Literacy Plan – HCPA Revised for 2014-15 School Year
By the year 2017, Hmong College Prep Academy students will be at or above grade level in
reading, writing, listening, and speaking by the end of third grade, a trend that will continue
as students move into upper grades. Students will be reflective, independent, effective
communicators who are prepared citizens motivated to continue their learning. To achieve
this vision, we will consistently:
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Ensure students obtain literacy instruction that is comprehensive and grounded in
research.
Provide strong differentiated core instruction with timely interventions.
Use and communicate multiple sources of assessment data to monitor student
progress and inform instruction.
Core Component: Instructional Leadership at All Levels
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The school leadership brings a strong cohesive vision for all students to make growth and be educated
with at least the goal for proficiency in grade level content standards and communicates this vision
publicly.
District and school wide leaders regularly analyze services provided and make informed decisions
when practices and programs need to be changed or modified.
Instructional leaders promote the use of innovative practices including the integration of technology
for engaging all learners in meaningful and relevant learning activities.
The school leadership has developed strong, strategic partnerships supported by strong community
interests for targeted groups of underperforming students.
The school leadership has developed a shared understanding and provides support for effective
differentiated instruction strategies.
There is a collective ownership for student learning among administrators, teachers, support staff, and
students.
The school has structures and schedules which focus on literacy practices and allow for meaningful
instructional time. Appropriate time and resources for intervention and enrichment are part of each
school day.
The school leadership has technical and practical knowledge of current best practices.
The school leadership actively seeks, selects, and cultivates personnel by using resource and ingenuity
to attract highly qualified personnel. Leaders select staff based on their belief and willingness that all
students can achieve.
Teachers and administrators express consistent views about achievement related to school goals.
Leadership assigns teachers to work with students based on a match between their competency and
student needs.
The following personnel are responsible for overseeing our current practices and new initiatives in this domain:
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Leadership Team
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Assessment and Curriculum Coordinator
Title 1 Coordinator
Technology Team
TAP Leadership Team
All teachers, staff and stakeholders
Director and Assistant Director of Teaching and Learning
Literacy Plan – HCPA Revised for 2014-15 School Year
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Department Leads
Counselor
HR Personnel
Current Practices – which will continue in 2014-15
All teachers have TAP school-wide goals based
on student’s performance on the MAP or MCA
Reading or Math assessments.
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Students set individual MAP goals prior to each
administration: Fall, Winter, Spring and indicate
in writing how they will meet their goals.
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School-wide MCA or MAP growth and
proficiency goals are reviewed weekly in PLCs.
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ELL service is provided specific to each student’s
individual level (see ELL Handbook).
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Title 1 service is provided to students below
grade level in small groups (K-5); Groups are
determined based on student needs from
multiple data points.
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Online programs are utilized to enhance
learning:
o Study Island
o Discovery Education United Streaming
o Accelerated Math
o Accelerated Reader (book labeling only)
o NovaNET
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Parent Teacher conferences (with translators)
are held twice a year.
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The Parent Teacher Organization meets
monthly.
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All teachers receive professional development
around literacy based instructional strategies on
a weekly basis by trained, national certified TAP
mentor or master teachers; TAP mentors also
have ongoing support to improve leadership
through NIET and the TIF grant.
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The Tap Leadership Teams meets twice a week
for a total of 120 minutes in order to research
best practices, field test them, and modify them
before presenting in PLCs.
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Our rigorous hiring process includes an initial
interview, lesson presentation and panel
interview when possible that consist of an
administrator, content area teacher counselor
and human resources personnel. Interviewer
gathers information from the interviewee’s
experiences, skills and strengths.
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All teachers are observed four times yearly. One
observation is by a mentor, one by a master,
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New Initiatives and Plans for 2014-15
Hire an additional MN Reading Corp Tutor for
K-3 to provide below grade level support 1on-1.
Further collect and analyze data using
Viewpoint and provide teachers training to
access reports.
Design the elementary schedule to provide
the following to all eligible students:
o Homogenous classes
o EL support
o Title 1 support
o 2 hours of ELA for K-2
Develop; provide training and
implementation support for language
standard integration, writer’s workshop and
balanced literacy framework for 3-5 ELA
classes.
Develop; provide training and
implementation support for science and
social studies curriculum that is imbedded
with literacy standards.
Develop and support implementation of labs
for 6-12 ELA classes. Labs will provide
opportunities for extending topics,
addressing intervention needs as well as
increasing application and independent
reading time.
Pilot Kuno (Android tablets) for all students,
K-12. Upper grade students will have online
access at home through Kuno’s hot spot.
Teachers will plan lessons through
Curriculum Loft, allowing for content to be
accessible to students through their device.
Students in lower grades will primarily use
Kuno for accessing academic-based
applications.
Finalize and implement World’s Best Work
Force plan
Literacy Plan – HCPA Revised for 2014-15 School Year
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another by an administrator and the last by the
mentor with a master or administrator of interrater reliability.
MAP and MCA goals are posted on the school
website.
MN Reading Corp Tutor to provide 1-on-1
intervention for below grade level readers in
grades K-3.
Parent Academy: informative sessions for
parents to learn how to best support their
students in school and birth to preK literacy
Provide K-5 teachers with clear expectations for
all reading curriculum components; follow up
with classroom observations and coaching in
order to ensure success of implementation.
Streamline all internal K-5 reading assessments
in addition to creation of benchmark
assessments aligned to common core standards.
English Fundamentals course for higher level EL
students in grades 6-8.
Core Component: Multi-Tiered systems of support/aligned curriculum and instruction
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Students who are behind spend more time on reading to accelerate rate of learning in order to
achieve beyond grade level in support of college readiness
Accountability is shared among all administrators and teaching staff to hold students to high levels of
achievement, regardless of ability.
Intervention is balanced and fast-paced with engaging instructional routines provided by well-trained
teachers as defined by Rule 8710.3000 and 8710.3200
Effective teachers provide culturally responsive instruction by building on students’ cultural
strengths.
Practitioners and instructional leaders use data-driven decision making and problem-solving
processes at school, in the classroom and at individual student levels to make educational decisions.
Learner placement in intervention is determined by examination of multiple data points (including
entrance and exit criteria)
There is common professional development on core content for all teachers and coaches so that
staffs have expertise in both content and pedagogy.
There are appropriate supports for teachers to meet the needs of all students, including coaching on
literacy practices and interventions.
District practices are aligned to unify regular education and special education curriculum
The district expectations for high levels of achievement are explicitly communicated to students, with
regular and systematic conversations that follow up with students on the requirements to meet these
high expectations.
