executive summary for school name: instructional ... · executive summary for school name:...

Executive Summary for School Name: Instructional Improvement Plan

● Parents attend Program Orientation and Parent Orientation sessions to be informed of school

wide policies as well as Head Start Guidelines.

● At the Orientation, parents receive a Parent Handbook with information about the program and

community resources.

●All Johnson Pre-K Center teachers have web pages they use as way to communicate with parents.

● Teachers send home newsletters regularly in a language the family understands when possible.

Teachers post lesson plans in their classrooms for family volunteers and visitors to view.

● Johnson Pre-K Center will host at least 4 events for parents and families to increase rapport and to

empower family knowledge of NHCS culture and community resources.

● Initial home visits are used as a way to welcome families to school and prepare them for the

school year.

● Parents and families will be given an annual survey, which will be used to collect data on ways to

improve our school.

● Our school partners with the New Hanover County Library and the Children's Museum of

Wilmington to provide exceptional experiences to promote literacy in reading, math, and science.

● Teachers will develop weekly lesson plans and will be given time to collaborate

with other pre-k teachers to plan appropriate instruction.

● Children will attend pre-planned field trips, which support exploration along with

social and emotional development in the community.

●Teachers will praise students often and utilize the practices of Conscious Discipline

with interactions.

●Teachers will create opportunities for each student to display their work.

● Teachers will implement the Creative Curriculum 5th Edition throughout the school

year.

●Teachers will converse with children regularly and scaffold their play with intentionally

planned activities. Teachers will create a well planned environment in which to teach

children appropriate social skills.

●Teachers will use every opportunity to teach children new skills to help them learn to self-

regulate.

● The principal will conduct informal and formal observations of all the instructional staff.

● Teachers will use best practices as evidenced by the Artisan Teacher Themes and

appropriate learning objectives outlined in the Creative Curriculum Foundation text.

● Teachers will deliver instruction in the interest areas of the classroom: blocks, dramatic

play, manipulatives, sand & water, library, computers, art and outdoor environments.

● Conscious Discipline, Creative Curriculum, Second Step and other supplemental

curriculums will be used to drive intentional instruction in the classrooms.

● Teachers will use classroom assessments including keeping a child portfolio on

each child.

● Assessment data will be gathered using the Teaching Strategies Gold Software

(aligned to Creative Curriculum) throughout the school year. Teachers will compile

and level data three times a year.

●Teachers will analyze classroom data and will create lessons to address students'

strengths and areas for improvement.

●Teachers will meet with families formally 3 times during the school year to review

children's progress and assess family goals.

● Teachers will use classroom data to determine school readiness for children.

COMMUNITY BUILDING: CONTENT PLANNING:

INSTRUCTION: ASSESSMENT FOR LEARNING:

1/30/2017

Vision:

Mission:

School Vision and Mission Statements for School Name

The Johnson Pre-K Center program is committed to creating a strong foundation that prepares all students

for academic, social and emotional success as they continue through the 21st century.

The Johnson Pre-K Center is committed to establishing a foundation of learning by inspiring, guiding, and

teaching the children in our program while serving their families and the community. We believe that all

children have individual worth and can succeed in the 21st century when given a positive foundation of

learning.

Date Revised: 1/30/2017

LEA or Charter Name/Number:

School Name/Number:

School Address:

Plan Year(s): Date prepared:

Committee Position* Committee Position*

Principal Parent Representative

Pod A Teacher Representative Parent Representative

Pod B Teacher Representative Parent Representative

Pod C Teacher Representative Parent Representative

Pod D Teacher Representative Parent Representative

Pod K Teacher Representative Parent Representative

Teacher Assistant Representative

Teacher Assistant Representative

Family Specialist Representative

Inst. Support Representative



Office Support

Shantee BoizerAnnah Kirby

School Improvement Team Membership

Principal Signature:Rachel Greer 10/13/2016

Dorothy B. Johnson Pre-K Center - 843

1100 McRae St., Wilmington, NC 28401

Name

Local Board Approval Signature:

