CI – Background Information / Documents

Curriculum & Instruction – Background Information / Documents

SSR FindingsBackground Information / DocumentsEvidence

NWEA Maps and DIBELS Scores

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).

Calendar

Instructional Planning and Practice:

Young Children’s Needs and Learning in Our District (Birth-8)
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
While we maintain robust early learning programming for most age groups, we face a significant gap in pre-kindergarten services for the 2025-26 school year due to enrollment size limitations. This creates a critical need to ensure kindergarten-ready skills are addressed through alternative community partnerships and family engagement initiatives.
Our existing early learning framework emphasizes concentrated, continuous interventions delivered by trained paraprofessionals and teachers who specialize in science of reading methodologies. These evidence-based approaches are essential for our student population, many of whom require intensive foundational skill development.
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.
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.

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.

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 Pathways Process

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.

Elementary – Clear and consistent behavior expectations are established for all common areas in the building. (Lunchroom, Hallways, Restrooms, and Assembly).

Junior/Senior High – Expectations are outlined through PBIS and communicated through advisories.

PHE Student-Parent Handbook
JSHS Student-Parent Handbook

PHE Discipline Matrix
JSHS Discipline Matrix