Curriculum is aligned and articulated horizontally and vertically within the school and district to
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provide a fluid transition from PreK – 12 . The focus is connected from class to class, grade to grade,
and school to school.
Integration of technologies has been designed to meet the needs of and make instruction accessible
for student across ability levels.
Literacy Plan – HCPA Revised for 2014-15 School Year
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Instructional practices are in place to ensure that all students receive challenging, differentiated, and
appropriate instruction.
There is training and coaching in differentiated instruction and there is flexibility to modify student
learning targets, processes, and products.
There are procedures for accelerating instruction.
There is training for administrators and teachers in formative assessment and flexible grouping
strategies to support accelerated growth for all students.
High-quality, literacy-rich environments foster a positive classroom and learning experience at all age
and grade levels
A range of research-based interventions for any student at risk of academic or behavioral failure is in
place and implemented as needed.
The following personnel are responsible for overseeing our current practices and new initiatives in this domain:
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Title 1 Coordinator
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Leadership Team
All teaching staff
TLT
Assessment and Curriculum Coordinator
SPED Department Lead
Technology Team
C3 Leads
Library Specialist
SST Members
Literacy Planning Team
Current Practices – which will continue in 2014-15
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Title 1 support is provided in small groups for K5. 6-12 students have second ELA lab which will
address intervention needs.
ELL students are assessed (as new students)
with W-APT. Placement, monitoring, and exit
from ELL support follow the guideline provided
in the ELL handbook.
Students can be referred to the SST (Student
Support Team) for further evaluation of their
learning needs. If student is identified with a
disability he/she receives SPED services specific
to those needs.
There is a highly qualified teaching assistant in
each Kindergarten class.
C3 and specialist classes have an increased
focus on improving student’s literacy.
After school classes for reading enrichment and
support are offered for students in grades 3-12.
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Summer school is offered to PreK-12 grade
students.
New Initiatives and Plans for 2014-15
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Hire an additional MN Reading Corp
Tutor for K-3 to provide below grade
level support 1-on-1.
Maximum class size of 27 in K-5.
Analyze CODE date and achievement
data for correlations in “knowledge of
students” descriptor.
Analyze the usage and effectiveness of
current programs.
Further collect and analyze data using
Viewpoint and provide teachers training
to access reports.
Develop; provide training and
implementation support for language
standard integration, writer’s workshop
and balanced literacy framework for 3-5
ELA classes.
Develop; provide training and
implementation support for science and
social studies curriculum that is
Literacy Plan – HCPA Revised for 2014-15 School Year
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There is an added focus on data and goals in
PLCs: school wide MAP and MCA goals,
department goals, individual goal setting
Support is provided to students through SPED
and ELL classes as well as Saturday school.
Advancement is available to High School
students through AP, Honors and CIS classes.
Unpacked and aligned scope and sequence of
K-12 standards (includes curriculum and
assessments).
During PLCs and individual meetings, coaches
continually focus on the “knowledge of
students” descriptor.
Cultural competency training is presented to all
staff at the beginning of every school year.
Data is reviewed promptly by the assessment
coordinator to provide the big school picture to
the leadership team. Data is then broken down
at the class and individual level to determine
class placement, services to provide,
interventions and acceleration needed,
curriculum alignment, and staffing needs.
Data is analyzed further to determine overall
grade level needs. Based on the information
analyzed, strategies and coaching are provided
and monitored through PLCs. Pre and post test
on the strategies covered are analyzed for
further professional development planning and
to determine the impact on student
achievement.
The leadership team designs professional
development based on school results on MAP
and MCA assessments, benchmark assessments
and CODE data from teacher evaluations.
Professional development occurs for two weeks
prior to the student starting date, is ongoing
through PLCs and coaching, and 7 staff
development half days.
Honors classes require an application in order
to ensure content is at a higher level, not just
pacing.
MCA and MAP goals are clearly defined and
monitored, both by the teachers and the
students.
Teachers attend professional development
opportunities as they arise, which focus on
literacy practices and intervention.
All teachers’ unit and lesson plans are aligned
to MN standards.
SPED students are monitored by SPED case
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imbedded with literacy standards.
Develop and support implementation of
labs for 6-12 ELA classes. Labs will
provide opportunities for extending
topics, addressing intervention needs as
well as increasing application and
independent reading time.
Pilot Kuno (Android tablets) for all
students, K-12. Upper grade students
will have online access at home through
Kuno’s hot spot. Teachers will plan
lessons through Curriculum Loft,
allowing for content to be accessible to
students through their device. Students
in lower grades will primarily use Kuno
for accessing academic-based
applications. Purchase additional
curriculum, e-books and applications to
enhance student learning.
Provide Title 1 teachers with a
framework of instruction and support in
implementation.
Provide professional development
school-wide on formative assessment
and cooperative learning structures and
grouping strategies.
Continue building our school and
classroom libraries based on student
interests (ex. magazines, anime/manga)
Purchase books, resources &
subscriptions (electronic) that will
support all learner’s needs and interests.
Concordia University’s library personnel
will work with HCPA’s curriculum &
leadership team to develop professional
development plans for implementation
of the Electronic Library of Minnesota
(ELM) as part of research ELA units.
A Data Walk (overview of all school data)
is held at the beginning of the school
year to generate discussion and goal
setting in order to focus on increasing
student achievement.
Train teachers on using cooperative
learning techniques to increase
engagement (part of that is flexible
grouping).
Literacy Plan – HCPA Revised for 2014-15 School Year
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manager in conjunction with the general
education teacher to ensure student needs are
being met.
Students review MAP scores and set goals as
individuals and whole class through HR, English
and Math classes.
High achieving students, classes, and grades are
recognized at C3 Power Days.
K-5 curriculum is aligned horizontally and
vertically and unpacked down to individual
learning targets.
Programs are used to differentiate
instruction/practice (see below).
Teacher lesson planning resources are used to
meet the needs of various types of learners.
(see below).
TAP/NIET consultants observe and provide
feedback and support to HCPA’s TAP team all
with the underlying focus on increasing student
achievement.
MAP data is utilized to guide initial student
grouping.
Teachers are trained on using non-traditional
formative assessment techniques to
consistently monitor student understanding.
Books in the library and classrooms are labeled
with Accelerated Reader information (book
level, # points, and quiz #) to allow for students
to easily choose books
Students and teachers review MAP data to
determine reading level and use that
information to make appropriate book choices.
All teachers, staff, and students Drop
Everything and Read every Friday during C3 (K12).