School Improvement Team Membership

Name

New Hanover County Schools - 650

2016 - 2019

Rachel Greer

Felicia Hooper

Barbara Burns

Maura Suazo

Dee Wilson

Barbara Morris

Date

October 13, 2016

Date

From GS §115C-105.27: “The principal of each school, representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants

assigned to the school building, and parents of children enrolled in the school shall constitute a school improvement team to develop a school improvement plan to improve student

performance. Representatives of the assistant principals, instructional personnel, instructional support personnel, and teacher assistants shall be elected by their respective groups by

secret ballot....Parents serving on school improvement teams shall reflect the racial and socioeconomic composition of the students enrolled in that school and shall not be members

of the building-level staff.”

I'Asia Johnson

Kristen Kevil *Co-Chairperson

Dentral Williams

Sandra Meza

Yesenia Monterrubio

Judy Page *Co-Chairperson

Sherri Quate

Courtney Graham

Jennifer Snyder

Norma Jean Jones Baskerville

Dee Perry


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Proficiency 79% 95% 35% 76% 88% 46% 91% 99% 67% 89% 97% 62%

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Proficiency 54% 94% 97% 66%

Priority Goal 1 and Associated Strategies

Deliver high quality literacy instruction through the implementation of Creative Curriculum.

NHCS Strategic Plan Goal of Achievement: Continue to deliver high-quality education to all students in New Hanover

County Schools.

Ninety percent of our students will meet or exceed age-level expectations in all literacy objectives as assessed in Teaching

Strategies Gold (TS Gold).

SMART Goal (one- to

three-year projection)

School Goal 1:

Information or data needed that you do not

have:

Our Instructional Support and Administrative

Staff will dig deeper into the data associated

with Alphabet Knowledge to determine which

classes or subgroups need assistance in

developing instructional plans to meet student

needs.

Strengths:

Through our assessment, Teaching Strategies

Gold, monitor how well our students progress

during the school year. Chart growth from the

beginning of the year to the end of the year. Utilize

data to create differentiated lesson plans.

Opportunities for Improvement:

Target Alphabet Knowledge as an area for

improvement as we continue with Professional

Development opportunities for Creative Curriculum

and TS Gold Assessment.

Supports this

district goal:

Emergent Writing Skills

3 Year Old

Language

What data supports the SMART Goal above? (Insert data or put data in summary form. If too large, reference the data's location)

Alphabet Knowledge Print Awareness4 Year Old

Literacy

Phonological Awareness

Language and Communication Development


Act Provide intensive interventions. Instructional staff consult with administrative and instructional support staff to develop school-wide strategies for vocabulary,

language, and literacy development.

Reported

WhenSummative Measure

MeasureReported

WhenMeasure

Spring Checkpoint of TS Gold Assessment May

Child Portfolio (Data Notebook) May

Reported

WhenFormative Measure

Reported

When

Child Portfolio

(Data Notebook)

Fall

Conference

(October)

Child Portfolio

(Data Notebook)

2 Gather supplemental materials as suggested by the Creative Curriculum Teaching Guides.

3 Use TS Gold to identify and implement individual literacy activities based on student needs.

Strategy: Disaggregate the data collected from the Teaching Strategies Gold Assessment three times a year to make informed

instructional plans.

Action steps:

1 Ensure fidelity of TS Gold assessment by providing ongoing training.

Strategy: Participate in community programs to increase experiences in literacy: partner with New Hanover County Library to implement

the "Raising a Reader" program, and the Children's Museum of Wilmington program entitled "Leading to Reading"

Action steps:

1 Introduce "Raising a Reader" program materials to staff in September and host a parent night in October.

2 Report disaggregated data during staff meetings.

3 Collect lesson plans weekly.

Strategy: Teachers will begin differentiated instruction once data collection is complete.

