school year. This amazing opportunity helped our educators learn and implement the best practices to support our student's growth. This program provided training that has supported Turman's teachers to implement strategies to help all students succeed in whole group and small group settings. One program that we utilize during our literacy intervention block is Take Flight, an intervention program that targets the needs of students with characteristics of dyslexia. We will continue to use Eureka Math2, which is a math curriculum for students with dyslexia in mind. This curriculum ensures the content is accessible to all students, regardless of their reading level. 

Our K-5 school is home to 200 students. The average class size is less than 20 students- which gives us an opportunity to get to know our students, and families, on a deeper, more personal level!

Turman Elementary and D2 have partnered with the city of Colorado Springs through its Deerfield Hills Community Center. This partnership gives Turman families free, quality childcare before and after school each day.

Another community partnership that benefits Turman families is with child development (CPCD – Community Partnership for Child Development) preschool site. CPCD is a designated Head-Start program service provider. We have a total of 5 classrooms that serve 80-100 three and four-year-old students and their families. 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.

Turman’s teachers are passionate about helping all students conquer their next challenge. We have ten classroom teachers (K-5), three enrichment teachers (Art, Music, and Physical Education), three special education teachers, one moderate needs paraprofessional and one Culturally and Linguistically Diverse teacher. We have three instructional paraprofessionals and a certified interventionist who provide support in our literacy interventions and small group support. Additionally, we have three paraprofessionals that work with the Significant Supports Needs special education program. We have a full-time Social Worker and part-time counselor who collaborate to meet the social emotional needs of our students. 

In order to provide the best support for our students, all teachers meet twice each week through grade-level meetings and Professional Learning Communities. Our MTSS process is implemented on a bi-weekly basis to further analyze and plan for academic or social-emotional difficulties interventions. On Monday mornings, students arrive at 9:55 to give the whole staff 90 minutes for PLC (Professional Learning Community). This time is 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
4) collaborations to identify students who are not making sufficient progress toward achieving grade-level benchmarks and to ensure the effectiveness of previously implemented interventions.

If you are on the fence, even a little bit, don’t be. We are here to make a difference to your child and your family. We are dedicated, passionate, and will stop at nothing to guarantee your children's education for the future of our community. When you call Turman Elementary home, you are part of a family that is committed to your success.

2023-2024 School Culture Survey Highlights


95% of students feel that adults at school care about them.

99% of families believe that Turman provides a caring environment for their child.

100% of staff feel that Turman embraces diversity and that everyone is accepted and respected at the school.

Improvement Opportunities

  • 30% of students feel that things are not fixed quickly around the school.
  • 15% of families feel that their child is not challenged by his/her school work.
  • 14% of the staff do not know the resources available to help in managing their workplace stress.

Next Steps

  • Feedback will be provided to the building engineer and we will work as a team to problem solve how to address this such as  putting up a sign for students to indicate that a work order has been placed for items that cannot be fixed by school level personnel.
  • Students will share personal goals in relation to their performance in class at conferences. Teachers will use this time to get feedback from families about whether they feel the goals are challenging enough and in what areas they would like to see their child being challenged.
  • Provide tips weekly to staff including showing where to access the Workplace Wellness tab on the district website, check-in and provide resources as needed at mid-year reviews.