District Curriculum:
Curriculum and Instruction supports student learning when it is intentionally planned and delivered to be important, focused, engaging, demanding, and scaffolded. This category seeks to ensure there is commitment to and practice of defining learning targets for students, then intentionally planning for and using a variety of instructional strategies so EVERY student is challenged. There are three elements in Curriculum and Instruction: Curriculum, Instructional Planning, and Instructional Practice (adapted from Carol Ann Tomlinson).
- Hanover School District Course Opportunities
- PSAT/SAT Score Comparison
- 2020 PHE ELG Grant
- Wonders 2020 – Elementary
- Read 180 – RtI – Middle School Learning Center
- Math 180 – RtI – Middle School Learning Center
- Career Clusters
- Curriculum and Mapping Project
- Calendar
Instructional Planning and Practice:
Young Children’s Needs and Learning in Our District (K-3)
Our district serves a diverse population of young learners with varying developmental and academic needs. Children in our catchment area require strong foundational literacy skills, with particular emphasis on phonemic awareness and early reading competencies that align with the science of reading research.
Current Programming and Gaps
Hanover Elementary structures its literacy instruction around three core components. Students receive a minimum of 90 minutes of core reading instruction daily, supplemented by 30 minutes of targeted intervention for students who need additional support, and 30 minutes of center time to reinforce skills through differentiated activities.
Key Challenges Impacting Learning
Staff retention presents our most significant challenge, with Hanover Elementary School experiencing 66% teacher turnover. This instability directly impacts the consistency of instruction and relationship-building that young children require for optimal learning. High turnover disrupts the continuity of evidence-based interventions and requires ongoing investment in training new staff in specialized reading instruction methods.
Assessment and Monitoring
The school uses a comprehensive assessment system where students are progress monitored every seven to ten days using Significant Reading Deficiency (SRD) indicators. This frequent monitoring is complemented by formal benchmark assessments administered at the beginning, middle, and end of each school year. All assessment tools—including the curriculum, benchmarks, diagnostic measures, and progress monitoring instruments—have been approved by the Colorado Department of Education (CDE), ensuring alignment with state standards.
Learning Priorities
Our focus remains on building strong literacy foundations through systematic phonics instruction, maintaining qualified instructional staff, and developing alternative early learning pathways to compensate for the temporary pre-k gap. Addressing teacher retention is critical to ensuring consistent, high-quality instruction for our youngest learners.
Professional Development
Staff participate in multiple training sessions throughout the year to stay current on evidence-based literacy practices and effective implementation of the READ Act requirements.
Instructional programs/resources the district has adopted (content areas/grade levels)
Hanover School District RTI/MTSS Approach:
- The RTI/MTSS model is anchored on the 3 Tiered approach where 80% of all interventions occur with instructional best practices (Hattie, Marzano, McTighe). Hence, our focus on instructional best practices. Our Advisory period was put at the end of the day(35 minutes) so students could travel to teachers and our Learning Centers for academic support and on Tuesdays and Thursdays attend our after-school Learning Centers (staffed with content area faculty and paraeducators) for an additional 120 minutes of intervention time. All tolled; this could give students who take advantage of it, a total of 310 minutes of intentional intervention time/week.
- We also aligned our “extended classroom (i.e. activities and athletics)” practices with our coaches and sponsors where eligibility is concerned. If students are not eligible, they are required to spend time, not practice, in the Learning Centers until grades are brought to proficiency.
- Tier 1 is for every student
- Social Emotional Learning Curriculum
- Career Preparation I.C.A.P.
- Graduation Tracking
- Targeted Advisement
- Co-Taught Classes
- Supported Classes
- PBIS
- Tier 2 is for students needing a little more support
- Tutoring
- Skills Center
- Intervention Classes
- Credit Recovery
- Individualized Education Plan
- Skills Building
- Tier 3 is for students who need specialized support
- Modified Classes
- Skills Center
- Individualized Instruction
- Credit Recovery
- Modifications
- Further Support
- Intensive Affect
Resources/Programs available to students before, during and after school for intervention and enrichment
Tutoring sessions are offered twice a week after school and everyday during advisory, but students are able to receive assistance more often as needed.
ICAP Approach:
All students make progress towards Grade Level 13 Readiness in areas listed as ICAP Quality Indicators (Personal Awareness, Career Awareness, Postsecondary Aspirations, Postsecondary Options, Environmental Expectations, Academic Planning, and Employability Skills) beginning in grades 6th grade. Students have a designated Advisory with support with academics, ICAP, SEL, and graduation requirements.
Graduations Requirements are approved by the Board of Education.
Career Start/Concurrent Enrollment
Data Management:
Hanover utilizes Alma as their Student Information System. Parents automatically receive an account to easily track their child’s grades, behavior, attendance, and more.
Behavioral Expectations:
At Hanover we follow the ten Core Belief’s District-wide:
We will …
- embrace a growth mindset to help create a successful learning environment.
- engage in positive behavior support to increase accountability.
- demonstrate respect and encourage acceptance of all to create a safe environment.
- value every child as they are worthy of a good education.
- provide greater athletic and creative opportunities that are conducive to higher academic achievement.
- continue to be flexible in order to provide opportunity for growth.
- optimize class sizes for social and academic success.
- create an approachable environment gained through casual, yet professional demeanor where strong relationships are built.
- provide high quality education utilizing a four day week.
- maintain a caring staff willing to help students succeed.