Action steps:

1 Use beginning of the year assessment to identify areas to target with instructional differentiation.

February

Reported

When

Fall Checkpoint of TS

Gold

Winter Checkpoint

of TS Gold

Measure

October

Reported

WhenMeasure

Ch

eck

Home Visit

(March)

Strategy 2:

2 Send museum fliers and admission passes home to families to incorporate parent participation in the development of literacy skills.

3 Involve guest readers in special events throughout the school year.

Strategy 1:

Goal 1 Improvement Strategies – Identify research-based strategies whenever possible.

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Strategy 3:


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Compare and Measure Pattern Knowledge Spatial Relationships & Shapes

Strengths: 2015-2016 data shows the following

overall proficiency in math for 3 and 4 year olds. 3

year olds showed 61% proficiency in the Fall, 90% in

the Winter, and 97% in the Spring. 4 year olds

demonstrated 25% in the Fall, 60% in the Winter,

and 89% in the Spring. We use Creative Curriculum

and TS Gold Assessments, which align to the North

Carolina Foundations for Early Learning Standards

and the Headstart Framework.


Provide math specific content training for teachers.

Explore math curriculum materials already purchased.

Progress monitor students according to specific

objectives.


have:

We will disaggregate math data by domain,

class, and subgroup to determine how to

differentiate instruction, and identify specific

interventions to implement in the classrooms.

NHCS Strategic Plan Goal of Achievement: Continue to deliver high-quality education to all students in New Hanover

County Schools.

Deliver high quality math instruction through the implementation of Creative Curriculum.


Spatial Relationships & Shapes

Students will show growth in math skills as measured by 90% of students meeting or exceeding age-level expectations on the Teaching

Strategies Gold (TS Gold) Assessment.

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School Goal 2:

Supports this

district goal:

SMART Goal (one- to


4 Year Old

Math

Number Concepts Compare and Measure Pattern Knowledge

3 Year Old

Math


Number Concepts


Act

May

Teachers share resources in Professional Learning Communities. Discuss strategies with other NHCS Pre K Teachers.

3 Implement intentionally planned differentiated activities that address the TS Gold mathematics objectives.

Ch

eck

Summative MeasureReported

When

Spring Checkpoint of TS Gold Assessment May

Child Portfolio

(Data Notebook)

Fall

Conference

(October)


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Strategy: Provide math specific content training for teachers.

Action steps:

1 Survey teaching staff to determine area of need in math professional development.

2 Instructional support staff will collaborate with teacher leaders to facilitate training.

3 Instructional support staff will follow up with the implementation of learning from training.

Strategy: Explore math instructional materials through Creative Curriculum Foundations, Teaching Kits, TS Gold Activities and supplemental

math materials provided by the NHC Library

Action steps:

1 Utilize one staff meeting per quarter to focus on the exploration of math materials.

2 Foster an "Idea Exchange" per semester where teachers share math strategies through common planning.

3 Collect weekly lesson plans to document the use of materials.

Strategy 3:

2 Analyze student data.

Strategy 1:

Strategy 2:

Strategy: Progress monitor students according to specific math objectives of number concepts, measurement, patterns, shapes and spatial

relationships.

Action steps:

1 Begin to progress monitor math objectives outside of our checkpoint dates.

Child Portfolio (Data Notebook)

MeasureReported

WhenMeasure

Reported

When


GoldOctober

Winter Checkpoint

of TS GoldFebruary

Child Portfolio

(Data Notebook)

Home Visit

(March)


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Positive Relationships Cooperative/Constructive Participation Positive Approach to Learning

Strengths: 2015-2016 data shows the following

overall proficiency in Social and Emotional

Development for 3 and 4 year olds. 3 year olds

showed 96% proficiency in the Fall, 91% in the

Winter, and 100% in the Spring. 4 year olds

demonstrated 95% in the Fall, 86% in the Winter,

and 99% in the Spring. We use Creative Curriculum

and TS Gold Assessments which align to the North

Carolina Foundations for Early Learning Standards

and the Headstart Framework. Mindset, Second

Step, and Conscious Discipline are used to promote

social skills.