HCPA provides free books (to go home)
throughout the school year to all students.
All teachers and staff promote their personal
reading with signs outside classrooms/offices
(ex. Ms. Doe is reading: _____)
All K-6 classrooms and many 7-12 have a range
of books and magazines available to students.
MN Reading Corp Tutor for K-3 to provide
below grade level support 1-on-1.
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3-12 grade language arts curriculum is
horizontally and vertically into unpacked
learning targets connected to a timeline,
curriculum and assessments. K-5 utilizes
common and benchmark assessments to track
growth and inform instruction.
Literacy Plan – HCPA Revised for 2014-15 School Year
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Language Lab, grades 6-12
Program Name
Accelerated Math
Study Island
Program Objective
Differentiate student math practice
with worksheets that generate and
score through a printer/scanner set
up. Aligned to MN Standards
Provide web-based instruction built
from MN standards that is easy to
use, fun, and engaging. Kids love
game mode where they can practice
benchmarks and be awarded with
short games. Program is easy to
access and monitor student progress
towards standards.
NovaNET Courseware
Research-based, flexible, and
engaging online courseware for
credit-accrual, credit-recovery, and
teacher projection (MCA prep)
NWEA & Descartes
Adaptive assessment that allows
student growth to be monitored and
provides concrete feedback
(Descartes) about the students’
academic strengths and weaknesses
to guided and differentiate
instruction.
An instructional setting that enables
teachers to work with small
differentiated groups of students to
help them learn effective strategies
for processing text with
understanding.
Literacy program to re-engage
struggling students and provide
transformational texts to inspire a
sense of hope and possibilities
Printable and customizable
Guided Reading
(Fountas and Pinnell)
Set of books A-Z
Scholastic ID: Voice,
Vision: Identity
EdHelper
Grade
Level/Students
Additional Information
K-12, all math
students
Program Administrator and
Trainer: Julie Schulz / Danuta
Xiong
7-12th grade
Reading (MCA
prep, GRAD
remediation, ELL
support); 11-12th
grade Math
(GRAD
remediation);
K-12 Reading
Intervention –
graphic series; K5 Math and ELA
9-12th grade,
math and reading
remediation
courses
appropriate for 712 grade.
K-12, all students
Program Administrator and
Trainer: Julie Schulz / Danuta
Xiong
K-8 all students,
9-12 ELL,
struggling
readers (title 1)
and SPE students
Questions: See veteran
elementary teacher or Julie Schu
9-12th grade, all
students
Housed in high school English
department – see Ms. Quam
K-12, all students
Username:
[email protected]
Program Administrator and
Trainer: CeCe Lee
Program Administrator and
Trainer: Julie Schulz
Literacy Plan – HCPA Revised for 2014-15 School Year
http://www.edhelper.c
om
Mon-e-Math
Read Naturally
worksheets for Reading, Math, Social
Studies, Science, Language, Special
Education, PreK, and Writing
Students review basic math as well as
practice at real-world mathematical
activities such as: buying cars,
insurance, housing, food, etc.; paying
taxes; applying for jobs; getting paid;
writing checks & balancing
checkbooks; compound interest;
credit cards;
Reading fluency and comprehension
Read Naturally for
levels .8 to 6.0.
Assess, practice, and do testing out of
level. Phonics warm-ups for one and
multi-syllable words. Includes CD
disks for audio.
Reading A to Z
www.readinga-z.com
Differentiate reading, print/copy
books and leveled readers, phonics,
vocabulary, fluency, poetry,
alphabet,assessments and other
teacher resources
Scholastic Printables
http://printables.schola
stic.com/printables/ho
me/
Discovery Education
Streaming Plus
www.discoveryeducati
on.com
A wealth of worksheets that focus on
standards; contains short worksheets
that are great for morning work,
prepared lessons for the teacher, and
even some classroom aids.
Discovery Education streaming is a
comprehensive K-12 library of digital
resources that enables seamless
integration of standards-based videos
into classroom lessons.
Discovery Education streaming offers
videos and resources from awardwinning producers such as Discovery
Education, Discovery School,
Standard Deviants, Weston Woods
and more!
Password: hmongacademy
Grade 12, 50%
SPED
Developed by Mr. Augustson, HS
Math Department
Grade 9-12, ELL ,
SPED
This is a Sped.
curriculum
resource only
Housed with ELL
K-12, particularly
struggling
readers or lower
level ELL
students at
middle and high
school level
K-8
Username: dduvnjak
Great mini-books
for NTC/Low
level readers
Login: [email protected]
K-12
Fluency data: observational;
comprehension data:
improvements per NWEA and MC
Reading
Password: reading
PW: hmongacademy
Create your own login
School passcode:
401D-8137
Literacy Plan – HCPA Revised for 2014-15 School Year
Super Teacher
Worksheets
www.superteacherwor
ksheets.com
Khan Academy
http://www.khanacade
my.org/
Sumdog
Website with printable worksheets
for teachers covering math, reading,
writing, phonics, grammar, spelling,
science, social studies, holiday
themes, puzzles and brain teasers.
K-12
User Name: DanijelaD
(mostly
elementary)
Password: hmongacademy
Khan Academy has a library of over
2,800 videos covering everything
from arithmetic to physics, fiancé,
and history and 302 practice
exercises. Please take a look at the
website as it would be easy to
include this in your lessons as a visual
element for the kids to introduce,
reteach, or review skills.
This site uses math games to get
students doing basic math (facts).
K-12
FREE, Access online
K-12 students
FREE, access online
This site designed by teachers aligns
with MAP assessments and contains
practice tests, online tutorials, and
lessons by grade for Reading,
Language, Science, and Math. It is
now working to align the question
banks with common core standards.
This site has some great pre-made
PowerPoints at different levels for
teaching things like fact/opinion,
main idea, simile, metaphor, and the
list goes on and on. It has little quiz
type activities within the Power
Points as well
2-10th grade
FREE, access online
K-12
FREE, access online
Probeware connects to TI-Inspire or
computers. Probes can be used to
test hundreds of different conditions
and used in many settings.
K-12
www.sumdog.com
Prepdog
www.prepdog.com
Language Arts
Powerpoints
http://languagearts.ppp
st.com/index.html
Vernier Probeware
(at higher
grades
especially for
struggling
readers)
For additional training or possib
uses see Ryan Lester.
Additional probeware can be
checked out through our
membership at the science hous
Literacy Plan – HCPA Revised for 2014-15 School Year
Science house at the
Science Museum of
Minnesota
http://www.smm.org/s
ciencehouse
There are many free resources to use
to supplement your science, art or
math classroom. Items include labs,
skulls, posters, books, videos. Most of
these items are too expensive for us
to purchase as a school.
