Hanover S-CAP

CI – Background Information / Documents

Curriculum & Instruction – Background Information / Documents

SSR FindingsBackground Information / DocumentsEvidence

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
  • Calendar

Content Areas/Grade Level Curriculum

  • English Language Arts/Reading: PK – 12
  • Mathematics: PK – 12
  • Science: K-12
  • Social Studies: K-12
  • ICAP: 6-12
  • Social-Emotional Learning: K-5, Harmony
  • PE/Health: Quaver Ed and SPARK

Supporting Documents:

Curriculum Development and Revision Process

Our curricula are developed and revised through:

  • Teacher Input
  • Standards Alignment
  • Data-Driven Revision
  • Collaboration Planning
  • Annual Review

Instructional Planning and Practice

Adopted Instructional Programs/Resources

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.

K-3 Literacy Programs (READ Act Compliant):

  • Core: CKLA (K-5), UFLI (K-2)
  • Supplemental: Heggerty (K-2), SIPPS (MLL support)
  • Intervention: Lexia Core5, IXL, iReady
  • Assessment: DIBELS8, NWEA, CMAS, iReady

Mathematics Programs:

  • Core: iReady
  • Supplemental: IXL
  • Technology Support: 1:1 Chromebooks for all students

Program Evaluation Process

Current evaluation practices include:

  • District-wide Literacy Plan
  • Instructional team reviews to assess curriculum effectiveness
  • Teacher feedback through internal SCAP review process
  • Student performance analysis using CMAS, DIBELS8, NWEA, iReady data
  • Implementation monitoring through accountability structures

District Instructional Approach

Hanover School District grounds its teaching in proven, research-supported practices, with an emphasis on the following:

  • Engaging Students: Career and technical education courses hold student interest by their hands-on nature, and teachers tailor instruction to each learner.
  • Differentiating Instruction: Because teachers get to know their students closely, they can set a level of challenge that fits each individual.
  • Using Technology: Students can choose digital tools to complete projects and engage with course content.
  • Leveraging a Small-School Setting: Smaller class sizes make personalized attention a built-in part of the learning environment.

District MTSS Approach

Hanover Elementary School RTI/MTSS Approach:

Multi-Tiered System of Support Structure

  • Elementary
  • Data-driven student grouping based on DIBELS and NWEA results
  • Regular data team meetings to monitor progress
  • Parent communication integrated into system

Key Components:

  • Assessment data analysis during MTSS meetings
  • Intervention planning based on individual student needs
  • Progress monitoring DIBELS8, READ plans, and MTSS coordination
  • Floating substitute available for peer observations

Resources for Academic Intervention and Enrichment

After-School Support:

  • Grant-funded after-school tutoring program in math, ELA, and science
  • STEM club
  • Citizenship club
  • MLL support

K-3 Reading Deficiency Strategies

Targeted support includes:

  • READ Plans
  • MTSS
  • Parent communication through Infinite Campus
  • Intervention adjustments based on data team decisions

Hanover Jr/Sr High School 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 2 is for students needing a little more support
    • Tutoring: Saturday School
    • 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 Pathways Process

Career Start/Concurrent Enrollment

Data Management:

Hanover utilizes Infinite Campus 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.

HES Student-Parent Handbook
JSHS Student-Parent Handbook

HES Discipline Matrix
JSHS Discipline Matrix

Data Management:

Infinite Campus is used for student data information.