Supporting teachers with the development of targeted

interventions for promote social skills for all students.


have:

Vertical alignment of expectations for

developmentally appropriate practices across the

preschool and Kindergarten learning

environments will be developed during the

duration of this plan with the culmination of the

Early Learning Collaborative Pilot.


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School Goal 3:Students actively participate in a safe, respectful, and secure learning environment where they actively engage as a

member of the school family.

Supports this

district goal:

NHCS Strategic Plan Goal of Environment: Provide and maintain a safe, respectful, and secure learning environment

where citizenship is valued.

SMART Goal (one- to


By the end of each school year, students will demonstrate growth in social emotional development as measured by a positive trend line

in the TS Gold Assessments.

4 Year Old

Math

Emotional Regulation Positive Relationships Cooperative/Constructive Participation Positive Approach to Learning


3 Year Old

Math

Emotional Regulation


Act

Move towards full implementation of Conscious Discipline while maintaining training for Mindset and Second Step programs.

Reported

When


GoldOctober

Winter Checkpoint

of TS GoldFebruary Spring Checkpoint of TS Gold Assessment May C

he

ck Measure

Reported

WhenMeasure

Reported

WhenSummative Measure

Action steps:

1 Instructional Staff will be trained to understand the CLASS Rubric and Assessment Domains.

2 Informal CLASS Observations will be conducted by CLASS certified instructional staff.

3 Debriefing conferences follow CLASS observations to promote excellence in classroom interactions.


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Strategy 1:

Strategy: Utilize Conscious Discipline

Action steps:

1 Provide extensive training from Loving Guidance LLC to implement Conscious Discipline philosophies and techniques.

2 Teachers use the language of safety and establish Conscious Discipline structures in their classrooms.

3 Introduce parents to Conscious Discipline strategies during a Parent Involvement Night.

Strategy 2:

Strategy: Provide explicit differentiated social skills instruction.

Action steps:

1 All staff use common positive language to teach social skills.

2 Group activities and field trip planned to practice social skills in community settings.

3 Achieve vertical alignment of expectations through collaboration with Kindergarten Teachers.

Strategy 3:

Strategy: Implement emotional support strategies that support the CLASS (Classroom Assessment Scoring System) Rubric.


Safe School Plan for Dorothy B. Johnson Pre-K Center

State Law SL 2011-145 (HB 200) Appropriations Act of 2011, and SL 2011-391 (HB 22) Technical corrections to the

Appropriations Act of 2011, requires a school safety plan be developed by each school. The school-level plan must address any

safety and discipline concerns of the school.

Name and role of person(s)

responsible for implementing this

plan:

Rachel Greer, Principal

Judy Page, Chairperson of Safety Committee

Statement of Responsibility for the School District Superintendent

The district superintendent is responsible for coordinating adoption and implementation of this plan, evaluating the principal's

performance with respect to school safety, monitoring and evaluating implementation of this plan at the school-level, and

coordinating with local law enforcement and court officials as appropriate.

New Hanover County Schools District Safety/Emergency Operations Plan is available at: (http://www.nhcs.net/crisisplan/)


Teachers: Judy Page, Julie Hines, Casey Mc Donald, Dee Perry, Courtney Graham

Teacher Assistants: Yoliet Stroccia, Ben Cookson, Jeff Zuege

Services for At-risk Students

Other School Staff: Laurie Kasten

The NC Pre-K Program has been mandated by the NC General Assembly to serve 4 year students that are at risk of academic

failure. All students at Johnson Pre-K Center have been through a screening process that assists with making that

determination. The students that attend Johnson Pre-K have on going informal and formal assessments to ensure that the

students are progressing. Their progress is monitored by classroom teachers, and if data suggest that the students need

additional assistance, our student support team meets to discuss those students and to recommend strategies that are used for

further monitoring. For students that are entitled, a wide range of special education services can also be provided. We also

provide physical therapy, speech therapy, and occupational therapy services for students that qualify.