K-12
Materials can be checked out fo
a week at a time or reserved
ahead of time from through the
website.
Online games for kids sorted by
grade level for possible centers
time. Games incorporate areas
such as math and language arts
while introducing basic computer
skills.
Online activities to help students
practice phonemic awareness,
phonics and other reading skills,
for possible center time.
K-5
Free, Access Online
Pre-K – 2nd
Free, Access Online
Online videos aligned to state
standards that are engaging to
students. Also includes My
BrainPOP – quizzes, game play,
activities, assessment, lessons
K-12, all
subjects
Username: hmongacademy
Password: hmongacademy65
Flocabulary is an online library of
songs, videos and activities for grades
K-12. Teachers use Flocabulary to
supplement their instruction and
engage students in all subject areas.
CCSS alignment provided as well!
K-12, all
subjects
Math practice site aligned to
standards.
Grade 7-8 Math
licenses only
Contact MS Math Departmen
for information
K-8 curriculum system for math,
number sense, language,
vocabulary, fact fluency, reading,
reading skills and writing
K-8; K-12 SPED,
EL, Title
Register for free online
You must go through an orientation
before you can check anything out
ABCya
www.ABCya.com
Starfall
www.starfall.com
Brainpop and BrainPOP,
Jr.
www.brainpop.com
Flocabulary
http://www.flocabulary
.com/
IXL Math
Moby Max
www.MobyMax.com
-Placement testing to determine
missing skills
For MyBrainpop, enter:
Educator Code: BHEV2833
Username/email:
[email protected]
Password: hmongacademy651
Literacy Plan – HCPA Revised for 2014-15 School Year
-Targeted practice to remediate
deficits
-Individualized learning paths
-Constant monitoring of progress
-Reports on common core standards
-Assessments, contests, and more
NEWSELA
https://newsela.com/
The site has current news articles
that you can search by grade level,
ELA common core standard, subject
and key word (grades 3-12). The
articles also indicate the Lexile level,
which you can adjust
higher/lower! Some of the articles
also have quizzes (you can set up
student accounts if you want kids to
utilize).
Grades 3-12
Register for free online for
trial
-War & Peace
-Science
-Kids
-Money
-Law
-Health
-Arts
MN Perspective
http://mn.pearsonpersp
ective.com/perspective/
With Perspective, educators can
access more ways to reach and
engage students with the concepts
they need to learn most, including:
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Creating assignments
for individual
students or learning
groups, for quick
access to enrichment
content without a
login or account, and
Accessing
instructional
materials that fit the
students’ unique
needs—including:
thousands of mediarich learning
activities linked to
Minnesota
Grades 3-12
Create free login – sign up
button and enter mn_edu
Literacy Plan – HCPA Revised for 2014-15 School Year
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standards, videos,
and interactive and
printable
instructional and
practice activities,
and
Accessing the
Minnesota Academic
Standards, Math and
Science Frameworks
and the English
Language Arts
Standards
Implementation
Toolkit
Core Component: Assessment
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Staff communicates student-level data to students in ways that enable them to monitor their progress
and promote development of personal achievement.
Grade level learning targets are aligned to 2010 English Language Arts standards for all students.
Regular and continuous use of data is used to inform, align, and improve instruction, grouping, and
assessment practices as part of the district, school, and classroom way of doing business.
There is a comparative analysis among disaggregated student groups that enables identification of
demographic-level issues in instructional practices and/or assessments.
There is ongoing use of data retreats, dedicated time for dissecting and interpreting and integrating
data, as well as common meeting time for all staff to collaboratively employ data in decision making
processes.
Use of data to identify necessary professional development for all instructional staff.
Assessments must also regularly evaluate and review systematic implementation of curricula and
instructional practices by providing evidence that teachers’ units and/or lesson plans show intentional
planning to foster students’ use of literacy and thinking skills.
Universal screening and other assessment data is reviewed to determine the percentage of students
currently proficient overall and within each sub-group, and a gap analysis has been completed.
Leadership promotes the use of assessment prior to instruction as a means of effectively differentiating
instruction for all students in the classroom.
Student-level classroom intervention procedures are based upon on-going collection of student-level
data.
Literacy Plan – HCPA Revised for 2014-15 School Year
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There is training for administrators and teachers in the effective collection, management, and use of
data for planning, implementing, and monitoring instruction.
Policies are in place to ensure that all necessary resources and support services are funded and
implemented to guide planning and related instruction through use of objective and relevant student
assessment information.
A current list of all assessment administered at all grade levels, at what times, and for what purpose is
available and consulted when district/school level decisions are made.
The following personnel are responsible for overseeing our current practices and new initiatives in this domain:
 Assessment Coordinator
 All Teachers
 All Students
 TLT
 Literacy Planning Team
 Leadership Team
 Title 1 Coordinator
Current Practices – which will continue in 2014-15
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All MAP data is communicated to students
in their homerooms (K-5) and in their ELA
and Math classes (7-12). Based on this
students create their goals that are then
monitored and revisited prior to each
MAP session. Students take the MAP
assessment three times a year.
All grade level learning standards are
aligned to 2010 English Language Arts
standards. All standards are “unpacked”
and learning targets are developed from
an in-depth analysis and discussion of the
standard as a whole—reaching consensus
on the true intent of the standard with
respect to what students must know or be
able to do to demonstrate mastery or
proficiency and sometimes filling in details
that are essential if teachers are to deliver
a common curriculum.
Data is available for decision making and
instruction, to identify problem areas for
teachers and students, and provide
feedback on progress through
disaggregating data by PLC’s.
Teachers review MCA data based on
various sub-groups and gender. This is
compared to schools with a similar
population and state norms. A similar
analysis occurs for MAP scores.
Through PLC’s and C3:
·
Help staff recognize the educational
New Initiatives and Plans for 2014-15
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Review ACCESS for ELL’s scores to target EL
students; have EL department develop goals
with their students based on the WIDA
levels 1-6.
Review programs which contain large CC
aligned question banks for creation of
benchmark assessments.
Implement an assessment system for all
standards/ learning targets.
Implement the curriculum adoption policy
(see below).
Grade 3-8 students set goals based on their
OLPA Math or practice MCA Reading in
order to understand what appropriate
growth is and to set concrete steps for how
to meet their goals.
Further collect and analyze data using
Viewpoint and provide teachers training to
access reports.
