Johnson was recently rated Green by the Colorado Department of Education, demonstrating our school’s academic success.
Johnson is a Transition from Native Language Instruction (TNLI) school for grades ECE-5. That means for any student who speaks Spanish at home they have the ability to start their educational career in Spanish (ELA-S), as well as receive Spanish instructional support all the way through 5th grade. The model begins with 90% instruction in Spanish, and layers in more English each year until grades 3 through 5 are 50/50 in English and Spanish. Students who use this model show not only higher Spanish proficiency than their peers, but show higher English proficiency on average as well by the time they leave 5th grade! Our goal is to have all our Multi-Language Learners (MLLs) in our ELA-S track leave Johnson bilingual and biliterate.
We also have an ELA-E model which is 100% English instruction for all students who are not MLLs, speak a language other than English as their primary language, or for families that would simply prefer a English only educational experience.
Johnson utilizes all DPS approved core-curriculum, and staffs our building to provide extra support for any students performing below grade level. We pride ourselves on centering students first in the education and using a more inquiry based approach. This means your students will receive less traditional “sit and get” and be involved in more hands on activities, and more lessons that put their interests, learning styles, and approach in the forefront.
At Johnson Elementary, we believe every student deserves opportunities to grow academically and socially/emotionally. Classroom teachers provide differentiated instruction to meet the needs of all learners, and additional Gifted & Talented (GT) services are available to support students who show advanced strengths or potential.
Our GT program includes:
Development of Advanced Learning Plans (ALPs) for all identified GT students, created in partnership with students, families, and teachers.