Assistant Principal(s): Not Applicable

School personnel are tasked as follows with restoring, if necessary, and maintaining a safe, secure, and orderly school

environment:

The following procedures are used to identify and serve the needs of students at-risk of academic failure, or of engaging in

disruptive or disorderly behavior, or both.

Statement of Responsibility for the School Principal

The school principal is responsible for restoring, if necessary, and maintaining a safe, secure, and orderly school environment.

The duties of the principal with respect to this include exhibiting appropriate leadership for school personnel and students,

providing for alternative placements for students who are seriously disruptive, reporting all criminal acts, and providing

appropriate disciplinary consequences for disruptive students.

Statement of the Roles of Other Administrators, Teachers, and Other School Personnel


The following services are provided to students assigned to an alternative school or an alternative learning program:

At this time Pre-K students do not participate in an alternative school or learning program.

Our staff members use the Second Step Program as a tool for teaching appropriate behavior and the appropriate way to

respond to stressful situations. The Johnson Pre-K Center staff members also teach students how to be respectful, to be

responsible, to be safe, and to be kind. The Behavior Specialist will work with the pre-k classroom teachers as they teach our

students how to be successful in school and how to adjust to school rules that may be different from rules that are being taught

at home.

The following mechanisms are used for assessing the needs of disruptive and disorderly students who are at risk of academic

failure, providing these students with services to assist them in achieving academically and modifying their behavior, and for

removing them from classrooms when necessary.


Goal:

Target:

Goal:

Target:

Goal:

Target:

Target:

Target:

Target:

Date Date Date Date

8/26/2016

8/31/2016

8/31/2016

8/29/2016 8/30/2016

3/31/2017

First Aid/CPR Training will be taught during the school year as needed.

The following measurable (goals) for improving school safety and order are in place. (Copy as needed depending upon number

of goals.)

Staff members will be certified in the mind set communication and physical restraining strategies

The following planned or recently completed professional development aligns with the goals of our safe school initiative:

Communication portion of mind set training will be taught to all staff members by September

Staff members will have First Aid/CPR Training

Planned/Completed

The following measures are used to determine the effectiveness of the school's efforts to assist at-risk students, including

effectiveness of procedures. (Alternative Learning Programs).

Mind Set Communication

Professional Development

Complete

Planned

Conscious Discipline Phase I Completed

Mind Set Physical Restraint training Complete

First Aid/CPR Training Complete

Conscious Discipline Phase II


Amount of Funding

NHCS In-House Training

Funding Uses and Sources – At-risk and Alternative Learning Schools and Programs

Source of Funding

Mind Set Communication $0

NHCS In-House TrainingMind Set Physical Restraint Training $0

Headstart Professional DevelopmentTBDConscious Discipline Training

Program or Strategy Being Funded


Priority Goal 1 Priority Goal 2 Priority Goal 3

Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

Title I School-wide Compliance Review and Plan

A comprehensive school improvement plan must address all of the components defined in the Elementary and Secondary Education Act

(Section 1114(b) of Title I) . Each required component is described below, with an explanation of how each contributes to the creation of a

successful schoolwide program. The goals and strategies you've already developed may fulfill many of these requirements.

Schoolwide reform strategies: Instructional strategies and initiatives in the comprehensive plan must be based on scientifically based

research, strengthen the core academic program, increase the quality and quantity of learning time, and address the learning needs of all

students in the school.

This school improvement plan

addresses this requirement.

Please see the priority goals and

strategies noted to the right:

Our school is addressing the need for schoolwide reform in the following ways, in addition to our focus on the priority goals

listed in this plan:

We have weekly staff meetings to review and discuss school needs. During select staff meetings, the Early Childhood Instructional Team

will present strategies for implementing Creative Curriculum, Conscious Discipline and tips for preparing staff for the formal Head Start

CLASS review. Children will be assessed in 37 objectives across the five domains of learning.