With support from CEE (MDE), evaluate
current assessment practices and refine as
necessary with the goal of all assessment
information being utilized by leadership
and/or teachers to strengthen programming
and instruction.
Literacy Plan – HCPA Revised for 2014-15 School Year
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impact of culture and use instructional
strategies that build on students’ cultural
strengths and promote success
·
Promote staff dialogue about how to
recognize the need for intervention and
then intervene on their own in order to
breakdown their and others’ predisposed
expectations about student
ability/performance.
·
Support staff in dialoguing with each
other about ways to engage students in
reflecting on their cultural backgrounds
and share information, traditions, etc.
Help teachers use cultural knowledge and
achievement data to design and deliver
differentiated learning opportunities for
students.
Through PLC, teachers identify learning
targets and subsequently strategies to
help them get students to mastery level.
Every teacher then develops and
implements pre and post test to better
monitor student growth. All of this data is
then stored in CODE system for further
analysis of needs.
All lesson plans and assessments are
recorded in ATLAS or Curriculum Loft’s
lesson planning system. Through this
system the leadership team is able to
monitor progress of learning targets in
individual class.
All students receive research-based and
standards-driven instruction in general
education and if applicable ELL or SPED
service.
If there are concerns about student
progress, increasingly intense tiers of
intervention are available to groups or
individuals.
Individual student data gathered through
the SST process may be used to determine
appropriateness of a special education
referral (e.g., in the case of students who
do not respond adequately to
intervention or who require ongoing
intensive intervention in order to sustain
growth).
All students take MAP assessment within
the first three weeks of school or when
they first enroll (as well as W-APT if a
language other than English is indicated
Literacy Plan – HCPA Revised for 2014-15 School Year
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on HLQ)
Online curriculum program usage is
reviewed at least once per year to
determine if the product should be
renewed.
All test calendars are in place before
school starts and reviewed by DAC and
leadership team. Assessment calendar is
posted to HCPA’s website and updated as
needed.
Benchmark and common assessments
(corresponding to Common Core
benchmark guides) are developed and
analyzed in order to target and improve
instruction.
HMONG COLLEGE PREP ACADEMY DISTRICT
CURRICULUM ADOPTION POLICY
The Hmong College Prep Academy School District’s curriculum/instruction/assessment processes are based on the
Minnesota State Academic Standards and are approved by the HCPA Governing Board, annually, following the sixyear curriculum review cycle. Hmong College Prep Academy is a single school site for K-12 programs. All curriculum
decisions are made through the vision of a K-12 content approach.
All HCPA teachers will teach the Governing Board approved curriculum.
Our curriculum meets the needs of our diverse student population and provides a variety of opportunities for
students to meet challenging content and performance standards and/or district benchmarks. The System for
Teacher and Student Advancement (TAP) contains both the professional development program and the curriculum
review process.
The Minnesota MCA and the HCPA grade level and content based assessments provide accountability and
documentation of student achievement based on the curriculum. All student achievement data are stored on the
School Wide INFORM data warehouse to allow all teachers to be updated on individual student performance.
It is the responsibility of the Superintendent to ensure that all aspects of the curriculum are taught, meet the
Minnesota State Academic Standards, and are assessed and revised using the school wide procedures. Other
District Administrator(s) will oversee that all aspects of this policy are followed.
CURRICULUM DEVELOPMENT GUILDELINES
The following plan and set of guidelines have been developed in order to provide an orderly approach to
curriculum development, avoid duplication of course content, capitalize on the expertise of staff and
Literacy Plan – HCPA Revised for 2014-15 School Year
administration, and to maximize use of resources. HCPA has developed content based scope and sequences and
mapping guides over the past 7 years. As the MN standards content change, the scope and sequences are revised.
This is a historical process, along with professional development and training to match the rigors of the standards.
However, the MN standards are being revised and will hold our students to the same level of accountability as all
other schools. The Curriculum Teams collaboration and dissemination of information is paramount to the success
of any Curriculum Policy.
I.
IMPLEMENTATION COMPONENTS
This plan includes basic instructional components for each subject to be studied. These components and
timelines for achieving the desired outcomes are as follows.
SUSTAINED ACTIVITIES
II.
A.
Conduct a K-12 needs assessment. Align local curriculum to state content standards. Develop
revised curriculum addressing gaps and overlaps. Superintendent approves/adopts revised
curriculum and appropriates resources and/or texts to implement new curriculum. TIME
Annually
B.
Conduct training and staff development support on new curriculum resources, texts, and
instructional methods necessary. TIME Annually
C.
Implement the adopted program of study. TIME Annually
D.
Align all instruction according to the rubrics of the TAP Professional Development program.
SEQUENCE OF STUDIES- Revised Version - to begin Fiscal Year, 2011.
Curriculum areas will be studied in the following sequence:
YEAR
NEEDS ASSESSMENT
TRAINING
IMPLEMENTATION
2011-12
Math
PLC training
Through TAP or Prof. Dev.
Day
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2012-13
Language Arts
Math
Through TAP or Prof. Dev.
Day
2013-14
Social Studies
Language Arts
Through TAP or Prof. Dev.
Day
2014-15
Science
Social Studies
Through TAP or Prof. Dev.
Day
2015-16
M.A.P.E.
Science
Through TAP or Prof. Dev.
Day
2016-17
Specialties
M.A.P.E
Through TAP or Prof. Dev.
Day
Specialties
Through TAP or Prof. Dev.
Day
2017-18
2018-19
Specialties
**
M.A.P.E. includes Music, Art and Physical Education.
***
Specialties are those areas unique to elementary secondary, or classroom support topics. Examples:
World Language (Chinese/Hmong), Technology/Computers/Business Ed., Health, and others
III.
COMMITTEE MEMBERSHIP
IV.
A.
Standard committee membership is comprised of a representative group of faculty and
administrators. Student, parent and community representation is encouraged at all appropriate
levels on an advisory basis. A person having the authority and responsibility to set meetings,
assign tasks to committee members and make public presentations shall chair the committee.
The District Curriculum Consultant will oversee all aspects of the committee review process.
B.
Committee membership shall be determined by appointment and/or volunteers. Elementary
staff shall adequately reflect appropriate grade levels with representation for their grade levels.
Middle school and high school representatives will report to the committee only when their
content area is being considered. Total committee membership will be determined in
accordance with the needs of the subject being studied. There will be at least one administrator
serving on the committee.
MINIMAL AREAS OF CONSIDERATION FOR STUDY
During the needs assessment and textbook adoption phases, an evaluation and critique of the existing
programs (including the sequential skills) is conducted. The following areas shall be addressed in this
review.
A.
