Greenlee Elementary School

Academics & Programs


Power Lunch: Mile High United Way, the Denver Public Schools Foundation and the office of Family and Community Engagement at Denver Public Schools have partnered to provide one-on-one literacy mentors for second and third graders across Denver Public Schools. DPS Cares, a volunteer organization comprised of DPS staff and community members, read with second graders at Greenlee to help students bolster their literacy skills. Students that participate in Power Lunch gain tremendous reading skills and guidance from this program and truly appreciate and value their time with their reading buddies.

C.L.E.P-Cultural Literacy Empowerment Program: The Cultural Literacy Empowerment Program at Metropolitan State University of Denver comes to Greenlee Elementary two times per week to read to selected students in 5th grade. This program has a mentoring and literacy component to help students work on their reading and comprehension as well as identify goals in school and life.

Whiz Kids: Whiz Kids started in 1991 when a handful of business, education, church and civic leaders met and agreed to establish an inner-city tutoring program focusing on elementary aged kids. Whiz Kids provides extra literacy, math and homework help to hundreds of students. Whiz Kids uses one-on-one relationships formed between the student and the caring individual to encourage success while increasing self-esteem and self-confidence. Students that participate in Whiz Kids have seen a 6-10% improvement in reading.

Denver Math Fellows: Denver Math Fellows is a district-wide urban education fellowship in Denver Public Schools through AmeriCorps. This program is the first large-scale tutorial program integrated into the school day to be implemented district-wide in Colorado schools. Greenlee Elementary has four Denver Math Fellows that help students from each grade level master their skills and knowledge about Mathmatics.


Girls on the Run: This program promotes individual achievement and self-confidence. Girls gain self-esteem and learn healthy lifestyle habits while training for a 5k run/walk race. Girls onthe Run is a nonprofit organization dedicated to helping girls stay out of the “Girl Box”- a place where girls are valued more for their outward appearance than their character inside.

Big Brothers Big Sisters: A one-to-one mentoring program for youth who attend Greenlee Elementary. This program is an enhanced Sports Buddies Impact site=based mentoring program with the purpose of empowering children to achieve success inside and outside of school through individualized, one-to-one volunteer mentoring relationships.

Food for Thought: Two members of the Arvada Sunrise Rotary Club, Bob Bell and John Thielen, founded Food For Thought – Denver. Through a similar program sponsored by the Arvada Sunrise Rotary Club in Arvada, Bob and John became aware of the tremendous need in the Denver Public Schools for an effort to provide resources to families. A partnership with Metropolitan State University of Denver was formed when MSU Denver donated on-campus space and provided access to their student body that make up the majority of our volunteers. The first Powersacks were delivered to two Denver Elementary schools in March 2012. Since that time, in less than a year, Food for Thought has delivered over 43 tons of food! Every friday morning volunteers drop off over 150 Powersacks for students and families to take home over the weekend.

PATHS: The PATHS curriculum is a comprehensive program for promoting emotional and social competencies and reducing aggression and behavior problems in elementary school-aged children (grades 1-6) while simultaneously enhancing the educational process in the classroom. PATHS is designed to be used by regular classroom teachers and counselors in a multi-year, universal prevention model. PATHS targets five major conceptual domains: (1) self-control; (2) emotional understanding; (3) positive self-esteem; (4) relationships; and (5) interpersonal problem solving skills. Lessons are sequenced according to increasing developmental difficulty and designed for implementation in approximately 20-30 minutes 2 to 3 times per week. The curriculum provides detailed lesson plans, exact scripts, suggested guidelines, and general and specific objectives for each lesson. However, the curriculum has considerable flexibility so that it can also be integrated with an individual teacher’s style. Lessons include such activities as dialoguing, role-playing, story-telling by teachers and peers, social and self-reinforcement, attribution training, and verbal mediation. Learning is promoted in a multi-method manner through the combined use of visual, verbal, and kinesthetic modalities. To encourage parent involvement and support, parent letters, home activity assignments, and information are also provided.