Strategy 1 X X X

Strategy 2 X X X

Strategy 3 X X X

All teachers at Johnson Pre-K are state certified and meet all the requirements of being highly qualified. We will continue the effort to align

learning objectives outlined in TS Gold and North Carolina Foundations for Early Learning with Common Core goals and the Kindergarten

Entrance Assessment to meet the needs of pre-k children.

Our school is addressing the need for highly qualified teachers in the following ways, in addition to our focus on the priority

goals listed in this plan:

Instruction by highly qualified teachers: High poverty, low-performing schools are sometimes staffed with disproportionately high

numbers of teachers who are not highly qualified. To address this disproportionality, the ESEA requires that all teachers of core academic

subjects and instructional paraprofessionals (employees of a LEA who provide instructional support) in a schoolwide program school meet

the qualifications required by section 1119. Student achievement increases in schools where teaching and learning have the highest

priority, and students achieve at higher levels when taught by teachers who know their subject matter and are skilled in teaching it.







Strategy 1 X X

Strategy 2 X X

Strategy 3 X X

High-quality and ongoing professional development: Teachers and other staff in schoolwide program schools must be equipped to

face the challenge of helping all students meet the State’s academic achievement standards. To do this, they must be familiar with the

goals and objectives of the schoolwide plan, and receive the sustained, high-quality professional development required to implement them.

The statute requires that professional development be extended, as appropriate, to those who partner with teachers to support student

achievement, such as principals, paraprofessionals, and parents.





Our school provides high quality, on-going professional development in the following ways, in addition to our focus on the

priority goals listed in this plan:

Extensive professional development sessions and coaching will focus on implementing Conscious Discipline's emotional regulation

program. This professional development will be offered during three full days of training with three optional days of coaching. The training is

open to all staff who work for NHCS Early Childhood including teachers, support staff, family specialists, EC staff, administrators and office

staff.

Professional development opportunities will be offered for Creative Curriculum 5th Edition and Teaching Strategies Gold, which include

strategies for learning across the five domains of development: approaches to learning, mathematics, physical, language and literacy, as

well as social and emotional.



Strategy 1 X X

Strategy 2 X X

Strategy 3 X X

Our school uses the following strategies to attract highly qualified teachers to our high-need schools, in addition to our focus on

the priority goals listed in this plan:

Our school will continue to partnership with the UNCW Watson School of Education to provide classroom experiences for students during

their field studies and internships. We will continue to announce staff vacancies through the NHCS website and we will screen potential

applicants to ensure the most highly qualified candidates will fill positions.





Strategies to attract highly qualified teachers to high-need schools: Although recruiting and retaining highly qualified teachers is an

on-going challenge in high poverty schools, low-performing students in these schools have a special need for excellent teachers.

Therefore, the schoolwide plan must describe the strategies it will use to attract and retain highly qualified teachers.



Strategy 1 X

Strategy 2

Strategy 3 X

Strategies to increase parental involvement: Research continues to demonstrate that successful schools have significant and

sustained levels of parental involvement. Therefore, it is important that schoolwide plans contain strategies to involve parents in the school

community. Additionally, state law requires parent representation on every school's improvement team, and federal requirements specify

that each school must develop: 1) an approach for communication with parents, 2) activities to involve parents, and 3) an approach for

training parents to better understand how to help their children excel in school.





Our school uses the following strategies to increase parental involvement, in addition to our focus on the priority goals listed in

this plan:

The Johnson Pre-K program offers 4 parent and family workshops throughout the year. Presentations will include: Raising a Reader

program, Conscious Discipline Parenting Tips, Fall Festival and a Health Field Day. Parents and families are strongly encouraged to

volunteer in their child's classroom and attend field trips as provided by the school. In addition, teaching staff communicate with families

daily through written notes and meet with families 4 times a year at home and school to report child progress.