B.
Minnesota Academic Content Standards
State and HCPA assessment data (MCA and NWEA)
Literacy Plan – HCPA Revised for 2014-15 School Year
V.
C.
B.
Student diversity of needs, interests and future self-supporting living skills
Analysis of meeting the academic range of the student body
C.
Inventory of equipment and supply needs
D.
Facility requirements and limitations
E.
Community resources
F.
Media/technology support needs
G.
Current curricular offerings
H.
Anticipated staff and administrative training and inservice needs
I.
Projected total budget costs for all components necessary for implementation
GUIDELINES FOR CURRICULUM COMMITTEE
The following guidelines have been established for each curriculum grade level or content committee. It
is recognized that certain studies will have their own unique deviations.
A. The study committee will write/review/revise (prepared in booklet or 3 ring binder form)
1.
2.
3.
4.
5.
Content Area Program Vision Statement,
Content Area Program Mission Statement
Program outcomes: K-12 sequential scope and sequence
Course and grade level outcomes with correlating assessments
Recommended course/class additions or deletions for high school level
B. Revised curriculum is to be presented to the Superintendent for adoption in June, after the first year
of curriculum revision.
C. A cost analysis for continuing the TAP program and other areas for staff development will be part of
the needs assessment.
D. Textbook guidelines:
a. Any textbook with a copyright date of more than two years prior to the year of
implementation cannot be adopted without the written consent of the Superintendent
b. Only textbooks with appropriate Lexile Scores for HCPA students will be adopted.
c. All textbook adoptions shall be made on a school wide or subject basis.
d. Textbook adoptions will be approved annually by the Superintendent by
th
June 30 of each adoption year.
e. Each textbook adoption remains in effect for the six-year period. Updated supplemental
materials or equipment may be purchased if funds become available.
Literacy Plan – HCPA Revised for 2014-15 School Year
BASIC ASSUMPTIONS ABOUT THE SIX-YEAR CURRICULUM DEVELOPMENT PLAN
1.
Excellent way to share curriculum content and priorities with staff, board, and citizens.
2.
Budget allocations for implementation increases at the time of revision.
3.
Greatly benefits elementary teachers and students within a curriculum content.
4.
All “non core” subjects have a designated year place in curriculum development/revision.
5.
Estimated funds for implementation are designated prior to training and implementation.
7.
Funds for instruction go farther since materials are purchased to meet specific skill needs.
8.
A sequential skill program maintains teacher autonomy for day-to-day skill application.
PLAN FOR CURRICULUM AND INSTRUCTION
RENEWAL, ASSESSMENT AND STAFF DEVELOPMENT
CURRICULUM RENEWAL PROCESS
Hmong College Prep Academy District has a general long-term plan for curriculum work and more detailed plans
for each curriculum project. The long-term plan was developed by the Administrative Team throughout the years.
School leaders (PLC Mentors, Department Heads) and other administrators will review the plan as the next content
area becomes involved with the process. The existing detailed project plan was developed by the administrators,
PLC mentors, and Department Leads, then reviewed and approved by the Superintendent.
The long-term plan. Hmong College Prep Academy District uses a systematic, cyclical process. This process
includes planning and creating a curriculum vision for each discipline area, providing for systematic analysis of the
schools’ programs of study and instructional practice, and implementing and evaluating curriculum. HCPA will use
the three stages described below to accomplish this cyclical process as each discipline enters into the Curriculum
Renewal Cycle.
Stage One: Planning and Creating a Curriculum Vision. Examine each stage of the curriculum renewal process,
along with specific school wide issues, and sustain the specific plan for renewing the curriculum. Analyze new
trends, ideas, innovative programs, and standards to develop a vision for the curriculum of the future. Inform the
administrative team and the Governing Board of this plan and request their comments.
Strategies: Review stages, begin program analysis, find materials and resources, and create a tentative plan.
Analyze readings, use administrators and department leads to examine school wide programs, review national
programs, examine regulations and frameworks, and explore integration with other subjects.
Stage Two: Analyze the Curriculum in Practice and Develop a Plan for Action. Sustain the ongoing comparison of
HCPA current curriculum with the Minnesota State Academic Standards as they change. Identify gaps and overlaps.
Literacy Plan – HCPA Revised for 2014-15 School Year
Collect data to describe the current curriculum in practice – its goals, units of study, instructional time, materials
and programs in use, curriculum guides, assessment strategies, etc. Determine the perceived needs of current
teachers. Compare the ideal and the actual program in practice. Develop recommendations for change and plans
for action. Use PLC meeting content to meet the training and informational needs of individual teachers.
Strategies: Continue to analyze survey responses, mapping the curriculum, reviewing assessment data, conducting
program evaluations and audits; evaluate curriculum, examine integration, and synthesize data. Conduct activities
to examine gaps between an ideal curriculum and current curriculum in practice.
Stage Three: Redesign, Implement and Evaluate the Curriculum. Redesign and restructure the curriculum according
to the plan of action, with emphasis on sustaining the standards-based program, revising the curriculum guide,
reviewing materials and instructional practices, and incorporating various forms of assessment. Offer appropriate
professional development according to the framing of the System for Advancement of Teachers and Students
(TAP). Monitor the redesigned program as it is implemented. Evaluate and revise if appropriate. Seek input by the
Superintendent, and support from the HCPA Governing Board.
Strategies: Continue to revise the school mission and goals, determine standards, realign scope and sequences to
match changes in MN standards, revise instructional strategies, select resources, devise new assessment
procedures, develop curriculum blueprint, revise specific courses and units. Continue to monitor new content
curriculum, communicate with parents and community, continue (TAP) appropriate professional development,
implement new assessments, evaluate and monitor programs.
CURRICULUM RENEWAL FUNCTIONS
The Curriculum Team, with the assistance of the TAP and PLC teams, will identify curricular needs, develop a
curriculum training calendar, and appoint and monitor the work of curriculum task forces as follows.
* Explain the school wide process that will be used in developing each curriculum plan.
* Appoint, provide training, and monitor the work of PLC committee.
* Develop and submit budget recommendations for curriculum implementation..
* Arrange for the needed PLC leadership training and other staff development opportunities.
* Develop a process to conduct a needs assessment that identifies priorities for developing curriculum guides and
related materials.
* Identify a standard format for curriculum guides.
* Use the TAP Rubrics to monitor processes and materials to ensure that the curriculum is effectively implemented
* Continue to use TAP to identify and implement curriculum evaluation processes.
Curriculum Team includes the Superintendent, PLC Mentors, Department Heads, and Administrators. The
Curriculum Team will accomplish most of the curriculum development. These professionals, recommended and
appointed by the Superintendent will accomplish specific curriculum projects, i.e., developing a K-12 mathematics
curriculum (according to the cycle). These members will be chosen on the basis of the following criteria:
knowledge of the subject area for which they are responsible; ability to produce work on schedule; knowledge of
the district’s curriculum development processes; and influence with classroom teachers. Ordinarily each task force
includes the curriculum team, and several teachers who can work together to produce high-quality work.
Literacy Plan – HCPA Revised for 2014-15 School Year
The curriculum team will be charged with overseeing student data and curriculum outcomes as they
relate to:
* Reading with comprehension and critical judgment;
* Writing clearly and effectively;
* Mastering mathematical computations and problem solving.
As the work in curriculum renewal proceeds, the need to closely align curriculum with the district’s
assessment program has been increasingly important. This is especially significant in a standards-based
environment in which the curriculum is geared toward helping students demonstrate their mastery of
important curriculum standards. The assessment data will be used to judge how well students are doing
throughout the district and to provide feedback to teachers and students for curriculum and student
improvement.
The District Staff Development Committee. This district advisory committee will be responsible for
making recommendations for school wide staff development.
TAP professional development activities need to include the curriculum renewal process. Staff
development offerings will be designed to meet the needs of teachers. The recommendations for staff
development in relation to curriculum renewal will be forwarded to the Superintendent.
SUMMARY
Improving the learning of all students is the ultimate goal of a quality curriculum renewal process. To achieve the
high expectations articulated in the MN standards, all pieces of the curriculum renewal process must work in
concert. By analyzing what changes are needed, setting a clear time line, and clearly defining roles and
responsibilities as outlined in this Plan, the climate exists for all students to master essential concepts and skills.
Core Component: Job-Embedded Professional Development
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Teachers regularly analyze work/performance data in meeting learning goals.
Professional development opportunities are built into the regular school schedule, with consistent
opportunities to learn about new research and practices. Opportunities are supported to implement
and reflect upon new ideas.
The intervention and enrichment practices for students grow out of collaborative structures.
The schedule provides time for teachers to collaborate with each other.
Collaborative teaming includes specialists and coaches and provides for regularly scheduled meetings to
address students’ needs as they arise.
There is a culture of collaboration that supports school-wide efforts to drive cultural changes and
develop district-wide accountability models that support literacy development in all students.
Literacy Plan – HCPA Revised for 2014-15 School Year
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Professional development needs are based on data and reflect effectiveness of implementation of
literacy practices.
There are collaborative processes across age levels, grades, subjects, buildings, and district
administration in place to promote development of competent use of data, literacy practices, and
instructional strategies.
There is use of administrative and peer monitoring techniques, co-teaching, and coaching to support
continuous improvement of instructional practices and maintain common understanding of and fidelity
to curricula.
There are training and coaching opportunities that provide on-going access to relevant evidence-based
practices as well as support for full implementation of the chosen evidence-based practices.
Coaching is focused on increasing teacher and administrator capacities to positively impact student
literacy development and proficiency for all students, using and collecting data, building home-schoolcommunity connections and is consistent with expectations of Reader Leader standards as cited in Rule
8710.4925
The following personnel are responsible for overseeing our current practices and new initiatives in this domain:
 All Teachers
 Leadership Team
 TAP Leadership Team
 Assessment and Curriculum Coordinator
Current Practices – which will continue in 2014-15
 PLC’s are held every week for 85 minutes. Each
teacher meets with their mentor at least 2 times
per month and the mentor is in the teacher’s
classroom a minimum of two times per month to
provide targeted coaching and support.
th
 PLC’s are currently divided by: K-2, 3-4, EL/Title,5
and K-5 specialists and then by content for 6-12.
 Administrators are part of all TLT meetings and all
team decision making.
 Through PLC, teachers identify learning targets
and subsequently learn strategies to help them
guide students to mastery level. Every teacher
then develops and implements pre- and post-test
to better monitor student growth. All of this data
is stored in the CODE system for further analysis
of needs.
 All teachers are a part of PLCs and also focus on
literacy goals (along with mainstream teachers).
 The PLC’s school-wide goal has been focused on
literacy for the past four years. This decision was
based on MAP and MCA data. The school
assessment coordinator provides TLT with data
that they further analyze as a group, specifically
looking at the strand level of MCA and MAP and
for MAP looking at the Descartes skills. The focus
for professional development in PLC’s was
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New Initiatives and Plans for 2014-15
Collaboration meetings for SPED, EL and
Title 1 are scheduled regularly with
homeroom teachers (K-5)
Co-teaching ELA/SPED classes in 6-12.
Ongoing professional development for K-2
Superkids curriculum
Ongoing professional development for K-5
Math in Focus curriculum
Provide K-5 Title 1 teachers with a
framework of instruction and support in
implementation throughout the school
year.
Continue professional development
school-wide on formative assessment and
cooperative learning structures and
grouping strategies.
Develop; provide training and
implementation support for language
standard integration, writer’s workshop
and balanced literacy framework for 3-5
ELA classes.
Develop; provide training and
implementation support for science and
social studies curriculum that is imbedded
with literacy standards.
Develop and support implementation of
Literacy Plan – HCPA Revised for 2014-15 School Year
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determined from the big picture data needs.
Once teachers received training on the strategies,
they began and ended the cycle focus with preand post-test. That was then reviewed
independently by the teacher and then with the
mentor and PLC group in order to guide their
learning of new strategies. See below for a list of
PLC Topics.
All lesson plans and assessments are recorded in
ATLAS lesson planning system or Curriculum Loft.
Through these programs the leadership team is
able to monitor progress of learning targets in
individual class.
EL and SPED support their students through coteaching some classes
Benchmark assessment creation and analysis is
completed collaboratively.
Student Support Team (SST)
2013-14 PLC Topics:
Grades 7-12:
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JumpStart strategy
Identify relevant/irrelevant information
QUEST strategy
Pre-reading strategy
During-reading strategy
Scaffolding
Grades K-5:
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STAR strategy
Gradual release model
Think Aloud
Content objectives
Identify relevant/irrelevant information
Before-reading STICK strategy
2012-13 PLC Topics:
Grades 7-12:
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Differentiation
Standards and Objectives
Grouping
Questioning
Activities and Materials
Lesson Structure and Pacing
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labs for 6-12 ELA classes. Labs will provide
opportunities for extending topics,
addressing intervention needs as well as
increasing application and independent
reading time.