Every effort is made to welcome families to school each day and lay the foundation for a positive school experience.



Strategy 1

Strategy 2 X

Strategy 3 X

For the 2016-2017 school year, an Early Learning Collaborative pilot program will be established. The Collaborative will be comprised of

NCHS Pre-K and Kindergarten teachers, instructional staff, administration staff, and members from the Early Childhood Department and

will meet three times. The meetings will involve debriefing from classroom observations and alignment between preschool and kindergarten

curriculum.

In addition to this pilot program, Johnson Pre-K Center will provide a parent and family workshop on Transitioning to Kindergarten in the

Spring 2017.

Plans for assisting preschool students in the successful transition from early childhood programs to local elementary

schoolwide programs: This component emphasizes the value of creating a coherent and seamless educational program for at-risk

students. Early childhood programs, including Early Reading First and others, provide a foundation for later academic success, and

effective schoolwide programs capitalize on this strong start.

Our school uses the following pre-school-to-elementary transition strategies, in addition to our focus on the priority goals listed

in this plan:







Strategy 1 X

Strategy 2 X

Strategy 3 X

Measures to include teachers in decisions regarding the use of academic assessments: In addition to State assessment results,

teachers need current and ongoing assessment data that describe student achievement. These data often come from less formal

assessments, such as observation, performance assessments, or end-of-course tests. The schoolwide program should provide teachers

with professional development that increases their understanding of the appropriate uses of multiple assessment measures and how to use

assessment results to improve instruction.

Our teachers have been trained on how to assess children using the Teaching Strategies Gold online portfolio. TS Gold measures all areas

of development across the five learning domains. Online training modules and help guides are available 24/7 via the TS Gold online

platform for teachers to access.

The Child Portfolio includes assessments which inform the TS Gold checkpoint levels for each child. Assessments included in the child

portfolios (formally Data Notebooks) will be evaluated this year by a team of Pre-K teachers in order to create a template and/or guidelines

for teachers to use in 2017-2018.





Our school uses the following strategies for developing teacher skills in formative assessment, in addition to our focus on the

priority goals listed in this plan:



Strategy 1

Strategy 2 X

Strategy 3 X X

Teachers at Johnson Pre-K Center differentiate instruction using an interest based and child-centered approach. Using on-going

assessment, teachers focus on individual or groups of children who need specific interventions and strategies. Teachers reflect these plans

in their written weekly lessons. For those children that meet certain requirement guidelines, a Resource Teacher or Speech/Language

teacher is provided on site. We also have access to NHCS PT and OT specialists.





Our school uses the following differentiation strategies, in addition to our focus on the priority goals listed in this plan:

Activities to ensure that students who experience difficulty attaining proficiency receive effective and timely additional

assistance: The schoolwide program school must identify students who need additional learning time to meet standards and provide them

with timely, additional assistance that is tailored to their needs. This assistance must be available to all students in the school who need it.



Strategy 1

Strategy 2

Strategy 3

Coordination and integration of Federal, State, and local services and programs: Schoolwide program schools are expected to use

the flexibility available to them to integrate services and programs with the aim of upgrading the entire educational program and helping all

students reach proficient and advanced levels of achievement. In addition to coordinating and integrating services, schoolwide program

schools may combine most Federal, State and local funds to provide those services. Exercising this option maximizes the impact of the

resources available to carry out the schoolwide program.





Our school uses the following strategies to coordinate and integrate federal, state, and local services and programs, in addition

to our focus on the priority goals listed in this plan:

Johnson Pre-K Center receives funds and services from Headstart, the NC Pre-K Program and Title 1. Title 1 is also funding shared

positions including and Instructional Literacy Coordinator, Behavior Specialist, and Instructional Specialist to enhance our program. State

and Title 1 money are also used for salaries, instructional materials, technology and field trips for students.


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