Pilot Kuno (Android tablets) for all
students, K-12. Provided ongoing
professional development to teachers in
utilizing this technology, it’s application
and the Curriculum Loft software.
Seven half-days are planned throughout
the school year which will focus on
professional development for curriculum,
Kuno implementation and provide
collaboration time.
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Presenting Instructional Content
Data Analysis
Student Thinking and Reflection
Webb’s Depth of Knowledge/complexity of thinking
JumpStart! Strategy for answering questions
Grades K-5:
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STAR
Big 5 Reading
Benchmark Assessments
Common Core Standards
Curriculum Alignment
Making Connections
Exploration
2011-12 PLC Topics:
SIOP Cluster Cycle
- Build background (concepts and vocabulary)
- Use of question cube
- Comprehensible Input: Scaffolding of vocabulary, including through graphic organizers and repeated exposure.
- Review and Assessment – ongoing and continuous. Used to inform teacher of need to adjust instruction. Use of
exit slips, colored cups, thumbs-up and down.
Thinking Cluster Cycle (Upper Elementary, MS and HS):
- Demonstrate comprehension – Jigsaw, mind-maps
- Monitoring Thinking – metacognition, think alouds (teacher and students)
- Evaluate – ways students can evaluate their thinking/responses (through checklists, portfolios)
Thinking Cluster Cycle (Lower Elementary):
-making connections
-exploring new learning
-applying new learning
-generating questions
-being aware of thinking (metacognition)
-evaluating answers
2010-11 PLC topics:
Context Clues
- Evidence in context
- Underline key words
- Affixes and Parts of Speech
- Signal Words
- Synonyms and Antonyms
- Find in a poem (visualize)
Literacy Plan – HCPA Revised for 2014-15 School Year
- Rewrite a sentence with a synonym
- Testing Formats
Main Ideas
-Key Words highlighting activity.
Preview and Predict Text
-THIEVES
-Word Scramble Prediction activity
- Turn headings or titles into questions prior to prereading
- Main ideas can be summarizing a picture
- Using skimming and scanning skills, students will use text features, such as key words, titles, subtitles, captions,
pictures, glossary, index, etc. to predict the main idea of a passage.
-Sorry, I Lost My Headings
-Text features graphic organizer
-Concept Definition Sort
-Word Splash
- Key Words
-ReadWriteThink activity – eliminate words.
- Keyword Construction graphic organizer
-No more than 7 words in paragraph, no more than 3 words in a row.
- Identify key words in sentence, paragraph, passage.
- Look for words that are repeated.
- Main ideas can be in a paragraph or a section or a passage.
- Identify the most commonplaces in a paragraph/passage you can find the main idea ( first/last sentence; first/last
paragraph)
- Connect with transition words, which often signal the main idea.
Core Component: Family and Community Partnerships
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Create and maintain a plan for improving parent and community engagement by clearly defining
communication systems, avenues for families and community members to express their needs and
concerns and to identify clear pathways for families to stay informed of ways they can support their
child’s literacy development.
Partner with community and faith based organizations to provide literacy opportunities for parent and
caregivers of youth prior to school entry, after school day, and beyond.
Work to strengthen coordination among schools, pre-kindergarten programs, early literacy programs,
family literacy programs, public libraries and after school programs that provide services to students
and/or families.
Connect and collaborate with public libraries and community based organizations that support literacy
and are specific to the needs of pre-K to grade 3 readers and writers.
Educate and provide information to parents and caregivers on how to effectively interact with their
child when using technology to advance literacy outside of school.
Develop a community wide message on the importance of infant, toddler, and preschool language
development and its impact on later school success. Identify ways in which community members can
get involved.
The following personnel are responsible for overseeing our current practices and new initiatives in this domain:
Literacy Plan – HCPA Revised for 2014-15 School Year
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Leadership Team
PTO
Parent – Community Liaison
Operations Manager
Current Practices – which will continue in 2014-15
 Parent Teacher Conferences are held twice a
year (translators provided)
 Kindergarten DVD on age-appropriate learning
is -available online, at Kindergarten round up or
parent teacher conferences.
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The Parent Teacher Organization meets
monthly to organize various school fundraisers.
 Teachers schedule home visits each year, where
they interact with their students in their home
environment.
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Parent letters are translated whenever possible
 Interpretation is provided for phone and
conference conversations.
 Library visits and college visits are organized
through the C3 program.
 The school applied for and received the First
Book grant and can pay low shipping costs for
free books to go to student’s homes
 Parent Academy; Topics: school-wide
assessments, birth to pre-K, Title 1 program,
parent portal/tech, positive parenting
 Collaborate with neighborhood, city, state, and
cultural specific organizations to widen pool or
resources available to parents.
 K-5 Teachers provide update and information to
parents through their weekly newsletter
 Update parents about school events and
initiatives through the quarterly online
newsletter.
 Provide students free books to take home from
“Read Indeed For Kids”.
 On the waiting list for RIF: Reading Is
Foundational book grants
 Partnered with Girls Getting Ahead in
Leadership
 Promote literacy during book fairs held during
parent-teacher conferences
 Provide parents literacy information on HCPAs
website for birth - grade 12 (Link the Minnesota
Parents Know)
 Provide translated phone announcements and
flyers for parent communication
 Provide parents HCPA’s literacy brochure at
school events and conferences in order to
increase awareness about the importance of
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New Initiatives and Plans for 2014-15
Set goals with PTO in order to increase parent
volunteering and involvement. PTO will
develop an action plan to accomplish this
increased parent involvement.
Hold quarterly Family Reading Nights
PTO will create a Site Council that focuses on
training parent representatives into
leadership positions that will advocate for
parents/students. The Site Council’s primary
goal is to improve student achievement.
Apply for the Snapdragon grant and use funds
to continue expanding the library.
Concordia University’s library personnel will
work with HCPA’s curriculum & leadership
team to develop professional development
plans for implementation of the Electronic
Library of Minnesota (ELM) as part of
research ELA units.
Hold a Read-a-Thon event and invite family
and community members to participate
Refine 2013-14 piloted events “Learn Your
Library” to increase family attendance. Event
is through a partnership with Saint Paul Public
Libraries.
Become a member of the green book shelf to
provide free books to students
Explore partnerships with: HAP, KOM, Karen
Church, and various churches attended by
Hmong families from the school.
Literacy Plan – HCPA Revised for 2014-15 School Year
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early literacy and parent support.
K-5 literacy team develops school and family
initiatives to meet the goal: To motivate kids
and create passion for at home reading through
classroom and parent collaboration.
Reader of the Month celebrations